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Full-Text Articles in Education

The Teaching And Learning Of Word Problems In Beginning Algebra : A Nigerian (Lagos State) Study, Omolola A. Ladele Jan 2013

The Teaching And Learning Of Word Problems In Beginning Algebra : A Nigerian (Lagos State) Study, Omolola A. Ladele

Theses: Doctorates and Masters

At both the junior and senior secondary school levels in Nigeria, student performance in mathematics examinations has been poor. Within the context of large classes, with inadequate facilities, and teaching and learning in a second language, algebra and algebra word problems are introduced to students during their first year of junior secondary school. The transition from primary school arithmetic to the use of the algebraic letter is challenging to students and it is important that teachers should know the likely difficulties and misconceptions students may have as they begin algebra (Welder, 2012).

In this study, the impact of a teacher ...


Tablet Pc Use In Teaching And Learning : A Case Study, Andrew Stewart Jan 2013

Tablet Pc Use In Teaching And Learning : A Case Study, Andrew Stewart

Theses: Doctorates and Masters

With the emergence of the use of the traditional (non-touch screen) notebook computer in the classroom, different teaching styles and equipment have been introduced. Teachers have started to use the Notebook PC to support their teaching. They now have the ability to gather and use a far greater range of materials in the classroom with little distraction.

The introduction of the touch screen Tablet PC has brought another dimension to the way technology can be used in the classroom. This study seeks to investigate the ways in which Tablet PC technology has been used to enhance the learning of students ...


Improving Classroom Discourse In Inquiry-Based Primary Science Education, Prudence Smith Jan 2013

Improving Classroom Discourse In Inquiry-Based Primary Science Education, Prudence Smith

Theses: Doctorates and Masters

Teachers‟ capacity to use classroom discourse to deepen student learning through sustained conversation is considered crucial to increasing students‟ intellectual development. Learners actively construct knowledge and develop understandings from their shared experiences and via interaction with others (Driver, Asoko, Leach, Mortimer & Scott, 1994). However, talk that fosters students‟ capacity to reason is lacking in many classrooms (Alexander, 2006) and, what is more, teachers tend to control the discourse by asking a predominance of closed questions and using a question-answer recitation script which limits the exploration of students‟ ideas (Nystrand, Gamoran, Kachy, & Prendergast, 1997). The purpose of this study was to investigate how teachers‟ beliefs and knowledge about managing classroom discourse and their teaching practice was influenced by their participation in an action-research based professional learning intervention. The guiding framework for the teachers‟ professional learning drew on Mortimer and Scott‟s communicative approaches, which were matched to the phases of scientific inquiry. This study was a part of a larger research project entitled: Enhancing Classroom Discourse in Primary Science Education which utilised mixed methods and interpretive approaches, combining pre- and post-intervention observations and data collections involving a cohort of 12 teachers as well as a set of embedded case studies involving more extensive collection of data with five of the participants. These case studies provided the focus for this study. Analysis of classroom video as well as teacher questionnaire and interview data gathered before, during and after the professional learning intervention provided insights into the impact of the intervention on teachers‟ understandings about: quality talk; the classroom culture needed to support whole-class talk; and, the skills of using puppets to engage students in discourse. A more detailed analysis and coding of the transcripts of whole-class discussions revealed changes to the way the teachers used questioning, discourse moves and communicative approaches to orchestrate sustained

conversations and the resultant impact this had on level of students ...


E-Learning Implementation Strategies For An Ict-Challenged Environment : Case Of The University Of Ghana, Legon, Isaiah T. Awidi Jan 2013

E-Learning Implementation Strategies For An Ict-Challenged Environment : Case Of The University Of Ghana, Legon, Isaiah T. Awidi

Theses: Doctorates and Masters

E-learning implementation in higher education continues to gain prominence in both developed and developing countries, and while most universities in ICT-rich environments are exploring different ways of using ICT and multimedia resources to enhance teaching and learning, the same cannot be said about ICT-challenged environments. Nevertheless, the question of successful and sustainable e-learning implementation continues to remain a challenge, particularly in ICT-challenged environments.

The primary purpose of this research was to examine policy and strategy issues that have influenced the process of e-learning implementation at the University of Ghana (UG), given that previous ICT and e-learning initiatives failed to improve ...


Implementing A Reggio Emilia Inspired Approach In A Mainstream Western Australian Context: The Impact On Early Childhood Teachers' Professional Role, Claire Hall Jan 2013

Implementing A Reggio Emilia Inspired Approach In A Mainstream Western Australian Context: The Impact On Early Childhood Teachers' Professional Role, Claire Hall

Theses: Doctorates and Masters

Reggio Emilia, an approach to early childhood that was developed in a Northern Italian city of the same name, is highly regarded as acknowledged by educators and researchers world-wide (Gandini, 1993). The Reggio Emilia philosophy is distinguished by the presentation of an image of children as being strong, rich and powerful learners (Hendricks, 2004; Millikan, 2003). This approach is marked as being adopted and adapted to suit particular cultural and educational settings. These situation sensitive approaches are noted as being Reggio Emilia inspired.

This qualitative case study investigated how the professional role of four early childhood teachers was impacted by ...