Education Commons^™

The Adult Learner: Nature Or Nurture?: A Case Study Of Teacher Educators And Teacher Learners, Christine Kassis

Theses

Adult learning is very broadly viewed in the literature. The wide-ranging gamut of views, include those that interpret adult learning not dissimilarly to child learning, all the way through to theorists that propose a separate set of considerations for adult learners. When it comes to learning, pedagogy was traditionally associated with child learners and andragogy was born from the need to find a separate niche for the adult learner. As such, pedagogy and andragogy may be positioned opposite to one another—as one pertains to the needs; characteristics; and, behaviours of the child, and the other of the adult learner. These …

The Design And Development Of E-Textbooks To Support Problem-Based Learning In Secondary School Science Classrooms, Nigel Stewart

Theses

Problem-based Learning (PBL) is widely used in education and extensive research has been conducted into the use of PBL to improve student learning. E-textbooks are a relatively recent development and represent the next stage of evolution of print media with improvements in the presentation of information. They also offer the possibility of being used as a learning tool rather than just as a store of knowledge. This thesis attempts to develop a set of design principles that allow the development of e-textbooks to promote PBL in secondary school science students.

This research presents the results of a four-year study, between …

The Efficacy Of Native And Non-Native English Teachers On Teaching And Learning: Perceptions Of Students And Advisors, Sobhi Yousef Ahmed Abu Hatab

Theses

The purpose of this study is to investigate the perception of students and teacher advisers on the efficacy of native and non-native English teachers on the language teaching and learning in Abu Dhabi schools. The data was collected by surveying 400 students and 59 teacher advisers and interviewing 40 students and 10 advisers. The findings of this study indicate significant differences between the efficacy of both native and non-native English teachers in four aspects; (a) teaching competencies, (b) pedagogy, (c) students' learning and (d) awareness of students' cultural and social background. The students and teacher advisers perceive English native teachers …