488 research outputs found

    The Nature of Teacher-Student Relationships in Provincial Chinese Primary Schools in a Period of Uncertainty

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    Conducted during the worldwide COVID-19 pandemic, this doctoral study investigates the factors that contributed to positive teacher-student relationships (TSR) in provincial Chinese primary schools. It includes two independent but related studies. Study 1 investigates the online education situation during the pandemic when a primary school (student age 7-12) and junior middle school (student age 13-15) were forced to suddenly transition away from face-to-face teaching to a fully online education for a whole semester (five months). Study 2 seeks to explore the reasons for positive TSR and the process of TSR construction in two different primary schools (student age 7-12) in the same locality. Study 1 presents a qualitative investigation of online education during the pandemic. Based on analysis of online classroom observations, teacher interviews and student interviews from two schools, the study describes the online learning conditions and identifies the main challenges faced by learners and teachers. Learner motivation is found to have significantly declined in this period, while teacher-student communication and interaction are obstructed. Learning outcomes are unsatisfactory to both parties. Study 2 adopts mixed methods to explore the research questions which are focused directly on what makes for positive TSR. Firstly, a survey of TSR is conducted to identify teachers who have constructed excellent TSR with the majority of the students in their class. Two outstanding teachers and their classes are then identified from two schools. After that, student focus groups, teacher interviews, classroom observations and subject painting are conducted with these two teachers and their students. The results show that students like their teachers for their humour, caring attitudes, giving reasonable criticism, good interpersonal communication, personal teacher characteristics and professional dedication. The teachers have altruistic career motivation and attach importance to whole class level teacher-student interaction. For the students, positive TSR benefits the students’ academic emotions and appears to improve their engagement and motivation to a great extent. Both studies reinforced the importance of positive TSR in successful primary education. The main implication of study 1 is that online education has to find a way to maintain these relationships or learners’ motivation will suffer. Study 2 confirmed the great benefits of positive TSR on students’ engagement, motivation and academic emotions, indicating whole class level positive TSR could be successfully constructed with certain teacher perceptions and strategies. While the studies highlighted the great value of TSR construction in both online education and face-to-face education, it also points to certain issues which are in urgent need of further research

    Uncovering the Myths of Shared Reading English Picture Books for Chinese Families: A Narrative Inquiry

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    This doctoral research explored the experiences of Chinese parents in parent-child shared reading on English picture books (EPBs). It was unique in its approach, taking the perspective and standpoint of the parents as the research stance, and was one of the few studies in the existing literature to do so. The Narrative Inquiry proposed by Polkinghorne (1995) was adopted to explore Chinese parents\u27 voices, especially the unspoken ones. The study aimed to learn from Chinese parents\u27 experiences, provided valuable insights into their reflections and expectations of their family literacy activities, and contributed to the limited research on English family literacy in the Chinese context. The findings of this study suggest that, in the current Chinese context, parent-child shared reading practices on EPBs were influenced by their beliefs about literacy, which were highly shaped by their own literacy experiences, as well as the socio-cultural environment, SES, and educational level in which they were situated. The results contributed to a better understanding of how Chinese parents explore their literacy beliefs to reflect their experience of the parent-child shared EPBs reading by making these activities unique, relevant, and meaningful. In addition, the study revealed that these parents showed open-mindedness and inclusiveness towards topics, such as language skills and pedagogical framework, related to shared reading and had a solid learning awareness and motivation to implement family literacy practices. However, the study also highlighted the deficiencies in their socialized family literacy support system. And the impact of the unregulated commercialized environment of education on their implementation of English family literacy activities. The study provided more background literature for future research on English family literacy in China and further insight into future exploration of parent-child shared reading on EPBs and English family literacy in the Chinese context

    Examining the Relationships Between Distance Education Students’ Self-Efficacy and Their Achievement

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    This study aimed to examine the relationships between students’ self-efficacy (SSE) and students’ achievement (SA) in distance education. The instruments were administered to 100 undergraduate students in a distance university who work as migrant workers in Taiwan to gather data, while their SA scores were obtained from the university. The semi-structured interviews for 8 participants consisted of questions that showed the specific conditions of SSE and SA. The findings of this study were reported as follows: There was a significantly positive correlation between targeted SSE (overall scales and general self-efficacy) and SA. Targeted students' self-efficacy effectively predicted their achievement; besides, general self- efficacy had the most significant influence. In the qualitative findings, four themes were extracted for those students with lower self-efficacy but higher achievement—physical and emotional condition, teaching and learning strategy, positive social interaction, and intrinsic motivation. Moreover, three themes were extracted for those students with moderate or higher self-efficacy but lower achievement—more time for leisure (not hard-working), less social interaction, and external excuses. Providing effective learning environments, social interactions, and teaching and learning strategies are suggested in distance education

    Practitioner perspectives of technology use in early years settings.

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    Perspectives of early years practitioners in English preschools were the focus for this thesis. Particularly exploring the use technology in the EYP role, and how they support children to use technology. Originally, intending to explore how the removal of technology and ICT from the 2021 revised Early Years Foundation Stage (EYFS) framework would affect provision, data was collected during the national lockdowns of COVID-19, so practitioners also shared experiences of how the use of technology and digital media changed during this time, and how children’s technology and digital media use in settings differed from pre lockdown. To ensure data collection could continue during lockdowns, the original data collection method of focus groups changed to telephone interviews and online questionnaires that allowed 103 practitioners to share their views. However, despite a change in methods, a qualitative methodology remained. Data suggests practitioners used digital media more during periods of lockdown, providing learning opportunities for children, meeting virtually with colleagues, and supporting parents. Children’s technology and digital media use in settings also changed; due to policy guidance, sanitising equipment and keeping children in ‘bubbles’ meant sharing devices became more difficult. Practitioners shared opinions and beliefs that children use technology too much at home, without considering whether children use technology for consumption or creation in these spaces. Further, practitioners often use technology with children to ‘tick a box’ for OFSTED without considering how these technologies can be woven into the classroom ecology to benefit all areas of learning and development as a tool for multimodal learning. Recommendations for practice include working with qualification awarding organisations to ensure early years qualifications include some content on technology use, and the creation of a lead practitioner role (Digital Activity Lead Co-ordinator, or DALCo) who can champion and lead technology use in their setting

    Inspiring Digital Learning: a synthesis of research related to digital learning in Northern Ireland’s schools:Briefing Report for the Department of Education Independent Education Review

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    This briefing report synthesises evidence from research and evaluation studies into effective use of digital technologies in Northern Ireland classrooms today and corroborates it with reference to relevant international evidence. To ensure that the evidence from Northern Ireland’s schools is relatively contemporaneous, we have looked back only to 2010, analysing 44 research, review and reference papers (based on evidence from over 370 school research study visits ), and including a small number of publications prior to 2010. With a shared focus on the realisation of ‘excellent education’ set out by the Independent Education Review (IER) Panel, the report provides a strong basis for recommendations about the realistic contributions which the use of digital technologies makes to address issues identified by the Panel

    A study of the use of technology in teaching students with executive function difficulties (EFD) in the Kingdom of Saudi Arabia: Teachers’ and parents’ perspectives

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    This qualitative multiple case study explores teachers' and parents' views of the use of technology in addressing executive function difficulties (EFD) in primary schools in Saudi Arabia. Executive functioning skills (EFS) are crucial high cognitive functions that control thoughts, emotions, and actions, and determine the ability of students to adapt to different social settings in both mainstream educational and home contexts. Primary executive functions, such as cognitive flexibility (CF), working memory (WM), inhibitory control (IC), and attention are critical components of behavioural and cognitive development and have a strong association with academic performance. The rapid rate of technological integration in special education, notably in primary schools, calls for greater understanding of the role technology can play in addressing EFD. This study draws on data collected via 21 semi- structured interviews with teachers and parents and 18 classroom observations in three primary schools in Saudi Arabia to explore how technology was employed in the classroom to support students with EFD. Thematic analysis followed by cross-case analysis was informed by theoretical perspectives by Vygotsky’s cognitive development theory and the concepts of scaffolding and the zone of proximal development. The findings show that teachers and parents hold positive opinions about the role of technology in addressing EFD. Although there was a lack of awareness about the term ‘executive function difficulties (EFD)’ amongst both parents and teachers, they were familiar with the underlying challenges. Gaps in knowledge were also identified in relation to effective and context-specific uses of technology and interventions for students with EFD. Variability in students' manifestation of EFD, the choice of technological affordances, and the accommodations required in mainstream classrooms are important considerations for the effective use of technology. However, the analysis identified various challenges which limit teachers' optimal use of technology and their ability to determine the relevant affordances and accommodations. In light of these findings, and from a constructivist paradigm, recommendations for teachers, for practice, and for policymakers are made to address these challenges and promote more effective use of technology to support students with EFD in Saudi schools. The research fundamentally contributes to understanding EFD and its potential to regulate difficulties in different neurodevelopmental groups in the Saudi context. This research is the first of its kind in the Saudi context and presents meaningful implications for future research, specifically to expand the body of evidence on how EF skills may provide competencies in relation to Theory of Mind (ToM), and how technology may function as a mediating tool. The findings also raise crucial questions to be addressed in future studies to explore the underpinning mechanisms of EF-ToM association, and how use of technology can facilitate in the context of behavioural synchronisation, so as to lead to improvement in EFD using the concept of ToM. The thesis suggests potential recommendations for teachers, policymakers, and the educational ministry to address gaps in EFD. These recommendations include developing EFD-specific technological affordances, capabilities, and functions, enabling customisation of applications with EFD-specific design specifications and features, and catering to the training and development needs of teachers through teacher-oriented programs, workshops and conferences. This will enhance their knowledge base of EFD and improve the overall educational experience in the Saudi context

    A post-COVID-19 pandemic multimedia framework for teaching and learning in open distance elearning in South Africa

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    Abstracts in English, Xhosa and AfrikaansInformation Communications Technology (ICT) evolves at an unmatched pace globally, affecting society across all disciplines. Higher Education forms an integral part of the basis and foundation of economic, social, and all-around technological innovation; thus, curriculum integration continually requires adaptation. The University of South Africa (Unisa), as an Open Distance Learning institution in Africa has, in recent years, been offering teaching and learning using a blended learning approach. However, when the Coronavirus (COVID-19) pandemic hit the world, almost every aspect of the University’s operations was subjected to a lockdown and its associated regulations. Global change management across disciplines affected not only Unisa but also all other higher education institutions worldwide. Unisa faced challenges such as its outdated legacy ICT infrastructure, a lack of tools-of-the-trade for staff, staff unreadiness, and unpreparedness for remote learning. Data allocation, network connectivity challenges, assessment integrity, and students' geographical areas negatively impacted the academic project. Within an interpretative paradigm, this qualitative case study aims to develop a post-COVID-19 pandemic multimedia framework for teaching and learning in Open Distance eLearning in South Africa, and a triangulation design was employed. For data collection, the study engaged fifteen participants from three selected support departments (four deans, eight lecturers from four selected colleges, and three support staff participants). The multimedia framework was achieved by analysing data collected through questionnaires, interviews and document analysis. To analyse the data, the study applied a thematic approach where themes emerged from the data collected. Once all the data had been collected, data triangulation was fulfilled through document analysis of Unisa Policies. The study discusses distance education, including an in-depth analysis of the background, history and generations, as this information informs a crucial part of the study and the multimedia framework. Due to the nature of the study, the teaching and learning theories employed are: behaviourism, cognitivism, constructivism and connectivism. The study used the cognitive theory of multimedia learning, which deals with Mayer’s multimedia design principles. The study findings identify challenges and require amendments to policies, the updating of software, the upgrading ICT infrastructure, the upskilling of staff members, a zero-rated website for student ease of access and making the use of WhatsApp messaging both official and legal, as well as data allocation. Based on the findings, the study’s multimedia framework proposes using multimedia technologies to advance higher learning, but not without caution regarding confidentiality being applied, along with other principles.UbuChwepheshe boLwazi noNxibelelwano (iICT) buguquka ngesantya esingenakulinganiswa kwihlabathi liphela, buchaphazela uluntu kuzo zonke iinkalo. Imfundo ePhakamileyo iyinxalenye ebalulekileyo yesakhiwo nesiseko sezoqoqosho, ezentlalo, kunye nazo zonke izinto ezintsha zeteknoloji; ngoko ke, ukuhlanganiswa kwekharityhulam ngokuqhubekayo kufuna ukuguqula indlela yokuphila. IYunivesithi yoMzantsi Afrika (iUnisa), njengeziko leMfundo yoMgama eVulelekileyo (iOpen Distance Learning) eAfrika, kwiminyaka yakutshanje, ibonelela ngokufundisa nokufunda kusetyenziswa indlela yokufunda exutyiweyo. Nangona kunjalo, xa ubhubhane wehlabathi intsholongwane ikhorona (iCOVID-19) wahlasela ihlabathi, phantse zonke iinkalo zokusebenza kweYunivesithi zahlaliswa ngendlu kunye nemimiselo ehambelana noko. Ulawulo lwenguqu yehlabathi kuzo zonke iinkalo aluchaphazelanga iUnisa kuphela kodwa nawo onke amanye amaziko ezemfundo ephakamileyo kwihlabathi liphela. IUnisa iye yajongana nemingeni efana nezixhobo zayo zeICT ezinembali ephelelwe lixesha, ukungabikho kwezixhobo zokusebenza kwabasebenzi, ukungalungeli kwela xesha kwabasebenzi, kunye nokungalungeli ukufunda kwabafundi besebenzisa ubuchwepheshe emakhaya. Ulwabiwo lwedatha, imingeni yoqhagamshelwano lweintanethi, ukunyaniseka kovavanyo, kunye neendawo zokuhlala zabafundi ziyichaphazele kakubi iprojekthi yezemfundo. Ngokusebenzisa indlela yokuqonda ulwazi lwenzululwazi kunye nokuyinyani (interpretative paradigm), esi sifundo ngomzekelo sophandontyilazwi sijolise ekuphuhliseni isikhokelo sikanxazonke(multimedia framework) sasemva kwexesha likabhubhane wehlabathi iCOVID-19 sokufundisa nokufunda kwiMfundo yoMgama eVulelekileyo eMzantsi Afrika, kwaye kusetyenziswe uyilo oluntloboninzi/lweendlela ezininzi (triangulation design). Idatha yolu phando iqokelelwe kubathathinxaxheba abalishumi elinesihlanu abavela kumasebe amathathu okuxhasa iyunivesithi akhethiweyo (iinqununu/iintloko zeefakhalthi ezine, abahlohli abasibhozo abavela kwiikholeji ezine ezikhethiweyo, kunye nabathathinxaxheba abathathu abangabasebenzi nabaxhasa ukusebenza kweyunivesithi). Isikhokelo sikanxazonke sifezekiswe ngokuhlalutya idatha eqokelelwe ngoxwebhu lwemibuzo, udliwanondlebe, kunye nokuhlalutywa kwamaxwebhu. Olu phando lusebenzise inkqubo yohlalutyontyilazwi lomongo ukuqokelela idatha, apho imixholo ithe yavela khona kwidatha eqokelelweyo. Emva kokuba yonke idatha iqokelelwe, idatha entloboninzi ifezekiswe ngohlalutyo lwamaxwebhu eMigaqonkqubo yaseUnisa. Olu phando luxoxa ngemfundo yomgama, kubandakanywa uhlalutyo olunzulu lwemvelaphi, imbali kunye neezizukulwana, njengoko olu lwazi lwazisa inxalenye ebalulekileyo yolu phando kunye nesikhokelo sikanxazonke. Ngenxa yohlobo lophando, iithiyori zokufundisa nokufunda ezisetyenzisiweyo zezi zilandelayo; indlela yokuziphatha (behaviourism), eyangokwengqiqo (cognitivism), eyokudalwa kolwazi nokuqonda ngokwamava okuphila/ezentlalo (constructivism) kunye neyokuqonda ukufunda kwixesha lobuchwepheshe/ledijithali (connectivism). Uphando lusebenzise ithiyori yengqiqo yokufunda okunxazonke (cognitive theory of multimedia learning), ejongene nemigaqo yoyilo olunxazonke lukaMayer(Mayer’s multimedia design principles). Iziphumo zophando zichonga imingeni kwaye efuna izilungiso kwimigaqonkqubo, ukuhlaziywa kwesixhobo sekhompyutha esingabambekiyo (software), ukuphuculwa kwezixhobo zeICT, ukuphuculwa kwezakhono zabasebenzi, iwebhusayithi yamahala yokwenza ufikelelo lwabafundi lubelula kunye nokwenza ukusebenzisa uWhatsapp kumiselwe kwaye kubesemthethweni, kunye nolwabiwo lwedatha. Ngokusekelwe kwiziphumo, isikhokelo sikanxazonke(multimedia framework) solu phando siphakamisa ukusebenzisa ubuchwepheshe bukanxazonke(multimedia technologies) ukuqhubela phambili imfundo ephakamileyo, kodwa oku akunokwenzeka ngaphandle kokulumka malunga nokusetyenziswa kwemfihlo, kunye neminye imigaqo.Die ongekende tempo waarteen inligtingskommunikasietegnologie (IKT) wêreldwyd verbeter affekteer gemeenskappe in alle dissiplines. Aangesien hoër onderwys die grondslag van ekonomiese, maatskaplike en tegnologiese vooruitgang in die algemeen vorm, moet kurrikulumintegrasie voortdurend aangepas word. Enkele jare reeds volg die Universiteit van Suid-Afrika (Unisa), as ʼn Oop Afstandsleerinstelling in Afrika, ʼn gemengde benadering tot onderrig en leer. Weens die Coronapandemie (COVID-19) is al die Universiteit se werksaamhede ingeperk. Veranderingsbestuur moes in alle dissiplines nie alleen by Unisa nie, maar by alle tersiêre instellings wêreldwyd toegepas word. Die probleme waarmee Unisa te doen gekry het, was onder meer uitgediende IKT-infrastruktuur, personeel was onvoorbereid en geensins vir afstandsonderrig toegerus nie. Probleme met datatoewysing en netwerkverbindings, twyfel oor die integriteit van assesserings en afgeleë gebiede waar talle studente woon, het die akademiese projek belemmer. Hierdie kwalitatiewe gevallestudie het gepoog om volgens ʼn vertolkende paradigma ʼn multimediaraamwerk vir onderrig en leer in Oop Afstand-e-Leer in Suid-Afrika ná afloop van die COVID-19-pandemie te ontwikkel. ʼn Triangulasieontwerp is toegepas. Data is ingesamel by 15 deelnemers van drie hulpdepartemente (onder wie vier dekane, agt dosente van vier kolleges, en drie hulppersoneellede). Die multimediaraamwerk is opgestel met behulp van die ontleding van data wat aan die hand van vraelyste en onderhoude sowel as ʼn dokumentontleding versamel is. ʼn Tematiese benadering is gevolg in die ontleding van data waaruit temas voortgevloei het. Nadat die data ingesamel is, is dit getrianguleer aan die hand van ʼn dokumentontleding van Unisa se beleide. Afstandsonderrig is bespreek en die agtergrond, geskiedenis en generasies is deurtastend ontleed aangesien sodanige inligting ʼn belangrike aspek van die studie en multimediaraamwerk uitmaak. Vanweë die aard van die studie is behaviourisme, kognitivisme, konstruktuvisme en konnektivisme as onderrig-en-leerteorieë aangewend. Die kognitiewe multimedialeerteorie, wat berus op Mayers se beginsels vir multimediaontwerp, is toegepas. Die bevindings wys op die noodsaak vir beleidwysigings; die bywerking van sagteware; die opgradering van IKT-infrastruktuur; die opleiding van personeel; ʼn vrygestelde webwerf sodat studente moeiteloos toegang daartoe kan verkry; die amptelike verklaring en wettiging van WhatsApp-boodskappe; en datatoewysing. Op grond van die bevindings stel die multimediaraamwerk die aanwending van multimediategnologieë voor om hoër onderwys te bevorder, maar waarsku dat vertroulikheid gewaarborg en ander beginsels nageleef moet word.Curriculum and Instructional StudiesPh. D. (Education (Curriculum and Instructional Studies)

    The development of oral competence in English as a Second Language in Primary Education : learning and teaching method, assessment

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    Tesis inédita de la Universidad Complutense de Madrid, Facultad de Filología, leída el 09-02-2023La presente investigación pretende analizar el impacto de la aplicación de un programa de intervención dirigido al desarrollo de las destrezas orales y de razonamiento en inglés como lengua extranjera en un grupo de alumnos del sexto nivel de Educación Primaria. El objetivo principal de la investigación es examinar la eficacia del programa Thinking Together en el aula de inglés para el desarrollo de las habilidades lingüísticas en lengua inglesa, con especial atención a la producción oral interactiva, en una población de hispanohablantes que aprenden inglés en Educación Primaria en un centro educativo situado en España. En esta investigación participan dos grupos de alumnos, el grupo experimental y el grupo de control, compuestos por 15 alumnos cada uno, del sexto nivel de Educación Primaria. El grupo experimental es la población que aprende inglés según las pautas del método, y el grupo de control es el que aprende inglés sin recibir este método. El objetivo de este estudio es determinar si el grupo de alumnos que recibe la enseñanza del inglés con el método Thinking Together utiliza el habla exploratoria en un contexto de aprendizaje del inglés como lengua extranjera, y si el uso del discurso exploratorio conduce a una mejora en las habilidades orales de los alumnos y en el trabajo en grupo, así como en su trabajo individual. Para este estudio se ha adoptado una metodología empírica, trabajando con datos recogidos que proporcionan información auténtica sobre un contexto real...The present research in Spain seeks to analyse the impact of the implementation of an intervention program aimed at the development of oral and reasoning skills in English as a foreign language in a group of students in the sixth level of Primary Education. The main purpose of the research is to examine the effectiveness of the Thinking Together programme in the English classroom for the development of linguistic skills in English, with special attention to interactive oral production, in a population of Spanish speakers learning English in Primary Education in a school located in Spain. This research involves two groups of students, the experimental group and the control group, composed of 15 students each, from the sixth level of Primary Education. The experimental group is the population that learns English according to the guidelines of the method, and the control group is the group that learns English without receiving this method. The aim of this study is to determine if the group of students receiving English instruction with the Thinking Together method uses exploratory talk in a context of English as a foreign language learning. This study investigates if the use of exploratory speech leads to an improvement in the learners’ speaking skills and group work, as well as in their individual work. An empirical methodology has been adopted for this study, working with collected data that provides authentic information about a real context...Fac. de FilologíaTRUEunpu
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