209,456 research outputs found
Old School Catalog 1906, The College of Music
https://scholar.valpo.edu/oldschoolcatalogs/1028/thumbnail.jp
English in the high school curriculum.
Thesis (M.A.)--Boston University
Includes bibliography
Making it real: exploring the potential of Augmented Reality for teaching primary school science
The use of Augmented Reality (AR) in formal education could prove a key component in future learning environments that are richly populated with a blend of hardware and software applications. However, relatively little is known about the potential of this technology to support teaching and learning with groups of young children in the classroom. Analysis of teacher-child dialogue in a comparative study between use of an AR virtual mirror interface and more traditional science teaching methods for 10-year-old children, revealed that the children using AR were less engaged than those using traditional resources. We suggest four design requirements that need to be considered if AR is to be successfully adopted into classroom practice. These requirements are: flexible content that teachers can adapt to the needs of their children, guided exploration so learning opportunities can be maximised, in a limited time, and attention to the needs of institutional and curricular requirements
An analysis of preferences of sixth grade elementary pupils in the field of language.
Thesis (Ed.M.)--Boston Universit
The effectiveness of paired learning on a reading program in grades II and III
Thesis (M.A.)--Boston Universit
Methods and materials for teaching English as a second language
Thesis (Ed.M.)--Boston University. Missing pages 5-2
The construction and evaluation of five patterned series of lessons for teaching five specific writing skills
Thesis (Ed.M.)--Boston Universit
Evaluation of a planned program of word analysis in grade two
Thesis (Ed.M.)--Boston Universit
Collaborative action research in the chilean EFL classroom
Tesis (Profesor de Inglés, Licenciado en Educación)Este estudio discute los resultados obtenidos en una investigación cualitativa que involucra a un docente en formación como profesor-investigador en una Investigación-Acción, en un colegio de Santiago de Chile. El objetivo de este estudio fue explorar los beneficios de la Colaboración en Investigación-Acción como una práctica para promover la inclusión de la expresión oral del idioma inglés en las aulas chilenas. El profesor-investigador utilizó un diario como un instrumento para reflexionar sobre sus clases y actividades orales, las cuales fueron aplicadas en el colegio. Esas actividades orales fueron obtenidas de dos entrevistas grupales con docentes en formación de una universidad chilena, quienes fueron los colaboradores de este estudio, así como también la profesora mentora del colegio en el cual el profesor-investigador estaba haciendo su práctica. Los resultados mostraron que algunas de las actividades obtenidas en las entrevistas grupales promovieron la participación e interacción de los estudiantes durante las clases. Además, el profesor-investigador fue capaz de percibir la importancia de la reflexión de las actividades con el fin de hacer cambios y mejoras en su docencia. Asimismo, la colaboración entre pares, la cual fue representada en las entrevistas grupales, nos permitió reconocer nuestras fortalezas y mejorar nuestras debilidades cuando enseñamos. Finalmente, este estudio sugiere que todos los docentes deberían compartir sus experiencias, opiniones, sentimientos o pensamientos con sus colegas para así implementar colaboración, y también hacer de la reflexión un método habitual en su enseñanza para prevenir errores comunes representados por profesores en la sala de clases.This study discusses the outcomes of a qualitative research, which engaged a pre-service teacher as the teacher-researcher (T-R) in an Action Research (AR) design at a school in Santiago, Chile. The aim of this study was to explore the benefits of Collaborative Action Research (CAR) as a practice to foster the inclusion of speaking skills in Chilean EFL classrooms. The T-R used journals as an instrument to reflect on his teaching and speaking practices which were applied at the school. Those speaking practices were obtained from two group interviews with pre-service teachers from a Chilean university, who were the collaborators of this study, as well as the mentor teacher (M-T) from the school where the T-R was doing his practicum. The findings showed that the practices obtained in the group interviews encouraged students’ participation and interaction during classes. In addition, the T-R was able to perceive the importance of reflection on the practices in order to make changes and improvements in his teaching. Collaboration among peers, which was represented in the group interviews, allowed us to recognize our strengths and improve our weaknesses when teaching. Finally, this study suggests that all teachers should share their experiences, opinions, feelings, or thoughts with their colleagues in order to implement collaboration, and make reflection a common method in their teaching to prevent common errors committed by teachers in the classroom
Seven exercises planned to stimulate the flow of ideas in creative composition
Thesis (Ed.M.)--Boston Universit
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