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An Undergraduate Thesis the Influence of Using Rote
AN UNDERGRADUATE THESIS THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M AN UNDERGRADUATE THESIS i THE INFLUENCE OF USING ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 Presented as a Partial Fulfillment of the Requirements for the Degree of Sarjana Pendidikan (S.Pd.) in English Education Department By : AMALIA ROHMI Student Number: 13106507 Tarbiyah and Teacher Training Faculty English Education Department Sponsor : Dra. Umi Yawisah, M.Hum. Co-Sponsor : Trisna Dinillah Harya, M.Pd. STATE INSTITUTE OF ISLAMIC STUDIES OF METRO 1439 H / 2017 M ii iii iv v vi THE INFLUENCE OF ROTE LEARNING STRATEGY ON THE STUDENTS’ VOCABULARY MASTERY AT THE EIGHTH GRADERS OF SMPN 1 PUNGGUR IN THE ACADEMIC YEAR OF 2017/2018 ABSTRACT By: AMALIA ROHMI The purpose of this research is to determine whether the use of rote learning strategy can improve students’ vocabulary mastery at the eighth graders of SMPN 1 Punggur in the Academic Year of 2017/2018. In this research, researcher gave test in the form of pre-test to determine students’ vocabulary mastery and a post-test to find out the result of students’ vocabulary mastery after treatment by using rote learning strategy. This research was conducted by using quantitative research. The subject of this research are 33 students at the eighth graders of SMPN 1 Punggur in the academic year of 2017/2018. -
Retrieval-Based Learning: Active Retrieval Promotes Meaningful
Current Directions in Psychological Science Retrieval-Based Learning: Active 21(3) 157 –163 © The Author(s) 2012 Reprints and permission: Retrieval Promotes Meaningful Learning sagepub.com/journalsPermissions.nav DOI: 10.1177/0963721412443552 http://cdps.sagepub.com Jeffrey D. Karpicke Purdue University Abstract Retrieval is the key process for understanding learning and for promoting learning, yet retrieval is not often granted the central role it deserves. Learning is typically identified with the encoding or construction of knowledge, and retrieval is considered merely the assessment of learning that occurred in a prior experience. The retrieval-based learning perspective outlined here is grounded in the fact that all expressions of knowledge involve retrieval and depend on the retrieval cues available in a given context. Further, every time a person retrieves knowledge, that knowledge is changed, because retrieving knowledge improves one’s ability to retrieve it again in the future. Practicing retrieval does not merely produce rote, transient learning; it produces meaningful, long-term learning. Yet retrieval practice is a tool many students lack metacognitive awareness of and do not use as often as they should. Active retrieval is an effective but undervalued strategy for promoting meaningful learning. Keywords retrieval processes, learning, education, metacognition, meaningful learning If you know something, or if you have stored informa- understanding learning, coupled with the importance of active tion about an event from the distant past, and never use retrieval for producing learning, is referred to as retrieval- that information, never think of it, your brain is func- based learning. tionally equivalent to that of an otherwise identical brain that does not “contain” that information. -
CHEP 2018 Proceedings Final.Pdf
2018 CONFERENCE ON HIGHER EDUCATION PEDAGOGY PROCEEDINGS H o s t e d by t h e C e n t e r f o r E x c e l l e n c e i n Te a c h i n g a n d L e a r n i n g ( f o r m e rl y C I D E R ) 10th Annual Conference on Higher Education Pedagogy February 14-16, 2018 The Inn at Virginia Tech and Skelton Conference Center Virginia Tech, Blacksburg, Virginia Corporate Sponsors The Center for Excellence in Teaching and Learning thanks all of the sponsors for their value of and commitment to higher education pedagogy. Conference on Higher Education Pedagogy 2018 ii Table of Contents Conversation Sessions ................................................................................................................. 1 Practice Sessions....................................................................................................................... 77 Research Sessions ................................................................................................................... 197 Poster Sessions........................................................................................................................ 253 CONVERSATION SESSIONS A CONVERSATION ON EXAMINING HIGH IMPACT PRACTICES LIKE REACTING TO THE PAST .................................. 2 AND ITS IMPACTS ON STUDENTS AND FACULTY THOMAS CHASE HAGOOD, UNIVERSITY OF GEORGIA; C. EDWARD WATSON, ASSOCIATION OF AMERICAN COLLEGES AND UNIVERSITIES; NAOMI J. NORMAN, UNIVERSITY OF GEORGIA; DAWN MCCORMACK A CONVERSATION: FROM BRICK AND MORTAR TO CYBER SPACE: ADDRESSING FEARS AND RESISTANCE -
A Landscape Paper Science Reform a Survey of Mathematics in the Southeast AND
A Survey OF Mathematics AND Science Reform IN THE Southeast A Landscape Paper A Survey OF Mathematics AND Science Reform IN THE Southeast: A Landscape Paper SERC @ SERVE Dr. Francena D. Cummings, Director 1203 Governors Square Boulevard, Suite 400 • Tallahassee, FL 32301 • 800-854-0476 Proprietary Document—Written permission required for duplication or use. Associated with the School of Education University of North Carolina at Greensboro First Printing, 2003 Edited by Donna Nalley, SERVE Publications Director Karen DeMeester, SERVE Senior Program Specialist Designed by Tracy Hamilton, SERVE Art Director Photography by This document was produced Shelley Call, Barbara Davis, Donna Nalley, and Tracy Hamilton with funding from the Dwight D. Eisenhower National Programs from Mathematics and Science Select photographs used in this magazine are from Comstock Klips, Corbis, Creatas, Regional Consortia Program, EyeWire Images, Image 100, and/or PhotoDisc. Institute for Education Sciences, U.S. Department of Education, under contact no. R319A000011. Additional photographs provided by Penny Gilmer and classroom teachers (masters and doctoral students at Florida State University). The content of this publication does not necessarily reflect Photographs may not be reproduced without written permission from the photographer or the views or policies of the Institute of Education Sciences, the stock photography company. U.S. Department of Education, nor does mention of trade names, commercial products, or organizations imply endorsement by the U.S. -
Active Learning Notetaking with Pizzazz!
Active Learning Notetaking with pizzazz! Well..okay..maybe not pizzazz, but certainly more success Active vs Passive Learning Active Learning Passive Learning Listening, not just hearing Copy instructor’s Frequent review of words material Rote memory Taking responsibility for how much you Cramming for tests learn Lack of regular Asking questions review Making connections between concepts Why take notes? o Organized notes will help identify the core of important ideas in the lecture o A permanent record will help you to remember later o Lecture usually contains info not available elsewhere. o Lecture is where you learn what prof thinks is important - useful on exams! o Class assignments are usually given & explained in the lecture o The underlying organization & purpose of the lecture will become clear through note taking Notetaking from Lectures 1. Before the lecture begins: Do readings Preview previous notes Listen to the content not the delivery Listening well is a matter of paying close attention. Be prepared to be open-minded to what the lecturer may say even though you may disagree with it. Notetaking from Lectures 2. During the Lecture: Date & # each page Leave margins for later info Pick out main themes & outline in the intro Watch & listen for prof’s cues & organization of info recognize main ideas by signal words Highlight headings, subheadings & new words Jot down details or examples that support the main ideas Notetaking from Lectures Match note style to content: graphs, diagrams, charts, bullets, indents, Write down the point, not the exact words Use lecture summary to check if you’ve got the main ideas Incorporate your own knowledge Ask questions Notetaking from Lectures Cornell note taking system Outline Psychology example and English example Cornell Note- taking Features of Cornell Note-taking The Cornell Note-taking System is characterized by two features: 1. -
A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context
ISSN 1799-2591 Theory and Practice in Language Studies, Vol. 5, No. 7, pp. 1451-1457, July 2015 DOI: http://dx.doi.org/10.17507/tpls.0507.18 A Comparative Study of Rehearsal and Loci Methods in Learning Vocabulary in EFL Context Touran Ahour Department of English, Tabriz Branch, Islamic Azad University, Tabriz, Iran Sepideh Berenji Department of Public and Basic Science, Osku Branch, Islamic Azad University, Osku, Iran Abstract—Effective learning in foreign language settings depends on acquiring a large number of vocabularies. This study intended to compare two vocabulary learning methods known as loci and rehearsal methods to find out which one leads to better retention and recalling of words. Employing a quasi-experimental research, 80 learners from two intact classes in Islamic Azad University, Osku Branch, Iran, were randomly selected as the experimental and control groups. For the purpose of vocabulary learning, the experimental group trained in loci method while rehearsal strategy training was used in the control group. At the end of each session of the treatment, multiple-choice vocabulary tests were used to measure whether the participants can recall the lexical items from their short-term memory. A delayed multiple-choice posttest of vocabulary was also used in order to compare vocabulary learning among two groups four weeks after the treatment. Implementing Independent Samples t-test, the results indicated that experimental group was better than control group in retention and recalling of lexical items in immediate posttest. It was also found that the loci method was more effective than rehearsal in permanency of lexical items in long term memory. -
Navigating Reform in Mathematics Teacher Education
Georgia State University ScholarWorks @ Georgia State University Middle and Secondary Education Dissertations Department of Middle and Secondary Education 5-11-2018 Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives Alesia Mickle Moldavan Georgia State University Follow this and additional works at: https://scholarworks.gsu.edu/mse_diss Recommended Citation Moldavan, Alesia Mickle, "Navigating Reform in Mathematics Teacher Education: Teacher Educators' Responses to edTPA and Professional Organizations' Initiatives." Dissertation, Georgia State University, 2018. https://scholarworks.gsu.edu/mse_diss/59 This Dissertation is brought to you for free and open access by the Department of Middle and Secondary Education at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Middle and Secondary Education Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, NAVIGATING REFORM IN MATHEMATICS TEACHER EDUCATION: TEACHER EDUCATORS’ RESPONSES TO EDTPA AND PROFESSIONAL ORGANIZATIONS’ INITIATIVES, by ALESIA MICKLE MOLDAVAN, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree, Doctor of Philosophy, in the College of Education and Human Development, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chairperson, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. _________________________________ David W. Stinson, Ph.D. Committee Chair _________________________________ _________________________________ Janice B. Fournillier, Ph.D. Pier A. Junor Clarke, Ph.D. Committee Member Committee Member _________________________________ Joyce E. -
Marketing Applications of the Learning Process
MARKETING APPLICATIONS OF THE LEARNING PROCESS Puiu Carmen University of Craiova, Faculty of Economy and Business Administration, Dr.Tr.Severin, str.Oituz nr.35, bl.2, sc.2, ap.3, email: [email protected], tel.0745087609 Abstract: Understanding consumer behaviour is an important task for marketers in their attempt to offer consumers greater satisfaction. Each individual consumer is influenced by his or her perceptions, motivations, learning, attitudes and personality. Learning refers to changes in a person’s behaviour caused by information and experience. Learning can occur through simple associations between a stimulus and a response, or as a result to a complex series of cognitive activities. There are two basic types of learning – conditioning (classical conditioning and instrumental conditioning) and cognitive learning Key words: classical conditioning, operant conditioning, cognitive learning, incidental learning, marketing wareout The learning process For an even more complete understanding of the mechanism behind the consumer’s behaviour, the variable known as the learning is of great importance. It is considered that learning is the base of the perception mechanism and of the consumer’s motivation to buy or not buy a certain product or service. The learning is essential for the process of consuming if we take into account the fact that the buying behaviour is a learnt behaviour. Learning may occur in situation of high involvement (when the consumer has reason to learn) or of low involvement (when the consumer is very poorly or not at all motivated to learn). Learning can represent a noticeable or unnoticeable change in a consumer’s behaviour due to the consequences of experience and it leads to the increase of the probability that a behavioural act to be repeated. -
Mathematics Coaching to Improve Teaching Practice: the Experiences of Mathematics Teachers and Coaches
MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES by Priscilla Bengo A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy Department of Curriculum, Teaching and Learning Ontario Institute for Studies in Education of the University of Toronto © Copyright by Priscilla Bengo 2013 MATHEMATICS COACHING TO IMPROVE TEACHING PRACTICE: THE EXPERIENCES OF MATHEMATICS TEACHERS AND COACHES Doctor of Philosophy Degree, 2013 Priscilla Bengo Department of Curriculum, Teaching and Learning University of Toronto Abstract The purpose of the study is to determine how coaching can be used effectively to improve instruction and student achievement while exploring teachers’ specific emotions during mathematics education reform initiatives that challenge the teacher’s beliefs about teaching and learning in mathematics. It also examines how teachers incorporate the reform changes into their practice in order for the new instructional practices to have the expected effect. I explored teacher learning which refers to the correct use of reform strategies by mathematics teachers so that they have the intended effects on student achievement with the support of a coach during reform initiatives. Through questionnaires, interviews, observations and archival material, the study determines the relationship between teachers’ specific emotions, teacher learning and teacher coaching in secondary school mathematics classrooms. As a result, the study highlights the issues associated with the implementation of mathematics education reform initiatives and implications. The findings show that mathematics education reforms produce emotional responses that can be described as both negative and positive. For example, some ii emotions include pride, joy, fear, feeling drained and ineffective. -
A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: the Interaction of Beliefs, Knowledge, and Classroom Practices
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Carolina Digital Repository A STUDY OF TEACHER TRANSITIONS TO A REFORM-BASED MATHEMATICS CURRICULUM IN AN URBAN SCHOOL: THE INTERACTION OF BELIEFS, KNOWLEDGE, AND CLASSROOM PRACTICES Wendy S. Bray A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the School of Education (Culture, Curriculum, and Change). Chapel Hill 2007 Approved by Advisor: Mary Ruth Coleman Reader: Juli Dixon Reader: Susan Friel Reader: Judith Meece Reader: Dwight Rogers @2007 Wendy S. Bray ALL RIGHTS RESERVED ii ABSTRACT Wendy S. Bray: A Study of Teacher Transitions to a Reform-Based Mathematics Curriculum in an Urban School: The Interaction of Beliefs, Knowledge, and Classroom Practices (Under the direction of Mary Ruth Coleman) This collective case study examines how four third-grade teachers’ beliefs and knowledge influenced their ways of supporting and limiting student thinking in their first year using a reform-based mathematics curriculum at an urban school. Of focus is the role teachers’ beliefs and knowledge play in supporting and limiting student thinking when student difficulties arise during instruction on multiplication and division. Situated in the growing body of research associated with current reforms in mathematics education, this study is also informed by general education research on urban schools, teacher beliefs, teacher knowledge, and teacher change. Data sources for case studies on individual teachers include classroom observations, pre-/post-observation interviews, beginning/end-of-year measures of teacher beliefs and knowledge, records of an on-going mathematics professional development project, and student achievement data. -
The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia
The University of Southern Mississippi The Aquila Digital Community Dissertations Fall 12-2011 The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia Catherine Lynn Mallanda University of Southern Mississippi Follow this and additional works at: https://aquila.usm.edu/dissertations Part of the Curriculum and Instruction Commons, Educational Assessment, Evaluation, and Research Commons, and the Elementary and Middle and Secondary Education Administration Commons Recommended Citation Mallanda, Catherine Lynn, "The Effects of Changing from a Traditional Mathematics Curriculum to an Integrated Mathematics Curriculum on Student Mathematics Learning in Georgia" (2011). Dissertations. 485. https://aquila.usm.edu/dissertations/485 This Dissertation is brought to you for free and open access by The Aquila Digital Community. It has been accepted for inclusion in Dissertations by an authorized administrator of The Aquila Digital Community. For more information, please contact [email protected]. The University of Southern Mississippi THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda Abstract of a Dissertation Submitted to the Graduate School of The University of Southern Mississippi in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy December 2011 ABSTRACT THE EFFECTS OF CHANGING FROM A TRADITIONAL MATHEMATICS CURRICULUM TO AN INTEGRATED MATHEMATICS CURRICULUM ON STUDENT MATHEMATICS LEARNING IN GEORGIA by Catherine Lynn Mallanda December 2011 In 2005, the state of Georgia adopted a new integrated mathematics curriculum, the Georgia Performance Standards (GPS), which included a task-based approach for instruction. -
Math Wars: the Politics of Curriculum
University of Northern Iowa UNI ScholarWorks Presidential Scholars Theses (1990 – 2006) Honors Program 1999 Math wars: The politics of curriculum Raymond Johnson University of Northern Iowa Let us know how access to this document benefits ouy Copyright ©1999 Raymond Johnson Follow this and additional works at: https://scholarworks.uni.edu/pst Part of the Curriculum and Instruction Commons, and the Science and Mathematics Education Commons Recommended Citation Johnson, Raymond, "Math wars: The politics of curriculum" (1999). Presidential Scholars Theses (1990 – 2006). 89. https://scholarworks.uni.edu/pst/89 This Open Access Presidential Scholars Thesis is brought to you for free and open access by the Honors Program at UNI ScholarWorks. It has been accepted for inclusion in Presidential Scholars Theses (1990 – 2006) by an authorized administrator of UNI ScholarWorks. For more information, please contact [email protected]. MATH WARS The Politics of Curriculum Presidential Scholars Senior Thesis by Raymond Johnson Under the advisement of Dr. Edward Rathmell December 9, 1999 Johnson 2 Introduction There is an ongoing battle in mathematics education, a battle sometimes so fierce that some people call it the "math wars". Americans have seen many changes and proposed changes in their educational system in the last fifty years, but few have stirred such debate, publicity, and criticism as have the changes in mathematics education. We will first look at the history of the math wars and take time to examine previous attempts to change mathematics education in America. Second, we will assess the more recent efforts in mathematics education reform . Lastly, we will make some predictions for the future of the math wars and the new directions mathematics education may take.