Acknowledging the gap between learner and teacher
| dc.contributor.author | McFarland, Jan Gwendolyn | en_US |
| dc.date.accessioned | 2024-08-14T22:46:57Z | |
| dc.date.available | 2024-08-14T22:46:57Z | |
| dc.date.copyright | 1998 | en_US |
| dc.date.issued | 1998 | |
| dc.degree.department | Department of Communication and Social Foundations | |
| dc.degree.department | Department of Curriculum and Instruction | |
| dc.degree.level | Master of Arts M.A. | en |
| dc.description.abstract | The purpose of this study was two fold: a) to examine the gap or mismatch between teaching goals, objectives, and curriculum and student interest, need, and ability in a one-on-one tutoring situation focused on developing reading skills; and b) to investigate and use the action research process in an attempt to better understand personal teaching practice. The gap was found to exist under the following circumstances: 1. when the student did not have control of or responsibility for his own learning; 2. when the literacy activity/material was not at the appropriate level to ensure the student's success; 3. when teaching practice did support the student at the level at which he was working; and 4. when motivation to read and write was primarily extrinsic, intended to satisfy the teacher's demands. The use of action research as a methodology proved to be a valuable tool in providing insights into teaching practice and understanding how the teacher shapes the learning context. | |
| dc.format.extent | 204 pages | |
| dc.identifier.uri | https://hdl.handle.net/1828/18974 | |
| dc.rights | Available to the World Wide Web | en_US |
| dc.title | Acknowledging the gap between learner and teacher | en_US |
| dc.type | Thesis | en_US |
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