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Autor Wigby de Nieto, Karen |
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The use of portafolios to introduce constructivist teaching practices in prymary english as a foreing language classrooms / Wigby de Nieto, Karen / Universidad Casa Grande. Departamento de Posgrado (2009)
Título : The use of portafolios to introduce constructivist teaching practices in prymary english as a foreing language classrooms Tipo de documento: documento electrónico Autores: Wigby de Nieto, Karen ; Miller, Kari Guía de Tesis Editorial: Universidad Casa Grande. Departamento de Posgrado Fecha de publicación: 2009 Número de páginas: 158 p . , 30 cm. Nota general: Maestría Palabras clave: Tesis de Maestría Clasificación: POS 2009 Nota de contenido: Area-Educación Superior con las Nuevas Tendencias en la Formación de Profesores de Inglés. Titulo Academico: Magíster. En línea: http://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/234/1/Tesis547WIGu.pd [...] Link: http://dspace.casagrande.edu.ec/opac_css/index.php?lvl=notice_display&id=20941 Reserva
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Código de barras Signatura Tipo de medio Ubicación Sección Estado Asignaturas 2 TESIS304 UCG 304 WIGu POS 2009 Tesis Biblioteca Tesis TESIS Disponible The Use of Portfolios to Introduce constructivist teaching practices in primary english as a foreign language classrooms / Wigby de Nieto, Karen / Universidad Casa Grande. Departamento de Posgrado (2009)
Título : The Use of Portfolios to Introduce constructivist teaching practices in primary english as a foreign language classrooms Tipo de documento: documento electrónico Autores: Wigby de Nieto, Karen, Autor ; Miller, Kari, Tutor Mención de edición: 1a ed Editorial: Universidad Casa Grande. Departamento de Posgrado Fecha de publicación: 2009 Número de páginas: 94 p. Dimensiones: CD Idioma : Español Palabras clave: Aprendizaje - Inglés
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Tesis de MaestríaClasificación: POS 2009 Resumen: The purpose of this action research was to describe the effect of a five month professional development innovation using portfolios to learn about teaching with constructivist principles. Participants were ten primary English teachers from a Catholic girls’ school in Guayaquil, Ecuador. The portfolios represented cycles of action, reflection and goal setting. Both quantitative and qualitative data were collected and analyzed to report change in the use of constructivist practices in the classroom and to determine how the portfolio process contributed to that learning. Greer’s Constructivist Teaching Inventory (CTI) was used to analyze field notes, videos and photographs of classroom observations. Portfolio documents, ongoing field notes and transcripts of audio recordings of portfolio presentations were analyzed to determine what was learned and the quality of the program. A structured interview at the end of the program was used to know the participants’ perspective on learning with portfolios. Results indicate a moderate effect size of 0.55 or a 22 percentile gain in the overall CTI with the greatest change taking place in the sub-scale of Curriculum and Assessment. Qualitative results confirm that self assessment using rubrics transferred into the classroom as did connecting activities to “big ideas.” Implications are discussed in terms of what was learned and how learning took place as well as recommendations for future professional development and research. En línea: http://dspace.casagrande.edu.ec:8080/bitstream/ucasagrande/234/1/Tesis547WIGu.pd [...] Link: http://dspace.casagrande.edu.ec/opac_css/index.php?lvl=notice_display&id=21755 Reserva
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Código de barras Signatura Tipo de medio Ubicación Sección Estado Asignaturas 2 Tesis547 UCG 547 WIGu POS 2009 Tesis Biblioteca Tesis Tesis CD Disponible