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Sustaining quality teaching and learning to instil good discipline and academic performance /
This book presents an engaging as well as inspiring array of issues and insights drawn from the perspective of dialogic imagination aimed at quality teaching and learning experiences. The authors passionately uphold their belief that the prevalence of good discipline and good academic performance ar...
| Clasificación: | Libro Electrónico |
|---|---|
| Autores principales: | , , |
| Formato: | Electrónico eBook |
| Idioma: | Inglés |
| Publicado: |
Newcastle upon Tyne, UK :
Cambridge Scholars Publishing,
2018.
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| Temas: | |
| Acceso en línea: | Texto completo |
Tabla de Contenidos:
- Intro; Contents; Abstract; Acknowledgements; Preface; Introduction to the Book; 1.1 Introduction and Background; 1.2 Problem Statement; 1.3 Research Questions; 1.3.1 Main Question; 1.3.2 Sub-questions; 1.4 Definition of Key Terms; 1.4.1 Quality Teaching and Learning; 1.4.2 Discipline; 1.4.3 Academic Performance; 1.4.4 Learners-centred Approach; 1.4.5 Prior Knowledge; 1.4.6 Deep and Surface Learning; 1.4.7 Stakeholders; 1.4.8 Code of Conduct; Literature Review; 2.1 Introduction; 2.2 Theoretical Framework; 2.3 Concepts used in the Study; 2.3.1 Academic Performance
- 2.3.2 Discipline (Code of Conduct)2.3.3 Corporal or Physical Punishment; 2.3.4 The Alternatives to Corporal Punishment; 2.3.5 Alternatives to Alternative to Corporal Punishment; 2.3.6 Quality Teaching and Learning; 2.3.7 The Learner-centred Approach; 2.3.8 Prior Knowledge; 2.3.9 Deep and Surface Learning; 2.4 Legislative Framework; 2.4.1 The State; 2.5 Conclusion; Methodology; 3.1 Introduction; 3.2 Research Paradigm; 3.2.1 The Interpretive Paradigm; 3.2.2 Hermeneutics; 3.2.3 Phenomenology; 3.3 Research Approach; 3.3.1 Qualitative Research; 3.4 Research Design; 3.4.1 Case Study
- 3.5 Population and Sampling3.6 Purposive Sampling; 3.7 Data Collection; 3.7.1 Questionnaires; 3.7.2 Interviews; 3.7.3 Focus Groups; 3.7.4 Observation; 3.7.5 Field Notes; 3.8 Ethical Considerations; 3.9 Credibility, Trustworthiness and Triangulation; 3.9.1 Credibility; 3.9.2 Trustworthiness; 3.9.3 Triangulation; 3.10 Limitations; 3.11 Conclusion; Presentation and Analysis of Data; 4.1 Introduction; 4.2 Metaphorical Categorizations as a Basis for Data Analysis; 4.3 The Role of Environment; 4.3.1 Data Segment 1 (Interviews from the Teachers); 4.3.2 Data Segment 2 (Interviews
- Focus Group)
- 4.3.3 Data Segment 3 (Questionnaires from Teachers)4.3.4 Data Segment 4 (Observation and Field Notes); 4.4 The Role of Discipline; 4.4.1 Data Segment 1 (Interviews from Teachers); 4.4.2 Data Segment 2: (Focus Group); 4.4.3 Data Segment 3 (Questionnaires from Teachers); 4.4.4 Data Segment 4 (Observation and Field Notes); 4.4 The Link between Discipline and Academic Performance; 4.5 Data Segment 1 (Interviews from Teachers); 4.5.1 Data Segment 2 (Interviews
- Focus Group); 4.5.2 Data Segment 3 (Questionnaires from Teachers); 4.5.3 Data Segment 4 (Observation and Field Notes)
- 4.6 The Role of Quality Teaching and Learning4.6.1 Segment 1 (Interviews from Teachers); 4.6.2 Data Segment 2 (Focus Group); 4.6.3 Data Segment 3 (Questionnaires from Teachers); 4.6.4 Data Segment 4 (Observation and Field Notes); 4.7 The Role of the Stakeholders; 4.7.1 Data Segment 1 (Interviews from Teachers); 4.7.2 Data Segment 2 (Focus Group); 4.7.3 Data Segment 3 (Questionnaires
- from Teachers); 4.7.4 Data Segment 4 (From Questionnaires and Field Notes); 4.8 The Actual Academic Performance in Grade 12 (matriculation) Class; 4.8.1 Data Segment 1 (Interviews from Teachers)