Teacher reaction to and understanding of a task-based, embedded syllabus
Sparks, Candice Leah (2006) Teacher reaction to and understanding of a task-based, embedded syllabus. Masters by Research thesis, Queensland University of Technology.
This thesis investigates where the Years 4-10 Queensland French Syllabus is receiving support, by investigating groups of teachers with shared characteristics. In doing so, it aims to shed some light on why teachers have not embraced this new syllabus. Specific issues pertaining to the syllabus are investigated, such as the use of task-based instruction as the chosen methodology and of embedded content, as well as contextual issues, such as employment sector and levels taught. Teachers' reactions to change have also been investigated in relation to the introduction of this syllabus. In addition to this, the process involved in acceptance of an innovation has been explored which led to an examination of teacher understanding of the current syllabus. This study is divided into five chapters. Chapter one outlines the syllabus and context, as well as hypotheses for this study and rationale. Chapter two is a literature review which brings together previous research and links it to the current study. The chosen methodology is covered by chapter three, with chapter four being a detailed explanation of results received from the data collection. The final chapter, chapter five, discusses these results and the implications of these findings.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||QUT Thesis (Masters by Research)|
|Supervisor:||Hanna, Barbara& Atherton, Beatrice|
|Keywords:||task-based instruction, embeddedness, Queensland French syllabus, French teaching, teacher understanding, learner centredness, teacher role, teacher change|
|Divisions:||?? School of Humanities and Human Services ??|
Past > QUT Faculties & Divisions > QUT Carseldine - Humanities & Human Services
|Institution:||Queensland University of Technology|
|Copyright Owner:||Copyright Candice Leah Sparks|
|Deposited On:||03 Dec 2008 14:05|
|Last Modified:||29 Oct 2011 05:49|
Repository Staff Only: item control page