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Titre : Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine Type de document : texte imprimé Auteurs : Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 353 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l?enseignement formation des enseignants évaluation analyse des besoin
????? ????? ????????? ????? ????? ???????? ????? ???????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10211 Evaluation of the students‟ needs in the teaching methodology curriculum. : The case of bac+4 and bac+5 students of english at the “higher teacher training school” (ecole normale superieure) of Constantine [texte imprimé] / Leila Djouimaa, Auteur ; Farida Abderrahim, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 353 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : Needs, needs assessment teaching methodology curriculum teacher training evaluation needs assessment Besoins méthodologie de l?enseignement formation des enseignants évaluation analyse des besoin
????? ????? ????????? ????? ????? ???????? ????? ???????Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : This thesis is intended to investigate the students‟ needs in the Teaching Methodology Curriculum at the “Higher Teacher Training School”. The theoretical contribution of this research is an attempt to draw attention to the teacher training curriculum development as a systematic process involving various planning, design, implementation and evaluation processes where needs analysis is central. Particular focus is on the teaching methodology domain, being the level around which most of the student teachers‟ expectations and demands are articulated. Within this perspective, the purpose is to evaluate the Teaching Methodology curriculum in terms of its response to the students‟ needs and expectations, hypothesizing that needs assessment in this context is a matter of developers‟ perceptions where the other stakeholders‟ views, including students‟ felt needs and educational experts‟ attitudes, are neglected. The research was led through the evaluation of the curriculum guide making use of Brown‟s 1995 curriculum development model which revealed that, not only needs analysis is skipped from the development process, but that the document‟s content is almost a list of topics which may be interpreted and implemented differently by its probable users. Other significant data have been obtained through the analysis of three questionnaires addressed to teachers, students, and supervisors. The results of the analysis of these three means of research revealed that the curriculum guide does not reflect its implementation by teachers who undertake unofficial, informal needs assessment but more importantly who could confirm that the courses they teach respond to the students‟ expectations. Furthermore, the students have not only confirmed their teachers‟ views but also identified the abilities they could demonstrate on fulfillment of the curriculum. They spotted areas where they demonstrated weaknesses that teachers should examine for purposes of improvement. On the other hand, supervisors have confirmed the pertinence of most of the curriculum content to teacher preparation and have identified the weaknesses they observed at the “Higher Teacher Training School” trained teachers. On the basis of these findings, pedagogical advice and suggestions are provided to the teacher trainers and course developers.
Diplôme : Doctorat en sciences En ligne : ../theses/anglais/DJO1398.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10211 Exemplaires
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Titre : An evaluation of English language testing in the baccalaureate examination : The case of the tests administered to technology streams from 2001 to 2006 Type de document : texte imprimé Auteurs : Mohammed Naoua, Auteur ; Ahmed Moumene, Directeur de thèse Importance : 354 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : Test technology evaluation construct évaluation examen technologie construction ?????????? ??????? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The Algerian Ministry of Education set several objectives for teaching English in secondary education. In technology streams, for instance, syllabuses are designed to enable pupils to use this language for science and technology and to get access to scientific documentation. To measure the extent to which these objectives are achieved, we refer to the types of testing and assessment in the Baccalaureate examination. The problem is that although these pupils study
at the same schools, use the same manuals and receive instruction from almost the same teachers, their scores in seven Baccalaureate sessions (2001-2006) rank them at the bottom of the list lagging far behind all the other specialties in secondary schools. The main purpose of
this study is to diagnose the causes responsible for technology pupils' underachievement in English and to propose a set of recommendations intended to improve the process of English language testing in the Baccalaureate examination. Four hypotheses have been formulated to investigate the relationship between the pupils' low achievement and the scoring inconsistencies in the Baccalaureate English rating centers: the test construct underrepresentation, content irrelevance and the slim scope of sampling from the instructional domain. The hypotheses have been tested by the descriptive method instruments such the
questionnaire, the interview and the documentary sources. The questionnaire was administered to a whole population of 63 examiners of the BAC English tests in Eloued Rating Center, the interview was conducted with the chief examiner of the same center and
the documentary sources such as the pupils' scores, the Baccalaureate English Examination copies and the instructional syllabus were also supplemented. The results of the study have revealed that the BAC English test in technology streams failed to measure the construct that it was supposed to measure. These findings challenged the validity of the interpretations provided for these pupils' scores which implied that they have low level of English language
ability; as well as the purposes for which the scores have been used which prevented most of these pupils from joining higher education institutions or English language departments.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NAO1405.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10262 An evaluation of English language testing in the baccalaureate examination : The case of the tests administered to technology streams from 2001 to 2006 [texte imprimé] / Mohammed Naoua, Auteur ; Ahmed Moumene, Directeur de thèse . - [s.d.] . - 354 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : Test technology evaluation construct évaluation examen technologie construction ?????????? ??????? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : The Algerian Ministry of Education set several objectives for teaching English in secondary education. In technology streams, for instance, syllabuses are designed to enable pupils to use this language for science and technology and to get access to scientific documentation. To measure the extent to which these objectives are achieved, we refer to the types of testing and assessment in the Baccalaureate examination. The problem is that although these pupils study
at the same schools, use the same manuals and receive instruction from almost the same teachers, their scores in seven Baccalaureate sessions (2001-2006) rank them at the bottom of the list lagging far behind all the other specialties in secondary schools. The main purpose of
this study is to diagnose the causes responsible for technology pupils' underachievement in English and to propose a set of recommendations intended to improve the process of English language testing in the Baccalaureate examination. Four hypotheses have been formulated to investigate the relationship between the pupils' low achievement and the scoring inconsistencies in the Baccalaureate English rating centers: the test construct underrepresentation, content irrelevance and the slim scope of sampling from the instructional domain. The hypotheses have been tested by the descriptive method instruments such the
questionnaire, the interview and the documentary sources. The questionnaire was administered to a whole population of 63 examiners of the BAC English tests in Eloued Rating Center, the interview was conducted with the chief examiner of the same center and
the documentary sources such as the pupils' scores, the Baccalaureate English Examination copies and the instructional syllabus were also supplemented. The results of the study have revealed that the BAC English test in technology streams failed to measure the construct that it was supposed to measure. These findings challenged the validity of the interpretations provided for these pupils' scores which implied that they have low level of English language
ability; as well as the purposes for which the scores have been used which prevented most of these pupils from joining higher education institutions or English language departments.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/NAO1405.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10262 Exemplaires
Code-barres Cote Support Localisation Section Disponibilité aucun exemplaire La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation / Zineb Haroun
Titre : La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation Type de document : texte imprimé Auteurs : Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2016 Importance : 475 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Français (fre) Tags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies ????? ??? ?????? ??????? ????????? ????????????? Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10348 La compréhension de l'écrit en 5ème année de primaire Analyse de dispositifs d'enseignement et d'évaluation [texte imprimé] / Zineb Haroun, Auteur ; Aldjia Outaleb-Pellé, Directeur de thèse ; Jean Pascal Simon, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2016 . - 475 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Français (fre)
Tags : didactique du FLE-dispositifs compréhension textes enseignement évaluation pratiques stratégies devices comprehension texts teaching evaluation practices strategies ????? ??? ?????? ??????? ????????? ????????????? Index. décimale : 440 Langues romanes. Français Résumé : This doctoral research, which has been conducted right after the reform of French language teaching in the Algerian primary schools, attempts to give an account of the current way reading comprehension is taught in French as a subject matter in the Fifth grade. Its main objective is to find out the prominent characteristics and pitfalls of reading instruction, which could be subject to pedagogical alignment. These characteristics are examined on the basis of various fields of study: Text -Analysis Psycholinguistic, Psychology of Learning, Teaching Reading in the Mother Tongue and in a Foreign Language, and Educational Sciences), in addition to a pedagogical device that seems to integrate the interdependency of both the process of learning and teaching and the assessment of reading comprehension. The analysis of this interdependency aims at identifying the factors, which are at the heart
of the process of teaching, and assessing reading comprehension along with its theoretical insights; it also aims to determine the degree of defect, discrepancy or harmony between the processes of teaching and learning and assessing reading comprehension.
To clear up the nature of the relationship between these processes, an eclectic research approach has been adopted: Descriptive and Comprehensive, Interpretative, and Systemic so as to investigate teaching practices in relation to pupils ‘learning. The interrelation between the cited processes has brought about a particular view of the curriculum, which does not only prescribe specified learning competencies but, from a practical perspective, considers the learners’ effective acquisition of the prescribed competencies. The observation of the teaching and learning process has confirmed the hypothesis that Decoding Reading Competency is a necessary and preliminary phase to reading comprehension in prescriptive teaching practices, and to a less degree in more effective teaching practices in favored socio-economic classes. As for the hypothesis backing a rather fragmentary than
interactive activation of comprehension competencies by means of the evaluation of tests items, it proves to be valid for test models suggested by the prescribed practices and for class tests. However, it is not in accordance with evaluation principles, the assessed aspects of competence and the recommended tests. As for the hypothesis stating gaps between the prescribed and the actual curriculum, it is confirmed by different levels of the process of teaching and assessing reading comprehension. Based on these research findings, pedagogical alignments and teaching procedures are recommended to support both the design of reading curricula and teaching practices.
Diplôme : Doctorat en sciences En ligne : ../theses/francais/HAR1423.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10348 Exemplaires
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Titre : An evaluation of the Algerian middle school English syllabuses and textbooks. Type de document : texte imprimé Auteurs : Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse Editeur : جامعة الإخوة منتوري قسنطينة Année de publication : 2018 Importance : 295 f. Format : 30 cm. Note générale : 2 copies imprimées disponibles
Langues : Anglais (eng) Tags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks ????? ????? ????? ??? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10809 An evaluation of the Algerian middle school English syllabuses and textbooks. [texte imprimé] / Faiza Bader, Auteur ; Hacene Hamada, Directeur de thèse . - [S.l.] : جامعة الإخوة منتوري قسنطينة, 2018 . - 295 f. ; 30 cm.
2 copies imprimées disponibles
Langues : Anglais (eng)
Tags : Education évaluation programmes manuels scolaires evaluation syllabus textbooks ????? ????? ????? ??? ?????? Index. décimale : 420 Anglais et vieil anglais (anglo-saxon) : indice de base 42 Résumé : Syllabus design and textbook selection are important acts, and their evaluation even more of an important concern. The present study attempts to evaluate the Algerian middle school English syllabi and the four textbooks that are designed to achieve the course objectives.
The research strives to discover whether middle school textbooks of English fulfil learners’ needs or not, since the selection principles of any educational system need to be based on learners’ needs. In addition to learners’ needs, a correspondence between the objectives and the syllabi, the syllabi and the textbooks is also sought after, before ultimately deciding whether or not the four textbooks, under study, consolidate one another or not. It is hypothesized in this study that, first, the Algerian middle school pupils’ needs are taken into account, second, there is a correlation between the aims and the syllabi, and the syllabi and the textbooks, third, the Algerian middle school English textbooks consolidate one another. Therefore and so as to achieve our goal quantitative and qualitative data were obtained throughout a constructed checklist and two questionnaires delivered to both teachers and learners. The self-constructed checklist was based on ten recognized checklists and sought the determination of the weaknesses and strengths of the four middle school textbooks of English against certain set criteria. The two questionnaires targeted the investigation of middle school pupils’ needs and teachers’ perceptions of the currently used textbooks of English; both questionnaires were administered in Constantine. The research findings revealed that the used textbooks consolidate one another but do not live up to the needs of learners and expectations of teachers. A thorough needs analysis is then mainly recommended as a pre- requisite that can guarantee a sound syllabus design and an adequate textbooks’ selection.Diplôme : Doctorat en sciences En ligne : ../theses/anglais/BAD1481.pdf Format de la ressource électronique : Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=10809 Exemplaires
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Titre : Impacts des projets inscrits à Constantine et évaluation de son image de marque, pour un projet urbain à effet structurant Type de document : texte imprimé Auteurs : Bernia Hecham (Née Zehioua) ; Université Mentouri, Editeur scientifique ; Belkacem Labii, Directeur de thèse Année de publication : 2010 Importance : 367 f. Note générale : 01 Disponible à la salle de recherche 01 Disponible au magazin de la B.U.C. 01 CD Langues : Français (fre) Tags : Constantine Evaluation Projet urbain Effet structurant Image de marque Capital-citoyen Congruence Index. décimale : 720 Architecture En ligne : ../theses/architecture/ZEH5229.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=2229 Impacts des projets inscrits à Constantine et évaluation de son image de marque, pour un projet urbain à effet structurant [texte imprimé] / Bernia Hecham (Née Zehioua) ; Université Mentouri, Editeur scientifique ; Belkacem Labii, Directeur de thèse . - 2010 . - 367 f.
01 Disponible à la salle de recherche 01 Disponible au magazin de la B.U.C. 01 CD
Langues : Français (fre)
Tags : Constantine Evaluation Projet urbain Effet structurant Image de marque Capital-citoyen Congruence Index. décimale : 720 Architecture En ligne : ../theses/architecture/ZEH5229.pdf Permalink : https://bu.umc.edu.dz/md/index.php?lvl=notice_display&id=2229 Exemplaires
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