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Dissertations / Theses on the topic 'Contents of instructions'

Author: Grafiati

Published: 4 June 2021

Last updated: 4 February 2022

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1

Johansson, Ricard. "Monteringsinstruktioner : innehåll, framtagning och presentation." Thesis, Linköpings universitet, Industriell Produktion, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-108996.

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Instruktioner har syftet att förmedla ett arbetssätt eller utförande av en uppgift som användaren sen tidigare inte är bekant med. För att instruktionen ska vara framgångsrik krävs dock att den utformas på ett sätt som gör den enkel att använda och att tolka korrekt. Större efterfrågan på kundanpassning och krav på flexibilitet gör att tillverkande företag i allt större omfattning behöver effektiva metoder för att ta fram instruktioner. På uppdrag av PartnerTech i Åtvidaberg genomfördes under vårterminen 2014 ett examensarbete inriktat mot att underlätta framtagning och revision av instruktion

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2

Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and t

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3

Wood, Rachel E. "Instructional Readers: Teaching Content through Vocabulary." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2517.

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This project resulted in the creation of a prototype for a new book series entitled Instructional Readers that will be linguistically engineered to assist English-language learners in acquiring academic and content-based vocabulary in the sciences. The development of the prototype represented a process of trial and error, with decisions firmly grounded in extensive research concerning linguistic features that assist vocabulary growth while reading. The end result, the prototype entitled Cellular Transport, reflects the author's best attempt to combine these features. The project write-up detai

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4

Du, Jianying. "Content-based instruction in further education in China." Thesis, University of Southampton, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.444965.

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5

Holtzman, Deborah Jane. "Relationships among content standards, instruction, and student achievement /." May be available electronically:, 2009. http://proquest.umi.com/login?COPT=REJTPTU1MTUmSU5UPTAmVkVSPTI=&clientId=12498.

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6

Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.

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Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students w

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7

Root, Jenny, Pamela J. Mims, and Victoria Knight. "Infusing Transition Content into Core Content Instruction for Students with Extensive Support Needs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3229.

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Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify

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8

BROGGINI, SUSANNA. "EMI (ENGLISH-MEDIUM INSTRUCTIONS) NEL CONTESTO UNIVERSITARIO ITALIANO." Doctoral thesis, Università Cattolica del Sacro Cuore, 2017. http://hdl.handle.net/10280/18477.

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Questa tesi riflette l’attuale interesse per il dibattito educativo sul ruolo e sull’uso dell’inglese come lingua veicolare in ambiente accademico. I programmi che utilizzano l’inglese come Medium of Instruction (EMI) sono al centro dell’attenzione di questo studio, che si compone di una parte quantitativa e una parte qualitativa. Attraverso un’analisi aggiornata dei dati raccolti da Costa e Coleman nel 2012, la prima parte descrive i risultati di un questionario spedito a tutte le università italiane; la parte qualitativa descrive l’utilizzo dei marcatori metadiscorsivi impiegati da quattro d

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9

Slaughter, Jeanne Marie 1968. "Content construction: How content becomes curriculum in secondary science classrooms." Diss., The University of Arizona, 1998. http://hdl.handle.net/10150/282735.

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This study investigated the factors that influence two secondary teachers' planning and teaching when incorporating newly acquired genetics content into their existing curriculum. Data included transcriptions of six audio taped interviews, field notes from two summer content courses and eight classroom observations, classroom documents such as work sheets, and content and pedagogical diagrams completed prior to and immediately following the two summer content courses. Data were analyzed and used to construct three cases: the case of content, the case of Natalie, and the case of June. The cases

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10

Moriyoshi, Norie. "Content-based instruction (CBI) in Japanese college classrooms: focusing on language, content, or both?" Thesis, McGill University, 2011. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=97218.

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This study examined the ways in which CBI classes are taught, including teachers' comprehensible input, the amount of student output, and the perceptions of both students and teachers regarding CBI. Two intact postsecondary CBI classes in Japan, totaling 76 students and two native English-speaking teachers, were observed and video recorded over 7.5 hours. In order to better comprehend reasons for their behavior and decision-making in class, all participants completed questionnaires and teachers were interviewed on the final day of classroomobservation.Classroom observational data revealed that

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11

Thomas, Karen. "Deepening Understanding of Science Content Through Text Structure Instruction." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3075.pdf.

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12

Schmal, David K. "Multiple frameworks for creative instruction: academic content taught through music-infused instruction and integrated arts." Thesis, Boston University, 2013. https://hdl.handle.net/2144/11044.

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Thesis (D.M.A.)--Boston University<br>The purpose of this collective case study was to examine the manner in which teachers delivered content-specific lessons using music as a medium of instruction. All three participants graduated from the Creative Arts and Learning Masters program at Lesley University and received training in their degree programs on the use of music as an instructional tool. Two of the participants had elementary teaching assignments and one taught high school Spanish. All three participants expressed enthusiasm about the use of arts and music-infused techniques in their cl

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13

Hitt, Sara Beth, and Angela I. Preston. "Instructional Strategies for Content and Co-taught Classrooms." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/4058.

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Presenters will share instructional strategies that can enhance academic content and efficiently address the academic needs of diverse learners by demonstrating how these approaches can be (a) used with all ages and abilities levels, (b) applied to a wide variety of content, and (c) easily integrated into a co-taught setting.

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14

McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments

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15

Marks, Lori J., and Tina M. Hudson. "Peer Assisted Learning Strategies for Reading and Content Area Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3672.

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16

Davis, Melanie D. "Pre-reading strategies for content area reading instruction: social studies." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/400.

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17

Swaminathan, Ranjini. "SPEECH AND LANGUAGE TECHNOLOGIES FOR SEMANTICALLY LINKED INSTRUCTIONAL CONTENT." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/201498.

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Recent advances in technology have made it possible to offer educational content online in the form of e-learning systems. The Semantically Linked Instructional Content (SLIC) system, developed at The University of Arizona,is one such system that hosts educational and technical videos online.This dissertation proposes the integration of speech and language technologies with the SLIC system.Speech transcripts are being used increasingly in video browsing systems to help understand the video content better and to do search on the content with text queries. Transcripts are especially useful for p

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18

Moose, Anita Sweeney. "Sheltered instructional strategies in the mainstream, content-oriented classroom." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1605161461&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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19

Graham, Day Kristall J. "Traditional Instruction Versus Direct Instruction: Teaching Content Area Vocabulary Words to High School Students with Reading Disabilities." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1281026667.

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20

Hsu, Wehnua. "The nature of content knowledge and its role in enhancing participation." Thesis, University of Essex, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.268733.

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21

Cudhea, Maia Christine Cready Cynthia M. "Topical content in sexuality education and sexual health outcomes." [Denton, Tex.] : University of North Texas, 2007. http://digital.library.unt.edu/permalink/meta-dc-5189.

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22

Huck, Kelly Renee. "VOCABULARY INSTRUCTION IN FOUR MIDDLE SCHOOL CONTENT CLASSROOMS: A CASE STUDY." Connect to this title online, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1143216754.

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23

Abril, Carlos R. "Beyond content integration multicultural dimensions in the application of music teaching and learning /." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1054142600.

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Thesis (Ph. D.)--Ohio State University, 2003.<br>Title from first page of PDF file. Document formatted into pages; contains xii, 159 p.: ill. Includes abstract and vita. Advisor: R.J. David Frego, School of Music. Includes bibliographical references (p. 110-125).

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24

Snelson, Chareen L. "The use of representation in content designed for online mathematics instruction /." ProQuest subscription required:, 2003. http://proquest.umi.com/pqdweb?did=990270701&sid=1&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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25

Wang, Fu-Chuan. "An integration of cognitive academic language proficiency and content-based instruction." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2297.

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26

Workman, Wendy Taylor. "Identifying Social Studies Content Embedded inElementary Basal Readers." BYU ScholarsArchive, 2010. https://scholarsarchive.byu.edu/etd/2576.

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In the current educational climate of federally mandated assessments of student learning, the survival of the elementary social studies curriculum may depend on interdisciplinary instructional methods to link social studies to the accountability-favored discipline of literacy. The purpose of this content analysis study was to examine and identify social studies content embedded within a second grade and a fifth grade basal reader from the 2008 Houghton Mifflin Reading Series. Each of the basals were read and coded using the Utah State Office of Education Social Studies Standards indicators and

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27

Saroyan-Farivar, Alenoush. "The review process in formative evaluation of instructional text : the role of content experts and instructional designers." Thesis, McGill University, 1989. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=75906.

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This study explores and describes the processes of formative evaluation as carried out by content experts and instructional designers. It assumes that formative evaluation is an ill-defined, complex, problem solving task. Six experts (three Content Experts and three Instructional Designers), participated in this descriptive study. Subjects reviewed and revised a unit from a draft version of a self-instructional module on microbiology, while thinking aloud. Two coding schemes were developed and applied to the think-aloud protocols. Overall inter-coder reliability exceeded 89%. Qualitative data

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28

Hamilton, Roger. "EFFECTS OF CONTENT AUGMENTATION STRATEGIES IN AN INSTRUCTIONAL VIRTUAL ENVIRONMENT." Doctoral diss., University of Central Florida, 2005. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2948.

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Content augmentation strategies (CAS) are instructional methods which specify the overlaying of content objects by content augmentation objects in order to increase the effectiveness and efficiency of instruction. The goals of this research were to build a comprehensive framework around CASs, determine the experimental effects of CASs in an instructional virtual environment (VE), and make recommendations regarding the employment and further study of CASs in instructional virtual environments. The VE experiment examined the effectiveness and efficiency impact of six different content augmentati

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29

Curran, Theresa. "Standardizing Instructional Definition and Content Supporting Information Security Compliance Requirements." Diss., NSUWorks, 2018. https://nsuworks.nova.edu/gscis_etd/1038.

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Information security (IS)-related risks affect global public and private organizations on a daily basis. These risks may be introduced through technical or human-based activities, and can include fraud, hacking, malware, insider abuse, physical loss, mobile device misconfiguration or unintended disclosure. Numerous and diverse regulatory and contractual compliance requirements have been mandated to assist organizations proactively prevent these types of risks. Two constants are noted in these requirements. The first constant is requiring organizations to disseminate security policies addressi

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30

Gardner, Melissa E. "CONCEPT MAPPING: EFFECTS ON CONTENT KNOWLEDGE AND ENGAGEMENT WITH CONTENT IN ELEMENTARY STUDENTS’ PERSUASIVE WRITING." UKnowledge, 2015. http://uknowledge.uky.edu/edc_etds/14.

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This comparative pre-test/post-test quantitative study investigated the effect of an instructional strategy using concept mapping as a graphic organizer on the quality of persuasive writing compositions produced by fourth grade elementary school students. Six fourth grade classes were assigned as intact groups to three conditions: concept mapping treatment, four square treatment, and control. Participants wrote a pre-test essay prior to treatment. Treatment consisted of an instructional unit collaboratively developed by the researcher and classroom teachers on persuasive writing. Instruction f

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31

Nel, Charl. "Content-based strategic reading instruction within a distributed learning environment / Charl Nel." Thesis, North-West University, 2003. http://hdl.handle.net/10394/353.

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Research conducted in South Africa indicates that many South African students who register for undergraduate study each year are under-prepared for university education and that many of these English Second Language students also have low levels of reading ability. This has an adverse effect on their chances of academic success. These students very often become part of the "revolving door syndrome". In order to meet the reading needs of students in the 21" century, educators are pressed to develop effective instructional means for teaching strategic reading at tertiary level. In order to help

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32

Ferguson, Jean Clarke. "Effects of metacognitive strategy instruction on sixth grade students' content reading comprehension." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32760.

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Thesis (Ed.D.)--Boston University<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>The purpose of this study was to determine the effect of metacognitive strategy reading instruction on sixth grade students' content reading comprehension. Forty-one students in two sixth grade social studies

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33

Williams, Theresa D. "High School Science Teachers' Perceptions of Teaching Content-Related Reading Comprehension Instruction." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2277.

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In order to achieve academic success, students must be able to comprehend written material in content-area textbooks. However, a large number of high school students struggle to comprehend science content. Research findings have demonstrated that students make measurable gains in comprehending content-area textbooks when provided quality reading comprehension instruction. The purpose of this study was to gain an understanding of how high school science teachers perceived their responsibility to provide content-related comprehension instruction and 10 high school science teachers were interview

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34

Piper, Silke. "Upper Elementary Teachers' Use of Pedagogical Content Knowledge With Nonfiction Reading Instruction." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7178.

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After a shift in upper elementary reading instruction that emphasized complex learning using nonfiction text, Texas schools showed low reading comprehension scores among upper elementary students. The purpose of this exploratory single case study was to examine the pedagogical content knowledge of Texas upper elementary teachers who teach nonfiction reading comprehension strategies to at-risk students who do not qualify for special education services. The central research question focused on how teachers view their pedagogical content knowledge while instructing students. The conceptual framew

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35

Maher, Sheila. "Teachers' and Students' Perceptions of the Impact of Content Literacy Strategy Instruction on Teaching and Learning." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2709/.

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Reading researchers agree that content literacy strategies are beneficial in helping students learn. However, teachers remain resistant to teaching the strategies. Additionally, many students, even at the college level, lack the learning strategies necessary to experience academic success. This study sought to gain a deeper understanding of the complexities of content literacy strategy instruction. The research questions that guided the study addressed the benefits, obstacles, and support and experiences needed to sustain the use of the strategies over time. Multiple data sources were used to

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36

Van, Vickle Chelsea Van Vickle. "Exploring Interactions of Adolescents with Autism Spectrum Disorder in Instructional Contexts." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1466375717.

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37

Overvliet, Emily Nicole. "Purposeful Integration of Literacy and Science Instruction in a 4th Grade Immersion Program." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/6768.

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Though learning content in a second language (L2) requires additional time, students in immersion classes are expected to keep up with the curricular pace of traditional classes. One possible way to secure sufficient time for both language and science content learning is to integrate language arts instruction with core curricular content. This action research study investigated the effectiveness of purposefully integrating literacy instruction with the Utah Core Standards for science with 53 fourth-grade French partial immersion students in Utah. The purpose of this study was to discover how s

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38

Millsaps, Gayle Maree. "Interrelationships between teachers' content knowledge of rational number, their instructional practice, and students' emergent conceptual knowledge of rational number." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1124225634.

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39

Mims, Pamela J., and Carol Stanger. "Using Technology and Systematic Instruction to Teach English/Language Arts Skills and Content." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/178.

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40

Holm, Margaret. "Project-Centered Instruction, Content Learning, and Group Work in Middle School Social Studies." Thesis, Rivier University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10190081.

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<p> This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learni

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41

Kitamura, Wakana. "Social cognition-based content instruction for communicative competence in Japanese middle school English." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/43.

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This project demonstrates how English teachers in Japan can conduct purposeful and meaningful lessons for middle school low-intermediate students. The teaching approach used for this project is based on Content-Based Instruction (CBI).

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42

Pintok, Kimberly Rose. "Internet Technology as a Means of Delivering Reading Instruction in the Content Areas." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.

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Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how t

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43

Crespo, Sylvia R. "Content-Area teachers' perceptions of the effect of the meta training on their instructional practices." FIU Digital Commons, 1998. http://digitalcommons.fiu.edu/etd/2667.

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The purpose of this study was to explore the content-area teachers' perceptions of the effect that compliance with the teacher training for content-area teachers of Limited English Proficient (LEP) students mandated by the Consent Decree had on their instructional practices within the content-area classroom. In order to provide an overview of the factors which had an effect on the content-area teachers' mandated training, various areas were reviewed: history of legislative actions that led up to the Consent Decree; stipulations set forth in the Consent Decree; Miami-Dade County Public Schools

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Suwarno, Rumtini. "Aligning Instructional Practices with Content Standards in Junior Secondary Schools in Indonesia." BYU ScholarsArchive, 2011. https://scholarsarchive.byu.edu/etd/2719.

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This study examined the degree of alignment between instructional practices and national curriculum standards, which may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explored three aspects of the alignments: (1) topic coverage, (2) level of difficulty for teachers to teach, and (3) level of difficulty for students to learn. While topic coverage is determined by the percentage of the national curriculum standards topics taught during the year of 2008-2009, the level of teacher diffic

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45

Smith, Barbara Desrosier. "A descriptive analysis of the content in three basal readers." Diss., The University of Arizona, 1991. http://hdl.handle.net/10150/185538.

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Over the years there have been many criticisms of the contents of basal reading series. This study sought to describe the contents of basal readers by analyzing the student reading materials contained in the books for grades one, three, and five of three current basal readers, published by D. C. Heath, Houghton Mifflin, and Silver, Burdett, and Ginn. It determined the amount of material written for the basals and the amount of material originating in other literature sources. It also described the amount and types of adaptation to the text and visual displays in material that originated elsewh

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46

Nakjan, Sutat. "A Content Analysis of Reading Software Commercially Available for Pre-K to 3rd Grade Children." Thesis, University of North Texas, 2002. https://digital.library.unt.edu/ark:/67531/metadc3124/.

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The purpose of this qualitative study was to investigate the content and characteristics of the currently available commercial reading software for Pre-K through third grade children. The design of the study was a content analysis. Based on the evaluation rubric established by the researcher, ten commercial reading software were selected to be analyzed. By reviewing and transcribing, the data were obtained, and then coded, categorized, and interpreted. The findings from the analysis revealed that all reading software programs offered exercised for practicing basic phonics skills; the alphabeti

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47

Gray, A., Karin Keith, and Huili Hong. "Framing Problem-based Learning Cases in Literacy within Eastern Tennessee Regional Contexts." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/1011.

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48

Watson, Carol Elizabeth. "Graphic Organizers: Toward Organization and Complexity of Student Content Knowledge." Diss., Virginia Tech, 2005. http://hdl.handle.net/10919/29175.

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Within the current national atmosphere of accountability and high-stakes testing, many teachers are changing their instruction to return to more traditional strategies that emphasize rote memorization. As a result, classroom curriculum and student learning are narrowing. This study sought to explore the potential of graphic organizers as an instructional strategy to expand student content knowledge beyond rote memorization to include more organized, complex, meaningful learning. For the purpose of this study, graphic organizers are described as visual displays of concepts, their component part

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49

Cudhea, Maia Christine. "Topical content in sexuality education and sexual health outcomes." Thesis, University of North Texas, 2007. https://digital.library.unt.edu/ark:/67531/metadc5189/.

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Secondary analysis of data from the National Longitudinal Study of Adolescent Health is used to examine possible explanatory variables for sexual health outcomes. Linear and logistic regression analyses were conducted to examine the relationship between sexual health outcomes and topical content in sexuality education, controlling for race, biological sex, low socioeconomic status, and religiosity. Results indicated increasing topical content in sexuality education had a positive effect on knowledge acquisition and confidence, but no statistically significant effect on engagement in sexual ris

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Jowell, Justin. "Waiting to learn : an analysis of instruction in four preschool settings in poor contexts." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/20722.

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Worldwide there has been a growing recognition of the important role that preschool education can play in supporting later school (and life) success. At the school level, studies that examine and broaden knowledge of educational transmission in the classroom (pedagogic discourse) have been useful in providing pointers towards better practices to support children's learning at school. Extending the study of pedagogy to the preschool level seems to hold great potential for better understanding how to support children's learning. This study, based within a sociology of education framework, poses

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