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Tai, Chih-Che, Karin Keith, S. Starnes, and Renee Rice Moran. "Integrating Science Learning with Literacy in Grades 6-12." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/998.
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Dutro, George B. "Developing a science fair packet for grades 4-6." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/376.
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Rudek, Tiffany M. "Instructional Approaches That Increase Reading Achievement for Boys, Grades 3-6." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1287.
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An achievement gap persists in many educational settings with females outperforming males in reading. In a Southern California school district, reading scores for boys average 10 percentile points below those of girls. A qualitative case study was conducted to explore which instructional approaches can help close this gender gap. The conceptual framework for this study was based on engagement theory, which proposes that students who are engaged in learning tasks achieve at higher levels. The guiding question asked how reading achievement for boys in Grades 3-6 could be improved in the district under study. Semistructured individual interviews were conducted with 4 teachers from different schools and grade levels who's boys, according to district officials, had demonstrated a strong increase in reading achievement. Content analysis of interview transcripts used a 2-cycle coding method to find emerging themes. Participants indicated 5 instructional approaches that contributed to an increase in reading achievement for boys: differentiated reading instruction, collaborative learning, motivation, goal setting and monitoring, and positive teacher-student relationships. Understanding how teachers can improve reading achievement for boys may contribute knowledge about how to improve achievement for all students in other grades in this district, help close achievement gaps, and improve the chance of getting into college for all students.
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Delil, Huseyin. "An Analysis Of Geometry Problems In 6 - 8 Grades Turkish Mathematics Textbooks." Master's thesis, METU, 2006. http://etd.lib.metu.edu.tr/upload/3/12607251/index.pdf.
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The purpose of this study was to analyze geometry problems in a widely used sixth-, seventh-, and eighth-grade Turkish elementary mathematics textbooks series based on the cognitive assessment frameworks of the most recent TIMSS, the Trends in International Mathematics and Science Study 2003. To compare geometry problems in the textbooks and TIMSS 1999, in which Turkish students poorly performed, the cognitive behaviors that the problems required were determined and categorized. After the analysis, it was found that the two most frequent behaviors that the problems require are computing and applying with a total percentage of 72, in case of the textbooks. In TIMSS 1999 geometry problems case, however, applying and analyzing are the most frequent cognitive behaviors with a total percentage of 47. It was also found that a great majority of 22 behaviors of the framework were either not represented or underrepresented by the textbooks geometry problems. When we consider the four major categories of behaviors, 86 percent of the textbooks geometry problems required behaviors belong to two cognitive domains: Knowing Facts and Procedures or Solving Routine Problems. TIMSS 1999 geometry problems, however, mostly belong to Solving Routine Problems or Reasoning with a percentage of 65. In both the textbooks and TIMSS 1999 cases, a relatively small part of the problems required behaviors belong to Using Concepts. The results are discussed in the light of Turkey&<br>#8217<br>s performance in TIMSS 1999 and some suggestions related to the textbook problems were given.
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Sargusingh-Terrance, Lisa Merlene. "Reading Comprehension Instruction of Effective Grades 5 and 6 Saint Lucian Teachers." The University of Waikato, 2008. http://hdl.handle.net/10289/2506.
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This study set out primarily to investigate the nature of reading comprehension instruction in Saint Lucia, and to examine the explanations of teachers with regard to the factors that they perceive contribute to Grade 6 students' failure in the main idea comprehension test in the national Common Entrance Examination in Saint Lucia. Four effective Grades 5 and 6 teachers (two per grade) from two Saint Lucian primary schools participated in a total of four individual semi-structured interviews and were observed in their regularly scheduled reading comprehension lessons. A total of 27 lessons were observed and audio tape-recorded to examine the nature of reading comprehension instruction in the classrooms. From this cohort of lessons, a sample of 16 lessons was randomly selected and transcribed to determine the presence of direct instruction in comprehension strategies, and the quality of instruction that took place. This quality was measured and described in terms of the elements of the Direct Instruction Model (Pearson Dole, 1987), the nature of questioning, and time allotted to instruction. This data was also used to make comparisons between Grades 5 and 6 classes. The results show that the four teachers perceived that there are four areas of blame for students' poor performance in reading comprehension: the teacher's inability to instruct, the students' poor decoding and comprehension abilities, the inadequacy of the main idea test, and the teaching materials available for teaching comprehension. However, the main factor perceived by teachers as contributing to the students' poor performance is teachers' inability to instruct. Nonetheless, the observation of the Grades 5 and 6 effective teachers' reading comprehension lessons showed that these teachers were indeed teaching a number of comprehension strategies. They relied predominantly on the question answering strategy in all their lessons which was mainly taught in combination with other strategies. However, it was the teaching of summarization through the main idea that was the dominant strategy more explicitly taught in 7 of the 16 lessons observed, appearing more frequently in the Grade 6 classes. An assessment of the quality of the reading comprehension instruction revealed that 11 of1 6 lessons, included all the four elements of direct instruction, and were rated as 'excellent' in quality. None of the lessons had fewer than two elements identified on the model. An assessment of the types of questions asked also showed that questioning was used both for the purpose of assessment and as an instructional strategy. The timing of the lessons support the quality of instruction, as 90% of the total time observed was allotted to instruction. The greater portion of that time went to guided practice (38%) and independent practice (33%) of reading comprehension strategies. This study shows that explicit comprehension instruction of strategies is evident in the reading comprehension classes of the 4 effective Saint Lucian Grades 5 and 6 teachers. It is therefore recommended that educational officials ensure that similar practices are maintained in other Saint Lucian classes, that the reading comprehension instruction practices of a wider cross section of Saint Lucian teachers be examined, and that future research looks into other probable causes of students' failure on the main idea comprehension test.
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Keith, Karin. "Writing grounded in evidence from text: Teaching argument writing, Grades 6-12." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/1008.
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Robertson, Laura. "Integrating Science Learning with Literacy Using Informational Texts in Grades 6-12." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/782.
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Klapwijk, Nanda Maria. "Reading strategy instruction in grades 4 to 6 : towards a framework for implementation." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17956.
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Thesis (PhD)--Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: This study focuses on the effect of a reading strategy instruction research intervention on teachers and learners in Grade 4 to 6 at a primary school in the Western Cape.
Literacy levels for South African Intermediate Phase learners remain at a disturbingly low level and Systemic Evaluation Assessments performed by the Department of Education show that reading, and more specifically reading comprehension, is a serious area of concern. A closer look at the Revised National Curriculum Statement and in-service as well as pre-service teacher training courses reveals that while teachers are trained to teach reading, very little, if any, focus is placed on training them how to teach comprehension. With a growing trend towards English as language of instruction for multilingual, non-English first language learners, the need to equip learners with ways of constructing meaning from texts becomes ever more crucial.
This study addresses the need for reading comprehension through the use of reading strategies – conscious tools that readers can be taught to improve their individual meaning-making efforts during the reading process. The study implements reading strategies through an intervention based on pre-selected reading strategies set within a structured teaching approach which aims to provide teachers (and learners) with adequate guidance and support for implementing reading strategies.
Through a case-study design this study utilises a mixed-method methodology for gathering both quantitative and qualitative data. The quantitative data serve to provide baseline data of selected reading-related abilities for learners before the start of the intervention, and to provide comparative data for specific measurements taken before and after the intervention. The qualitative data, gathered through classroom observations, unstructured interviews and obtaining samples of learners‘ work, provide rich, in-depth data about how teachers and, to a lesser extent, learners took on reading strategy instruction, and what factors influenced them in the process. This study found that a multitude of factors affect the uptake of strategy instruction as part of everyday teaching practice, and, furthermore, that teachers and learners move through distinct phases in their uptake of reading strategy instruction.
While the study highlights a number of issues that are important to reading strategy instruction in Grades 4 to 6 in South Africa, a few of the more pertinent issues are the following: (1) teachers seem to need specific basic knowledge of language and texts for effective reading strategy instruction to take place (and very little, if any, research seems to address this issue), (2) the frequency of reading strategy instruction seems crucial to its success – the more often, the better, (3) engagement with teachers over a longer period is necessary for effective change in their instructional methods to take place, and (4) the gap between research and practice (that which is taught in classrooms) remains considerable.
The findings of this study, while specific to reading strategy instruction, contribute to the rapidly-growing body of knowledge on reading comprehension instruction, (particularly within a multilingual environment) and teacher development from the basis of research that is focused on changing teacher practice.<br>AFRIKAANSE OPSOMMING: Hierdie studie fokus op die uitwerking van ‗n intervensie oor die onderrig van leesstrategieë op Graad 4 tot 6 onderwysers en leerders by ‘n Wes-Kaapse laerskool.
Die geletterdheidsvlakke van Suid-Afrikaanse leerders in die Intermediêre Fase bly kommerwekkend laag, en Sistemiese Evalueringstoetse wat deur die Departement van Onderwys gedoen is, toon dat lees, en meer spesifiek leesbegrip, ‘n ernstige bron tot kommer is. Wanneer in meer detail gekyk word na die Hersiene Nasionale Kurrikulumverklaring, asook na die opleidingskursusse van diensdoenende onderwysers en onderwysstudente, blyk dit dat hoewel onderwysers geleer word hoe om lees te onderrig, daar min, indien enige, fokus geplaas word op die onderrig van leesbegrip. Met die toename in die gebruik van Engels as taal van onderrig vir meertalige, nie-Engelssprekende eerstetaal-leerders word dit al hoe meer belangrik dat leerders weet hoe om betekenis uit tekste te skep.
Hierdie studie maak gebruik van leesstrategieë om die behoefte aan leesbegrip aan te spreek – leesstrategieë is metodes wat leerders kan aanleer om bewustelik toe te pas om hul individuele pogings tot betekenisskepping te verbeter. Die studie implementeer leesstrategieë d.m.v. ‘n intervensie wat van voorafgeselekteerde leesstrategieë gebruik maak en waarvan die opleiding sodanig gestruktureer is dat onderwysers (en leerders) die gepaste leiding en ondersteuning gebied word vir die implementering van leesstrategieë.
Die studie gebruik ‘n gevallestudie-ontwerp tesame met ‘n ‚gemengde-metode‘ metodologie wat vir die insameling van beide kwantitatiewe en kwalitatiewe data voorsiening maak. Die kwantitatiewe data verskaf basisdata oor geselekteerde leesverwante vermoëns vir leerders voor die aanvang van die intervensie, en dien as vergelykbare data vir spesifieke metings voor en na die intervensie. Die kwalitatiewe data, wat ingesamel is deur klaskamerwaarnemings, ongestruktureerde onderhoude en voorbeelde van leerders se werk, verskaf ryk, diepgaande data oor hoe onderwysers en, tot ‘n mindere mate, leerders die onderrig van leesstrategieë aangeneem het, en watter faktore hulle in hierdie proses beïnvloed het. Hierdie studie het bevind dat ‘n verskeidenheid faktore ‘n invloed het op die aanvaarding van strategie-onderrig as deel van alledaagse onderrigpraktyk, en veral dat onderwysers en leerders deur spesifieke fases beweeg in hul aanvaarding van leesstrategie-onderrig.
Hoewel die studie lig werp op verskeie belangrike kwessies vir die onderrig van leesstrategieë in Graad 4 tot 6 in Suid-Afrika, is ‘n paar van die meer pertinente kwessies die volgende: (1) dit blyk dat onderwysers spesifieke basiese kennis van taal en tekste nodig het vir effektiewe onderrig van leesstrategieë (en dat min, indien enige, navorsing skynbaar hierdie kwessie aanspreek), (2) die gereeldheid van leesstrategie-onderrig blyk kritiek tot die sukses daarvan te wees – hoe gereelder, hoe beter, (3) betrokkenheid by onderwysers oor ‗n langer tydperk is nodig om te verseker dat hulle hul onderrigpraktyk verander, en (4) die gaping tussen navorsing en realiteit (dit wat in klaskamers onderrig word) blyk steeds aansienlik te wees.
Hierdie studie se bevindinge, hoewel spesifiek gerig op die onderrig van leesstrategieë, dra by tot die snelgroeiende kennisveld oor die onderrig van leesbegrip (veral in ‘n meertalige omgewing) en die ontwikkeling van onderwysers vanuit die oogpunt van wat vereis word om onderrigpratkyk te verander.
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Robertson, Laura, LaShay Jennings, Scott Honeycutt, Karin Keith, and Chih-Che Tai. "Photosynthesis and Cellular Respiration (LS1): A Hands-On Approach for Grades 6–12." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/770.
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Grenner, Cajsa, and Jönsson Niri Hagelin. "Teachers’ Perceptions of the Use of Translanguaging within English Education in Grades 4-6." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34590.
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This degree project aims to explore, in the context of translanguaging, teachers' perceptionsof the use of pupils’ first language within English as a second language education inSweden. Following a review of the concept of translanguaging from a historic andpedagogical perspective, teachers’ views on the roles of their pupils’ first and secondlanguages as reported in international research, recent research pertaining to teachers'perceptions and pedagogical methods within translanguaging is highlighted. Results from amethodological triangulation examination of data emanating from a survey, interviews andclassroom observations show that: even though the term translanguaging is relativelyunknown, teacher respondents use translanguaging as a method within ESL education inSweden; a majority of teachers value their English-use higher than their use of the pupils’first language, but are not averse to using translanguaging when deemed appropriate; and amore positive attitude is displayed towards the pupils use of their first language, but the useof English is preferred.
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Wilson, Linda J. "Appalachian studies in grades 6-12 language arts and English curricula in central Appalachia." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-144943/.
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Tai, Chih-Che, T. Jones, and S. Lamie. "Preparing College/Career Readiness through Integrating Science Learning with Literacy in Grades 6-12." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/3300.
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Tai, Chih-Che, Karin Keith, and Laura Robertson. "Preparing College/Career Readiness Through Integrating Science Learning with Literacy in Grades 6-12." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/1021.
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With the increasing globalization, and the increasing need for a scientifically literate population, it is essential that secondary school (Grades 6-12) students not only receive meaningful science and literacy instruction, but also see the seamless nature of how each informs the other. A LEA-IHE-Business partnership initiative was interested in two research perspectives: How does cross-discipline instruction benefit and enrich each subject discipline? How does integration of science learning with literacy in G6-12 impact college/career readiness? This opportunity provides a chance for 120 Grade 6-12 Science and ELA teachers from ten school districts to join with ELA and Science faculty and STEM professionals to form a strong professional learning community focused on the integration of Science-ELA. The purposes of this presentation are: 1.) to describe the project that paired secondary school science and ELA teachers for the purposes of developing integrated lessons; and 2.) to report preliminary findings about this project.
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Jimenez, M. Michelle. "Evaluation of dietary change among Kahnawake Schools Diabetes Prevention Project participating children (grades 4-6)." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape4/PQDD_0031/MQ64377.pdf.
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Jimenez, M. Michelle (Maria Michelle). "Evaluation of dietary change among Kahnawake Schools Diabetes Prevention Project participating children (grades 4-6)." Thesis, McGill University, 1999. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30673.
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This study assessed change in the dietary intake and weight, height and body mass index (BMI. kg/ml) measurements of children (grades 4--6) who have participated in the Kahnawake Schools Diabetes Prevention Program (KSDPP). Children from two independent cross sectional samples were assessed at baseline in 1994 (n = 156) and in 1998 (n = 146). Diet was assessed using a single 24-hour recall. Results showed no overall change in energy, fat and sucrose intake. Food groups were created as indicators of diet quality. Results showed a decrease in the frequency of consumption of foods in the high fat food group (p < 0.05) and an increase in the average amount of white sugar consumed (p < 0.05). A decrease in the number of servings of fruit was shown, but also a trend towards their increased frequency of consumption. No significant changes were found in weight, height or BMI. Dietary and anthropometric data were combined but results showed no significant changes in diet by BMI category. Changes in diet are challenging to both measure and implement. These results could be used to identify more specific future interventions.
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Paulucci, Candace Jean. "Suburban students' awareness, attitudes, and use of alcohol and other drugs, grades 6 through 12 /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487776801322033.
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Payne, Anneliese. "Male/female aspirations of science oriented careers in grades 2-6 in rural east central Illinois /." View online, 1990. http://ia301516.us.archive.org/0/items/malefemaleaspira00payn/malefemaleaspira00payn.pdf.
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Appova, Aina K. Arbaugh Fran. "Teacher opportunities to learn responses and recommendations of grades 6-12 mathematics teachers from one district /." Diss., Columbia, Mo. : University of Missouri--Columbia, 2009. http://hdl.handle.net/10355/6845.
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Title from PDF of title page (University of Missouri--Columbia, viewed on Apr. 12, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Fran Arbaugh. Vita. Includes bibliographical references.
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Van, Dusen Timothy C. "Reading can be fun again: A supplementary reading program for grades 4-6 using picture books." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/350.
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Persson, Erik. "Austenite grain growth in bearing steels : An investigation on steel grades 100Cr6 and 100 CRMnMoSi8-4-6." Thesis, KTH, Materialvetenskap, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-140433.
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An investigation of austenite grain growth of two bearing steel grades; 100Cr6 and100CrMnMoSi8-4-6 is performed. Austenitization treatments were performed between 860°C and 1200 °C for 5 minutes to 5 hours and the grain size was determined for each sample.Grain boundary etching was carried out using a water based, picric-acid etchant. Generally,100CrMnMoSi8-4-6 was harder to etch than 100Cr6. Therefore, a precipitation heattreatment was performed in order to facilitate etching of prior austenite grain boundaries in100CrMnMoSi8-4-6. The precipitation treatment was found to be effective. However, theprecipitation heat treatment was not suitable for 100Cr6 as the grain size increased duringthe precipitation heat treatment.Light optical microscope equipped with a camera was utilized to take micrographs for grainsize evaluation. Jeffries' standard procedure according to ASTM E112-96 was used tomeasure the grain size. The results shows that the austenite grain size increases withtemperature and time as expected. The experimental data was fitted to a well-known graingrowth model. The model only worked for the temperatures investigated and could not bemade to fit different temperatures.Local grain size variation was studied and its influence on fatigue properties was evaluated.The result showed that variation in local grain size can significantly alter the fatigueproperties. The findings are only theoretical and have not been tested practically.Two different spheroidization heat treatments and one homogenization heat treatmentwere performed. Both spheroidization heat treatments investigated exhibited similar grainsize. The homogenization heat treatment reduced the local grain size variation.Homogenization treatment prior to the spheroidization treatments did not increase ordecrease the grain size. The long heating, holding and cooling times in the secondspheroidization heat treatment is probably the reason for the lack of grain refinementcompared to the first spheroidization heat treatment. The grains had time to grow to theinitial austenite grain size during each cycle.
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Falk, Carolina. "Factors that Motivate Pupils in Grades 4-6 in Sweden to Speak English as a Foreign Language." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-20775.
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This is an empirical study about factors that motivate pupils to speak English as a foreign language. The aim of this study is to investigate when pupils in the classroom situation, in Grades 4-6 in a school in Sweden, are motivated to speak English as a foreign language, and why they are motivated to speak English in these situations. To implement this study, questionnaires and interviews have been chosen as methods. 51 pupils in Grades 4-6 took part of the study. Since being able to communicate orally in a foreign language is of great advantage for one, and creates opportunities both for work and for study abroad, it is important for pupils to learn how to communicate orally in English. It is important to be able to use the language. In the English curriculum in Swedish schools, speaking English is a skill pupils must possess. Since this is the requirement it is important that teachers in Sweden relate to this. Many pupils do not like to speak in front of the rest of the class and some pupils only like to speak in informal situations. Therefore, teachers must use various strategies to create a willingness to communicate among pupils and various strategies to motivate them to speak English. The results show that pupils are motivated to use the language in class when they have recently been abroad. It also shows that they are motivated when they can decide the topic and speak about something they are interested in.<br><p>Engelska</p>
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Sturgill, Derek J. "How Teachers of Mathematics and Science in Grades 4–6 Enact Classroom Inquiry and What They Learn." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1522870412794636.
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Joelsson, Klara. "-S morphemes in L2 English : An investigation into student essays in grades 6, 9, and 12 in Sweden." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-38572.
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Swedish students’ morpheme acquisition order in English, including the acquisition of -s morphemes, is a relatively unstudied topic. Given the morphological differences between the English and Swedish languages, students learning English in Sweden may encounter difficulties in the use of the third person singular present tense -s morpheme. Research also shows that Swedish students use the plural -s morpheme rather accurately at 9-10 years old. Mapping out the usage of the -s morphemes may pave the way for understanding the difficulties learners encounter in the use of such morphemes. Furthermore, looking into the usage of morphemes that have the same form but different grammatical functions (e.g.,-s morphemes) may help us understand the relationship between different proficiency levels and the accuracy rate of morpheme usage in L2 English. To this end, this study investigates a corpus of texts produced by students learning English in Sweden in grades 6, 9 and 12. The focus is particularly on the frequency and accuracy of the use of -s morphemes, aiming at revealing which type of -s morphemes has a higher accuracy rate. The results show that the accuracy rate with the plural -s morpheme is relatively higher, whereas the possessive -‘s morpheme is the most problematic one across all levels. Additionally, the largest issue with the contracted verb form of be -‘s was that the students did not add an apostrophe between the word and the -s, rather than not using the form at all. Lastly, the third person singular present tense-s accuracy was very low in grade 6 but increased a lot through grade 9 and 12 where more complex subjects were the largest issue. However, the results indicate that further research with a larger corpus size is required to be able to generalize the findings.
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Villa, Sandra M. "Correlation between reading skills and mathematics performance an analysis of Stanford Achievement Test scores from grades 6-11 /." To access this resource online via ProQuest Dissertations and Theses @ UTEP, 2008. http://0-proquest.umi.com.lib.utep.edu/login?COPT=REJTPTU0YmImSU5UPTAmVkVSPTI=&clientId=2515.
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Tai, Chih-Che, Karin J. Keith, and S. Starnes. "Integrating Science Learning with Literacy in Grades 6-12 - Experiences and Preliminary Findings from a TNDOE MSP Project." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/3269.
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Stables, Roderick Gwyn. "The effects of text organization and headings on grade 5 through 10 students’ written recall of expository prose with emphasis on grades 5 and 6." Thesis, University of British Columbia, 1985. http://hdl.handle.net/2429/25535.
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This study investigated the effects of headings and text organization on grade 5 through 10 students' written recall of expository prose passages written in a classification/description mode. Emphasis was placed on the results from students in grades 5 and 6. This study was a component of a three part study. The other two parallel studies emphasized grades 7 and 8 (King, 1985) and 9 and 10 (Gibbs, 1985). Each subject read and recalled two passages: one written at his or her grade level and one written at a low readability level. Performance on the written recalls from passages with headings and without headings was examined on the basis of the number of superordinate and subordinate ideas recalled, the superordinate and subordinate organization, and the format. Developmental trends were investigated by including the data from the two parallel studies (Gibbs, 1985; King, 1985).
There was some evidence that headings had a significant positive effect on the number of superordinate ideas recalled from a passage of low readability. Some significant differences indicated negative effects by headings. The majority of differences, however, were not significant. Developmental trends in grades 5 through 10 were noted in the number of ideas recalled on a low readability passage and the format used on the written recalls. Implications for instruction and suggestions for further research are discussed.<br>Education, Faculty of<br>Language and Literacy Education (LLED), Department of<br>Graduate
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Helgesson, Joy. "English in the digital era : Swedish grades 4-6 teachers’ use of pupil’s extramural English experience of new media." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27445.
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Technology advances at a fast rate and pupils encounter a larger amount of English outside school than they do in the EFL classroom. In addition, an update to the Swedish curriculum (LGR 11), that concerns digitalization takes effect in July this year (2018). That is why this thesis aims to explore Swedish EFL teachers’ use of pupils’ extramural (out-of-school) English experience of new media in the EFL classroom. New media is a means of mass communication, a product or service that provides entertainment or information through a computer or the Internet. New media is generally created by the users and for this thesis, relevant new media are social media, social networks sites, online streaming, fan sites and gaming. The results of this study show that about two-thirds of the 27 teachers surveyed in this study have used new media in their English teaching sometime in the last two years. Most of the teachers use it because they are interested in new media, to catch the attention of the pupils or because they find the content of new media useful for their teaching. One-third of the teachers did not use new media and reported that they did not have sufficient knowledge on how to use new media in their English teaching. The results also show that even though new media is used by many of these teachers, the use of it is basic and few reflections are made during the use of new media. Further research about why teachers lack knowledge and how the use of new media can be extended would arguably give a better understanding of teachers’ use of pupils’ extramural English experience of new media.<br><p>Engelska</p>
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Gibson, Melissa Ruth. "A QUALITATIVE INVESTIGATION FOR DESIGNING INTERMEDIATE (GRADES 4-6) INFORMATION LITERACY INSTRUCTION: INTEGRATING INQUIRY, MENTORING, AND ON-LINE RESOURCES." Lexington, Ky. : [University of Kentucky Libraries], 2002. http://lib.uky.edu/ETD/ukyinad2002d00062/mrgetd.pdf.
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Thesis (Ed. D.)--University of Kentucky, 2002.<br>Title from document title page. Document formatted into pages; contains xix, 175 p. : ill. Includes abstract. Includes bibliographical references (p. 160-173).
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Warda, Julia. ""Lämna aldrig tankar åt sitt öde" : En kvalitativ studie om hur några grundlärare i årskurs 4–6 väljer skönlitteratur till sin undervisning och vad dessa val grundar sig på." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53507.
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Syftet med studien var att öka kunskapen om hur grundlärare i årskurs 4–6 resonerar om valet av skönlitteratur i sin undervisning och vad dessa val grundar sig på. Frågeställningarna i studien är följande: · Hur beskriver lärarna skönlitteraturens betydelse och funktion i sin undervisning? · Vilka faktorer tar lärarna hänsyn till i sina val av skönlitterära böcker? Som metod för att besvara studiens syfte har kvalitativa semistrukturerade intervjuer använts. Intervjuerna har genomförts med fyra grundlärare från tre olika län som har ett särskilt intresse för skönlitteraturen i sin undervisning. I resultatet framgår att det som påverkar lärarnas litteraturval allra mest är deras elever. Dock upplever lärarna att det kan vara svårt att hitta skönlitteratur som passar alla elever och poängterar därför vikten av att ha tillgång till en variation av skönlitterära böcker. En annan aspekt som lärarna uppmärksammade som betydelsefull var att själva vara pålästa om boken för att kunna diskutera innehållet och svara på elevernas frågor. För tankar skall aldrig lämnas åt sitt öde menade lärarna.<br>The aim of this study was to increase the understanding of the selection process used by elementary school teachers for literary fiction and their reasoning behind it. The following questions are included in this study: · How do teachers describe the meaning and function of literature in their teaching? · What factors do teachers consider in their choice of fiction? Semi-structured interviews have been used as a research method. The interviews were conducted with four elementary school teachers from three different schooling districts in Sweden. The teachers selected were responsible for choosing the literary fiction. The results show that the teacher’s choices are made for the benefit of the students. However, teachers experienced difficulties finding literature that suits every student. It is important that the reading selection is varied. Another important aspect that was highlighted during this study was that teachers themselves are knowledgeable and well-read on the subject. This enhances their ability to answer student’s questions and to further academical discussions. Like the teachers said, thoughts should never be left to their fate.
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Nissen, Michelle. "”Det är inte bara att visa en film...” : En kvalitativ intervjustudie med fem verksamma svensklärare om arbetet med spelfilm i svenskämnet i årskurs 4-6." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-44666.
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Enligt läroplan för grundskolan, förskoleklass och fritidshem 2011, reviderad 2018, ska elever ges möjlighet att möta film i svenskundervisningen. Även om det inte uttrycks explicit i kursplanen för svenska framkommer det trots allt i följande beskrivning att film ska inkluderas i undervisningen: ”texter som kombinerar ord, bild och ljud [...]” (Skolverket, 2018, s. 260). Denna studies syfte är att undersöka hur lärare arbetar med spelfilm i svenskämnet i årkurs 4- 6. För att uppfylla detta syfte utformades följande frågeställningar: I vilken utsträckning används spelfilm? Hur används spelfilm? I vilket syfte används spelfilm? Studien har sin utgångspunkt i två vetenskapliga teorier, den sociokulturella teorin och den socialsemiotiska teorin. Undersökningen utgörs av kvalitativa semistrukturerade intervjuer där fem lärare delgett sitt arbete med spelfilm i svenskundervisningen. I resultatet framkommer det att samtliga lärare arbetar med spelfilm med att detta sker på olika vis, med olika syften och i varierande utsträckning. Film används oftast i kombination med skönlitteratur men det förekommer även att film används utan att kombineras med skönlitteratur. Lärarna framför fördelar med film i undervisning och menar att det är ett bra sätt att anpassa och variera sin undervisning på samt att film kan levandegöra en berättelse genom att förse elever med bilder vilket inte erbjuds vid läsning av ett skönlitterärt verk.<br>According to a curriculum for compulsory school, pre-school class and leisure-time school 2011, revised in 2018, students will be given the opportunity to meet film in Swedish teaching. Although it is not explicitly expressed in the syllabus for Swedish, it is nevertheless apparent in the following description that film should be included in the teaching: "texts that combine words, images and sounds [...]" (Swedish National Agency for Education, 2018, p. 260). The purpose of this study is to investigate how teachers work with motion picture in the Swedish topic in grades 4-6. To fulfill this purpose, the following issues were formulated: To what extent are motion picture used? How to use motion picture? For what purpose are motion picture used? The study is based on two scientific theories, the socio-cultural theory and the social semiotic theory. The study consists of qualitative semi-structured interviews where five teachers submitted their work with motion picture in Swedish teaching. In the result, it appears that all teachers work with motion picture but with the fact that this is done in different ways, with different purposes and to varying degrees. Film is most often used in combination with fiction but it also occurs that film is used without being combined with fiction. The teachers present advantages of film in teaching and state that it is a good way to adapt and vary their teaching, but also that film can bring a story to life by providing students with pictures which is not offered when reading a fictional work.
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Senate, University of Arizona Faculty. "Faculty Senate Minutes March 6, 2017." University of Arizona Faculty Senate (Tucson, AZ), 2017. http://hdl.handle.net/10150/623059.
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Karlsson, Emelie. "Literature in the EFL Classroom : Teachers’ attitudes on the use of literature in the EFL classroom for grades 4-6." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27437.
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English is an important language since the world is becoming more interconnected and it is central to motivate Swedish pupils to study language. The Swedish Agency for Education states that motivation and learning increase when pupils access a living language and that teacher therefore should use authentic material. Yet, teachers of the English subject still rely a lot on textbooks. The aim of this study is to highlight the use of literature in the EFL classroom for grades 4-6, and to investigate teachers’ attitudes to the use of literature and also examine how they use literature and what they want to achieve by that use. To answer those questions an empirical study was conducted through interviews and a questionnaire. The main findings of this study are that teachers have a positive attitude towards using literature with their pupils and wants to use it more than they currently do. The main reason teachers use literature is to increase the pupils’ vocabulary and help them learn grammatical patterns as well as increasing their motivation. The most commonly used method is reading aloud. However, there are some hindrances for using literature such as the poor availability of English literature in schools.<br><p>Engelska</p>
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Nuggud, Vishtasp Rohinton. "Successful Coping Strategies for Bullied Students: A Cross Sectional Study of Suburban and Urban Students in Grades 6 Through 8." Cleveland State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=csu1436357534.
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Conrad, Timothy Lee. "The demographic and psychosocial characteristics associated with the use of cigarettes and smokeless tobacco by students in grades 6-12 /." The Ohio State University, 1995. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487863429091299.
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Johannesson, Emma. "Perspektivtagande i undervisningen : Ett utvecklingsområde för samhällskunskapsundervisningen i årskurs 4-6." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-84392.
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Söderlund, Monika. "”Att få känna berättarglädjen” : En undersökning om hur lärare uppfattar att multimodala texter kan verka skrivutvecklande för elever i årkurs 4–6." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-49379.
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Digitaliseringen av grundskolorna öppnar för breda multimodala möjligheter. Tidigare forskning visar inte hur verksamma svensklärare hanterar multimodala texter i undervisningen för elever i årskurs 4–6. Denna studie berör hur lärare uppfattar multimodala och berättande texter och hur dessa kan vara skrivutvecklande för elever i årskurs 4–6. För att uppfylla syftet med denna studie valdes tematisk analys som metod. Det finns också ett fokus på aktiva svensklärares uppfattningar om att arbeta med multimodala och berättande texter i klassrummet. Resultatet visar att lärarnas uppfattningar är att när man skapar multimodala och berättande texter måste en interaktion ske. Genom interaktion i klassrummet kommer eleverna att utveckla skrivfärdigheter. Slutsatser som presenteras är att multimodala texter ofta erbjuds via interaktiva medier som YouTube.com. Berättande texter måste produceras med förutbestämd struktur för att kunna bedömas och oavsett vilka texter elever skapar, måste det göras i sammanhang där interaktion ges utrymme. Klassrumsdialogen främjar en berättarglädje.<br>Primary schools digitalization makes broad multimodal opportunities. Previous research does not illustrate how active teachers who teach the subject Swedish handle multimodal texts in teaching for pupils in grades 4–6. This study illuminates how teachers perceive multimodal and narrative texts and how these texts can develop pupils writing skills in grades 4–6. To fulfill the purpose of this study thematic analysis was chosen as the method. There is also a focus on the conceptions of teachers concerning working with multimodal and narrative texts in the classroom. The result shows that the teachers' conceptions are that when creating multimodal and narrative texts, an interaction needs to happen. Through interaction in the classroom, pupils will develop writing skills. Conclusions presented are that multimodal texts are often offered through interactive media such as YouTube.com. Narrative texts must be produced with predetermined structure to be assessable and regardless of what texts pupils create, it must be done in contexts where interaction is given space. Classroom dialogue promotes pupils to feel a joy in to tell narrative stories.
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Salmon, Laura. "Contribution of foods to nutrient intakes of grades 4-6 students participating in Kahnawake Schools Diabetes Prevention Project 1994, 1998 and 2002." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=80872.
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This study assessed the diets of participants in the Kahnawake Schools Diabetes Prevention Project (KSDPP). Data were gathered from three cross-sectional surveys of students in grades four to six in the Mohawk community of Kahnawake. Single 24-hour recall interviews were conducted in 2002 (n = 151), 1998 (n = 153) and 1994 (n = 164). Mean number of servings of Vegetables and Fruits (3.6 per day), Milk Products (1.6 per day), and Meat and Alternatives (1.5 per day) were found to be below ranges recommended by Canada's Food Guide to Healthy Eating. Correspondingly, mean intakes of fibre, calcium and vitamin D were found to be below Adequate Intake references. Positive changes detected include a decrease in soda consumption and a shift toward whole grains. Results indicate that improved nutrient intakes will require closer adherence to the principles of Canada's Food Guide to Healthy Eating. KSDPP intervention staff are using results as a basis for intervention.
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Talley, Jennifer L. "A study of the effects of an alternative school program on the disruptive behavior of African American students in grades 6-12." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 1996. http://digitalcommons.auctr.edu/dissertations/1884.
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The literature has examined alternative schools/programs, however insufficient attention has been given to an alternative school/program that has utilized a social skills curriculum and obtained significant effects on disruptive behavior. The purpose of this study was to investigate the effects of an alternative school program, the DeKalb Life Skills Program, on the disruptive behavior of African American sixth through twelfth grade students.
The teachers of the subjects were pre and posttested on a Student Evaluation Scale that measured students' degree of disruptive behavior. The students were selected based upon referrals from teachers, administrators, and relevant others. A group of 20 students, 15 male, and 5 female, received sessions of Social Skills Training for a 1 0-day session.
A T -test was employed to investigate the difference in the pre and posttest scores. The pretest scores had a mean of 22.1 0, and the posttest scores had a mean of 12.15. It was concluded that the alternative program had an effect on the disruptive behavior of the students. Implications for Social Work practice and future research are discussed.
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Stephens, Teya Anne-Margaret. "Participation in school food and nutrition programs and associations with dietary psychosocial and behavioural outcomes among Vancouver students in grades 6-8." Thesis, University of British Columbia, 2014. http://hdl.handle.net/2429/47090.
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Background: Diet-related health conditions, including obesity and type 2 diabetes, are a growing concern among Canadian youth. In Canada, there is also a rising interest in the impact of dietary choices on environmental sustainability. Several school food and nutrition programs (SFNPs) have been implemented to improve dietary quality and environmental sustainability, including gardening and food preparation programs. However, limited research has examined the links between participation in SFNPs and dietary psychosocial and behavioural outcomes.
Purpose: To examine healthy and environmentally sustainable dietary attitudes, expectations, choices, and practices, and current participation rates in SFNPs among Vancouver students in grades 6-8, and to evaluate whether participation in SFNPs is associated with these outcomes.
Methods: A cross-sectional study was conducted in 26 schools in Vancouver from March-June, 2012 (n=937 students). Schools were selected using non-probability sampling. A web-based survey, including a food frequency questionnaire, measured student demographic characteristics, participation in SFNPs, and dietary psychosocial and behavioural outcomes. Rao-Scott corrected chi-square tests were applied to assess associations between SFNPs and outcomes (p<0.05).
Results: Less than 50% of students reported participating in SFNP activities, with the exception of recycling (51.2%). Greater than 50% reported the importance of health and environmental sustainability when making food purchases, and agreement that food choices impact health or the environment. However, < 50% of students reported daily intake of most healthy and weekly intake of most environmentally sustainable dietary choices. Approximately 1/3 of students reported weekly purchasing from convenience food establishments. Participation in activities specific to learning about food or nutrition was greater among females, and secondary school students reported greater participation in food-specific activities. Activities specific to learning about food or nutrition demonstrated expected associations with outcomes. Most associations between hands-on food-related activities were in the unanticipated direction.
Conclusions: Findings demonstrate marginal participation in SFNPs and intake of healthy and environmentally sustainable dietary choices among Vancouver students. Results also reveal the possible role of activities specific to learning about food or nutrition in promoting healthy and environmentally sustainable diet-related outcomes. Further research on SFNPs to inform curriculum changes could improve student dietary behavioural outcomes, student health, and environmental sustainability.
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Waxegård, Isabella, and Felicia Turesson. "Formativ bedömning av elevers skrivande – fördelar eller nackdelar? : En empirisk studie om lärares erfarenheter inom årskurs 4–6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105495.
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Syftet med denna enkätstudie är att undersöka hur mellanstadielärare upplever användningen av formativa bedömningsmetoder av elevers skrivande, men även att undersöka vilka för- och nackdelar som dessa metoder kan medföra. Lärarnas svar tyder på att det finns en varierad tillämpning av lärarrespons, kamratbedömning och självbedömning där fördelarna med respektive metod kan leda till att lärandet exempelvis blir tydligt och synligt samtidigt som eleverna blir aktiva och får möjlighet till att träna ansvar i sitt lärande. Däremot framförs även nackdelar som visar på formativ bedömning inte alltid har den avsedda effekten. Slutsatsen blir därför att det bör ske en reflektion över betydelsen av de didaktiska frågorna när, hur och varför bedömningsmetoderna tillämpas i undervisningen då lärarnas svar tyder på att eleverna inte alltid förstår bedömningen och därför inte kan använda den för att utveckla sitt skrivande.
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Malmquist, Carla. "Bedömning i musik, en omöjlig uppgift? : En intervjustudie av musiklärares syn på bedömning i ämnet musik i årskurs 6." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31458.
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Syftet med studien är att undersöka musiklärares bedömning i ämnet musik i årskurs 6 i relation till kursplanens mål för musikämnet. Bakgrundskapitlet presenterar kursplanen i musik för årskurs 4-6 ur lgr11, begrepp som är vanligt förekommande i bedömningssammanhang, samt ger en presentation av tidigare litteratur och forskning som anknyter till studiens syfte. Vidare presenteras också varierade perspektiv på begreppet kunskap, vilket är de teoretiska utgångspunkter som ligger till grund för studien. Den forskningsmetod som använts i undersökningen är den kvalitativa intervjun, och fyra i nuläget aktiva musiklärare i årskurs 6 intervjuades. Intervjuerna transkriberades, bearbetades och analyserades sedan av mig, och de svar som framkommit utgör studiens resultat. I resultatet beskrivs de intervjuade lärarnas syn på kunskap i musik och på kursplanen samt deras syn på bedömning och betygssättning. Generellt råder en negativ syn på bedömning och betygssättning inom musikämnet i årskurs 6. Alla fyra lärarna lyfter områden som de anser mycket svåra att bedöma och samtliga tycker att kursplanens kunskapskrav för de olika betygsstegen är svårtolkade. De metoder och verktyg för bedömning som framkommer är framför allt klassrumsobservationer, anteckningar och skriftlig dokumentation samt prov och redovisningar. I diskussionen förs ett resonemang kring musiklärarnas syn på musikämnet i relation till kursplanens syn på kunskap i musik. Här diskuteras det faktum att lärarnas uppfattningar om vad som är viktiga kvaliteter ofta skiljer sig mycket från det kursplanen uttrycker som kvaliteter. Exempelvis nämner flertalet av lärarna spelglädje och lust som viktiga kvaliteter, vilket inte lyfts alls av kursplanen. I diskussionskapitlet förs också ett resonemang kring om huruvida allting inom musikämnet är möjligt att bedöma. Också musiklärarnas berättelser om hur deras bedömningsarbete går till och om deras syn på bedömning och betygsättning ställs mot kursplan och tidigare forskning inom området.<br>The purpose of this study is to examine music teachers' views on assessment in the subject of music in year 6, in relation to the goals of the curriculum. The background chapter presents the syllabus in music for the years 4-6 from the curriculum of 2011 (lgr11). The background chapter also presents different concepts, commonly occurring in the context of assessment and gives a presentation of previous literature and research related to the study's purpose. Furthermore, it also presents different perspectives on the concept of knowledge, which is the theoretical premises underlying the study. The research method used in the study is the qualitative interview and four currently active music teachers in year 6 were interviewed. The result chapter describes the interviewed teachers' view of knowledge in music and on the syllabus, and their views of assessment and grading. Generally, there is a negative view of assessment and grading in the subject of music in grade 6. All teachers' raises areas that they consider very difficult to assess, and they all think that the knowledge requirements in the syllabus for the different grade levels are difficult to interpret. The methods and assessment tools that emerge are primarily classroom observations, notes and written documentation, tests and presentations. The discussion is about the music teachers’ views on the music subject in relation to the curriculum’s view on knowledge in music. The fact that the music teachers' perceptions of what are important qualities often are very different from what the syllabus expresses as important qualities. For example the majority of the music teachers' mention joy and lust as important qualities, which are not mentioned at all in the syllabus. The discussion also calls attention to whether everything in the subject of music really is possible to assess. The music teachers' stories of how they do their assessment work and about their views on assessment and grading are compared to the syllabus and previous research in the field.
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Pelz, Michelle J. "Gender Disparities in Exclusionary Discipline in Grades 6-8: Study of Behavioral Expectations and Discipline Decisions for Students In Relation to Gender of Administrators." University of Findlay / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1531947008013324.
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Christoffersson, Carin. "Resonera mera! : En studie om resonemangsförmågans kvantitativa och kvalitativa betydelse i samhällskunskap för år 4-6, från Lgr 62 till Lgr 11." Thesis, Södertörns högskola, Lärarutbildningen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-44453.
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Although the words reasoning or being able to reason appear 480 times in today's curriculum Lgr 11, there are no explanations and justifications why students should learn and be assessed based on the knowledge requirements in their ability to reason. This paper examines how this can be found, mainly in the syllabus in civics education for grades 4-6, and whether the relevance of reasoning has been similar in previous curricula from 1962 to the present day. With quantitative content analysis and qualitative text analysis, curricula in social studies and commentary material have been analysed. The analyses have been made based on the curriculum philosophies progressivism, essentialism and reconstructivism, as a theoretical framework and a possible way to explain the quantitative and qualitative results, and answer the purpose of the essay how the relevance has changed. Another purpose of the essay is to investigate how the change has been justified and whether a change in perception of knowledge can explain the varied occurrence of the ability to reason, or how important one have considered the ability to be. The results of the essay shows that the quantitative results are not entirely related to the qualitative ones. Although the words occur most times in Lgr 11, I find that the greatest relevance to reasoning is given in Lgr 80. One possible reason for this may be that Lgr 80 expresses a reconstructive view of knowledge where the learning process is in focus, rather than an essentialist view of knowledge as in Lgr 11, where the subject content is the most central.
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Nyvertz, Linda. ""Det är positivt att dela läsupplevelser och erfarenheter" : En kvalitativ undersökning om lärares tankar och uppfattningar om lässtrategiundervisning." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78356.
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The aim of this study was to explore teachers’ opinions and thoughts on teaching reading strategies to pupils in upper primary school in Sweden and how teachers explain their choices regarding texts and strategies. More specifically the aim was to highlight teachers’ perceptions and experience of teaching reading strategies. In this study semi-structured interviews were conducted with four teachers in grades 4-6 during the spring term of 2020. All four teachers taught Swedish as a school subject. The results of the study showed that the interviewed teachers each explain their choices of text according to their own set of criteria. When choosing reading strategies, the teachers based their choices largely on a particular course package developed in Sweden. The outlook the teachers had on the teaching of teaching reading strategies came across as positive. They felt that the strategies that they taught their pupils helped them to develop their reading comprehension skills. This was especially true for the low-achieving readers in the class.<br>Syftet med denna studie var att undersöka svensklärares uppfattningar och tankar om lässtrategiundervisning i årskurs 4–6 och hur de motiverar sina val av texter, strategiprogram och lässtrategier i den undervisningen. Mer specifikt har syftet varit att synliggöra lärares uppfattningar och erfarenheter om lässtrategiundervisning. Till studien har material samlats in genom metoden semistrukturerad intervju som är en kvalitativ metod. Intervjuerna genomfördes med fyra svensklärare i årskurs 4–6 under vårterminen 2020. Resultatet visar att lärarna motiverar sina val av texter med hjälp av flera kriterier och i deras val av lässtrategier utgick de från ett strategiprogram utvecklat i Sverige. Inställningen till lässtrategiundervisning framstod som positiv och lärarna upplevde den som främjande för elevernas läsförståelse, särskilt för de svaga läsarna.
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Thomson, Michael McLean. "The relationship between adolescent drinking and driving attitudes and behaviors and selected knowledge, attitudes, and behaviors regarding alcohol and other drugs for adolescents grades 6 through 12 /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487681788253699.
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Wiklund, Adam. "Fördelaktiga undervisningsmetoder för elever i matematiksvårigheter vid lärande av tal i bråkformm." Thesis, Örebro universitet, Institutionen för naturvetenskap och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-89941.
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Tal i bråkform är en viktig del av den svenska läroplanen, ett räknesätt som många elever har svårt att förstå. Lärare behöver vara insatta i olika undervisningsmetoder för tal i bråk-form, för att skapa bra undervisningstillfällen för elever. Detta behövs speciellt för elever i matematiksvårigheter. Undervisning ska anpassas utifrån elevers behov, vilket sker bäst när lärare känner till undervisningsmetoder som är fördelaktiga för elevers inlärning. Denna litte-raturstudie presenterar därför 15 undervisningsmetoder som forskning konstaterar som fördel-aktiga för undervisning om tal i bråkform för elever i matematiksvårigheter. Undervisnings-metoderna skiljer sig åt och är fördelaktiga på olika sätt. Undervisningsmetoderna passar också olika bra beroende på elevers tidigare kunskaper. Samtliga undervisningsmetoder för-klaras för att ge en tydlig bild av hur de kan bidra till fördelaktiga inlärningstillfällen för ele-ver i matematiksvårigheter.<br>Fractions is an important part of the Swedish curriculum, which many students have diffi-culties understanding. Teachers need to be familiar with different teaching methods for frac-tions to create good teaching opportunities for students. Especially for students with mathe-matic difficulties. Teaching should be adapted based on students’ needs, which happens best when teachers know which teaching methods that are beneficial for students’ learning. This literature study therefore presents 15 teaching methods that research finds to be advantageous for teaching fractions to students in mathematical difficulties. The teaching methods differ and are advantageous in different ways. The teaching methods also suit the students differ-ently depending on the students’ previous knowledge. All 15 teaching methods are explained to give a clear picture of how they can contribute to advantageous learning opportunities for students with mathematical difficulties.
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Moreno, Gilmara Lupion. "A relação professor-escola-família na educação da criança de 4 a 6 anos: estudo de caso em duas instituições de ensino da cidade de Londrina." Universidade de São Paulo, 2012. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-21012013-162404/.
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Muitos foram são os fatores que justificaram a realização desta pesquisa sobre a relação professor-escola-família na educação da criança de 4 a 6 anos de idade, dentre eles, as constantes mudanças históricas, sociais, econômicas e culturais vivenciadas pelas duas instituições (escola e família) na atualidade. Quanto aos objetivos este trabalho de pesquisa teve como objetivo geral: pesquisar sobre a relação professor-escola-família na educação da criança de 4 a 6 anos na instituição de ensino. Já, os objetivos específicos buscaram: investigar como os professores, as famílias e a equipe técnica (direção e coordenação) concebem a relação entre si; e verificar quais são as estratégias utilizadas pela escola a fim de viabilizar a participação das famílias e dos professores na educação da criança de 4 a 6 anos. O estudo em questão trata-se de uma pesquisa etnográfica, do tipo estudo de casos, que realizou-se em duas escolas, uma pública e uma privada, localizadas na região central da cidade de Londrina, Paraná. Nessas escolas, foram selecionados dois grupos de crianças, na faixa etária de 4 a 6 anos de idade, suas respectivas famílias e professores, bem como, a direção e coordenação de cada instituição, sendo um grupo da educação infantil e outro do primeiro ano do ensino fundamental de nove anos. Quanto à metodologia, a mesma caracteriza-se como quanti-qualitativa, pois, ao se reportar aos dados obtidos por meio de questionários, por exemplo, é conveniente e ético quantificar o levantamento da opinião dos participantes da pesquisa sobre um determinado assunto. Os instrumentos utilizados foram: a) pesquisa documental; b) sessões de observação; c) diários de campo; d) aplicação de questionário aos pais e/ou responsáveis, à direção, à coordenação pedagógica e aos professores dos grupos pesquisados. Quanto à organização do trabalho, o mesmo está disposto em quatro capítulos: 1) Diferentes constituições familiares; 2) A relação escola-família na educação infantil e no primeiro ano do ensino fundamental de nove anos; 3) Encaminhamento metodológico; 4) As crianças e os adultos na instituição de ensino: construindo relações: apresentação e discussão dos dados. Os resultados da pesquisa mostraram a importância de estudos e discussões sobre a diversidade de arranjos familiares no âmbito escolar; do contato direto dos professores e da equipe técnica (direção e coordenação) com as famílias; da utilização de diferentes instrumentos de comunicação e de diferentes estratégias no trabalho com as famílias; que as lições de casa favorecem a aproximação entre as duas instituições (escola-família); a existência de encontros e desencontros de ideias entre os professores, a escola e as famílias, o que é natural e saudável nas relações humanas, entretanto, uma das escolas mostrou-se mais resistente que as famílias em lidar com tal situação. Evidenciou-se também em um dos casos a baixa, e no outro, a ausência da participação das famílias na elaboração da proposta pedagógica contrapondo-se ao esperado pelas instituições de ensino. Por fim, acredita-se que a temática desta pesquisa poderá trazer contribuições significativas para a educação da criança de 4 a 6 anos, nas escolas de educação infantil e nos anos iniciais do ensino fundamental.<br>Nowadays, many factors justified the work of this research about the relationship among teacher, school and family in the child education with four till six years old and among these factors with the many historical, social, economic and cultural changes, living between the two institutions: school and family. This work of researching had as general objective the relationship among teacher, school and family in child education with four till six years old in the pedagogic institution. The specific objectives look for to investigate how the teachers, the families and the technical pedagogic team (director and coordinator) imagine the relationship among themselves and to check what are the strategies used by the school to check the participation of the families and the teachers in the process of children education with four till six years old. The study in question is based ethnographic research, like a case study, that was realized in two schools, public and private, situated in the central region of Londrina, Paraná. In these schools, were selected two children groups, with four till six years old, theirs respective families and teachers, as so well the director and pedagogic coordinator of each pedagogic institution, been one group from childish education and the other coming from the first year of the basic education of nine years. About the methodology, it makes itself up like quantitative-qualitative form, so, when it reports the conditions obtained from the questionnaires, for example, is convenient and ethical to quantify the result participant opinion of the research about one of the specific subject. The instruments used were: a) documental research; b) observation sections; c) field daybooks; d) application of questionnaires to the parents or responsible for them, to the school director, to the pedagogic coordinator and to the teachers which works in the researched group. About the work organization, it was made in four chapters: 1) Different familiar shapes; 2) The relationship between school and family in the childish education and in the first grade from the basic education with nine years; 3) Methodological guide; 4) The children and the adults in the educational institution building relationships: presentation and discussing of the conditions obtained. The research results showed the importance of studies and discussing about the diversity of familiar arranges in the school; the direct contact of the teachers and the technical team (director and coordinator) with the families; the using of different instruments in communication and the different strategies of the work with the families. It showed that the homework propitiates the contact between both institution (school and family) and so the existence of meeting and discordance of ideas among the teachers, the school and the families is natural and healthful in human relationships. Otherwise, one of the schools showed itself hardy to deal with this situation. It also showed in one of the cases the low relationship, and in the other school, the absence of the familiar participation in the pedagogic proposition set over against to the educational institution wished. At the end, it believes itself that the research theme will make expressive contributions to the child education with four till six years old, in childish education schools and in the initial grades of the basic schooling.
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Weilander, Johan. "På väg till en narrativt fantasifull skola : Inlevelse, visuell litteracitet och narrativ kompetens i årskurs 4–6." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-85380.
Full textAbstract:
Den svenska skolans undervisning i det svenska språket har för avsikt att göra eleverna narrativt kompetenta, det vill säga, de ska kunna förstå och skapa berättande texter. Inom läroplanen finns dock en öppning för ett mer vidgat textbegrepp där det inkluderas visuell litteracitet, att eleverna exempelvis ska kunna förstå filmiska berättelser. Denna studies syfte är att undersöka på vilka sätt mellanstadieelever kan arbeta med en dokumentär filmberättelse om fyra skolbarn för att utveckla sina förmågor att skriva berättelser och vidga sina vyer av omvärlden. Begreppet narrativ fantasi, myntat av den amerikanska filosofen Martha C. Nussbaum, är framträdande i undersökningen. Med det menas en slags förmåga till inlevelse, att läsandet av olika texter vidgar läsarens förståelse för sin omvärld. Eleverna är uppmanade att välja karaktär och typ av berättelse. Genom både kvalitativ och kvantitativ textanalys visar deras berättelser på en varierad, men ändå utbredd narrativ fantasi. Denna förmåga är dock beroende av både visuell litteracitet, att förstå filmen, och narrativ kompetens, att skapa en egen berättelse.
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Klassen, Andrea Nicole. "The contribution of temperament to children's happiness." Thesis, University of British Columbia, 2008. http://hdl.handle.net/2429/2805.
Full textAbstract:
The relation between temperament and happiness in children aged 8-12 was
examined. Participants included 311 students in Grades 4-6 and their parents, recruited from
public and private schools in the Central Okanagan. Parents rated their children’s
temperament using the Emotionality, Activity, and Sociability (EAS) Temperament Survey
(Buss & Plomin, 1984) and rated their children’s happiness using a single-item measure.
Children rated their own temperament using the EAS Temperament Survey and the Piers-
Harris Self Concept Scale for Children, Second Edition (Piers-Harris 2) (Piers & Herzberg,
2002). Children also rated their own happiness using a single-item measure, the Oxford
Happiness Scale, Short Form (Hills & Arygle, 2002), and the Subjective Happiness Scale
(Lyubomirsky & Lepper, 1999). Confirmatory factor analyses established that parent and
child ratings on the EAS Temperament Survey conformed to the four-factor structure
proposed by Buss and Plomin (1984). Multiple regression analyses revealed that
temperament accounted for between 9-29% of the variance in children’s happiness
depending on the rater (i.e., parents vs. children) and the measure of happiness. Individual
temperament variables that predicted a unique amount of the variance of children’s happiness
over and above the combined effect of all temperament variables varied with the rater of
children’s temperament (i.e., parents vs. children) and with the measure of happiness.
Children who were more social, less shy, less emotional, and more free from anxiety rated
themselves, and were rated by others, as happier. Children who scored higher on the activity
temperament rated themselves, and were rated by others, as happier. The results of the
current study parallel results of research investigating the relation between happiness and
personality in adults. It establishes a strong relation between temperament and happiness, and
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supports the use of self-reports with children. Implications and suggestions for future
research are discussed.
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Sündermann, Simon [Verfasser], Daniel [Akademischer Betreuer] Teupser, and Joachim [Akademischer Betreuer] Thiery. "Kopplungsuntersuchungen zur Identifizierung Atherosklerose assoziierter Genorte und Atherosklerose- modifizierender Faktoren in LDL-Rezeptor defizienten BALB/c und C57BL/6 Mäusen : Publikationsdissertation zur Erlangung des akademischen Grades Dr. med.an der Medizinischen Fakultätder Universität Leipzig / Simon Sündermann ; Daniel Teupser, Joachim Thiery." Leipzig : Universitätsbibliothek Leipzig, 2012. http://d-nb.info/1238150284/34.
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