Even though the United States (U.S.) spends, on average, more money per student than most Organisation for Economic Co-operation and Development (OECD) countries, it continues to lag behind its international peers in mathematics achievement. This study, which responded to the call for educational reforms that improve the mathematics achievement of U.S. students, aimed to examine the issue of student help-seeking behaviors and teacher instructional practices as they interact to affect student mathematics achievement. The Programme for International Student Assessment (PISA) defines student help-seeking behaviors as the ways in which students have a propensity to depend on the knowledge and intellect of others, including both their peers and teachers, when attempting to solve problems. Because mathematics is perhaps the most difficult school subject, student help-seeking behaviors should be a critical component of mathematics learning and teaching. Unfortunately, the research literature is barren concerning this important educational issue. This study attempted to produce the first wave of empirical evidence and open up an avenue for future research in this less-charted academic field, with the ultimate goal being to use students’ help-seeking behaviors to improve their mathematics achievement. Using the U.S. sample of 15-year-old students from PISA 2012 (the most recent PISA assessment in which the main area of focus was mathematical literacy), this study intended to determine whether students’ help-seeking behaviors play a significant role in their mathematics achievement, whether this relationship varies from school to school, and whether teacher instructional practices contribute to the school-level variation. Due to the multilevel structure of the data, with students being nested within schools, a two-level hierarchical linear model (HLM) was employed in the analysis of the data. Multiple measures of mathematics achievement were used as the dependent variables for separate analyses. Student help-seeking behavior was used as the key student-level independent variable, while three teacher instructional practices were used as the key school-level independent variables. In addition, several student and school background characteristics were used as control variables. The findings from this study indicate that student help-seeking behavior has a statistically significant effect on all measures of student mathematics achievement, even after controlling for various student background characteristics. On the other hand, the study did not find statistically significant evidence that the effects of student help-seeking behavior on any measure of student mathematics achievement vary from school to school. Overall, the issue of student help-seeking behaviors should be considered a worthy topic to pursue in future educational research. From a practical standpoint, since students’ mathematics achievement is positively associated with their help-seeking behaviors, efforts should be made to educate mathematics teachers on how to encourage their students to be more proactive in seeking help in the learning of mathematics.

The purpose of the present study is to gain a more complete understanding of the impact of human and physical resource allocations and their interaction on students&rsquo / mathematical literacy skills across Turkey, member and candidate countries of European Union through the Programme for International Student Assessment (PISA) 2003. Hierarchical linear modeling (HLM) techniques were used separately for three different cultural settings using the database of Programme for International Student Assessment (PISA) 2003. The results indicated that students in Turkey, member and candidate countries of European Union who performed higher on the mathematical literacy assessment tended to have the following characteristics: (1) enrolled at higher grade levels, (2) more educational resources at home, (3) higher levels of mathematics self-efficacy, (4) lower levels of mathematics anxiety, (5) more positive self-concept in mathematics, (6) less preferences for memorization strategies, and (7) more positive disciplinary climate in mathematics lessons. As the performance of schools were considered, the higher average mathematics self-efficacy of students, the higher the mean school mathematical literacy performance. The influence on mathematical literacy assessment varied from school to school with respect to grade level and disciplinary climate in mathematics lessons in Turkey and European Union countries, with respect to grade level, mathematics self-efficacy, and disciplinary climate in mathematics in European Union candidate countries. Moreover, school size and mathematics student-teacher ratio at school influenced the disciplinary climate in mathematics lessons in Turkey / academic selectivity of the school influenced the grade level and mathematics self-efficacy in the candidate countries of European Union.

本研究旨在探究臺灣、韓國、加拿大、芬蘭在家庭資源、課後學習與閱讀素養之現況，並分析其關係，進而建構與驗證家庭資源、課後學習對閱讀素養影響之模式，最後依據研究結果提出建議。首先，針對家庭資源、課後學習與閱讀素養進行文獻探討，俾做為研究立論基礎與分析之依據；其次，透過PISA 2009資料庫中學生問卷資料與評量結果進行分析，以了解現況並驗證理論模式；最後，依據研究結果進行綜合討論，以形成結論與建議。茲將本研究之主要結論與建議歸納如下： 壹、各國學生在家庭資源、課後學習與閱讀素養有顯著差異 一、不同國家學生在家庭資源的多寡有顯著差異：加拿大學生所擁有的財富資產、教育資源最為豐富，而在文化資產方面，則以韓國學生為最高。 二、不同國家學生在課後學習的情形有顯著差異：韓國學生參加語文補救課程的比例最高，臺灣學生則在語文加強課程以及學習技巧課程的參加比例最高。 三、不同國家學生在閱讀素養的表現有顯著差異：整體而言，以韓國學生表現最好，芬蘭學生次之，接著為加拿大學生，而以臺灣學生表現為最低。 貳、各國學生在家庭資源、課後學習對閱讀素養影響模式之檢定結果 一、經適配度檢定結果顯示：本研究模式在整體適配度指標、比較適配度指標、精簡適配度指標、基本適配度指標與內在適配度指標皆佳。 二、家庭資源愈豐富，閱讀素養愈高：家庭資源對閱讀素養有顯著的正向影響，亦即各國學生所擁有的家庭資源愈多，則閱讀素養越高。 三、課後課程的學習不必然能提升閱讀素養：臺灣、加拿大、芬蘭學生在課後學習對閱讀素養呈現負向影響，然韓國學生在課後學習對閱讀素養則呈現正向影響。 　　最後，本研究依據研究結果，提出相關建議，俾供主管教育行政機關、學校教育人員及後續研究之參考。 / The main purpose of this research was to investigate the influences of home possessions and out-of-school-time lessons on reading literacy in Taiwan, South Korea, Canada, and Finland. The research methods included literature review and data analysis from PISA 2009 database. First, the literature review was the basis of argument and for the development of the model. Secondly, the statistical analysis was conducted by using descriptive statistics, analysis of variance, correlation, and structural eduation modeling. Finally, the comprehensive discussion was based on the research findings, and to draw the conclusions which were summarized as follows: A.The path leading from home possessions to reading literacy was positive in Taiwan, South Korea, Canada, and Finland. That is, home possessions have significant influences on reading literacy in this four countries. B.The path leading from out-of-school-time lessons to reading literacy was positive in South Korea. That is, out-of-school-time lessons have significant and positive influences on reading literacy in South Korea. However, the path leading from out-of-school-time lessons to reading literacy was negative in Taiwan, Canada, and Finland. In other words, out-of-school-time lessons have significant and negative influences on reading literacy in Taiwan, Canada, and Finland. In the end, based on the research results, the researcher proposed some suggestions for educational administrative agencies, school personnel, and future research, attempting to benefit the development of secondary school education in the future.

Den internationella kunskapsmätningen PISA får en allt större uppmärksamhet och betydelse inom den skolpolitiska debatten i Sverige. I studien undersöks betydelsebildningen kring PISA-fenomenet inom den svenska lärarprofessionen och de subjektspositioner som konstrueras i den diskursiva kampen om betydelse, både inom lärarprofessionen och i relationen till politiken. De subjektspositioner som framträder diskuteras i relation till den kollektiva självbilden och lärarnas professionsidentitet. Detta har undersökts genom en diskursanalys av artikulationer i de lärarfackliga förbundens tidningar; Lärarnas tidning och Skolvärlden. Undersökningen har fokuserat på framställningen kring presentationen av PISA 2012 utifrån en tidsperiod mellan november 2013 och april 2014, där materialet består av artikulationer kring tecknet PISA i 21 olika texter. Analysen visar att det inte finns någon entydighet i betydelsebildningen. PISA-resultaten används både för att legitimera och dislegitimera skolpolitik, samtidigt som relevansen ifrågasätts i relation till en metodologisk och dekontextuell problematik. Resultaten visar också att det finns en antagonistisk dimension i relationen till politiken och i den diskursiva kampen kring betydelse. Vidare konstrueras tre olika subjektspositioner i form av den utsatta och pressade läraren, läraren som syndabock och den aktiva och kämpande läraren. Studien får betydelse genom att synliggöra de konflikter som finns kring betydelsebildningen av PISA och i relationen till politiken, men även genom att visa hur lärarnas självbild och professionsidentitet konstrueras i relation till PISA-fenomenet. Detta kan föranleda ytterligare studier kring diskursiva förskjutningar kring betydelsebildningen och vilken betydelse PISA-fenomenet får i relation till lärarnas professionsprojekt.

The issue of transgenic crops and the third world is mostly neglected in secondary education. In view of the fact that it is an interesting topic that gains greater importance worldwide, it would deserve the place in secondary education. It is not necessary to submit information about this topic only in the text form to students but teaching methods that force the students to gain information actively, can be used. Text for teachers was created in diploma thesis. The text could serve as a source of information for teachers in preparing for the lesson about this topic. Then test for students was created. The test consists of tasks that are inspired by the PISA. Students have to gain information actively from the texts in the tasks to solve the tasks correctly. The test consists of three thematic areas (transgenic crops, golden rice, vaccination and edible vaccines) and 16 questions (31 including the sub-questions). The test was verified on a sample of 82 grammar school students at the age of 16 to 19 years. The students were of the four classes in four grammar schools. The students recorded their answers in a data sheet. The data sheet included additional questions that sought the views and attitudes of students towards texts and questions in the test. The teachers completed the questionnaire. The...

The monumental sculpture, especially the pulpits, of the father and son duo, Nicola and Giovanni Pisano, have often been compared to ancient Roman and early Christian sarcophagi. Giovanni produced a pulpit with two accompanying lecterns for the Pisa Cathedral, which is just a few steps away from the Camposanto, a “holy field”, or cemetery, built around sacred soil from Golgotha which serves to house a huge collection of sarcophagi. Iconography, composition, relief style, and even the materiality of Giovanni’s Pisa pulpit is in part governed by, and connected to, these sarcophagi. This influence is especially highlighted by the Epistles lectern, which depicts a half-length Christ as the Man of Sorrows encircled about and raised aloft by two angels. This unusual depiction of the Man of Sorrows seems to be appropriating a long tradition of the imago clipeata, or visual apotheosis. Giovanni borrows this classical imagery and updates it to reflect contemporary Christianity. The presence of the classical clipeata on the lectern underlines the two natures of Christ, which is a main characteristic of the iconography of the Man of Sorrows. The lectern’s clipeata and the reference to sarcophagi establishes a connection to ritual, but in this case Christian ritual, namely the sermon and the Eucharist. The imagery embodies an affective focus on the love and humanity of Christ as the crux of salvation, a characteristic of thirteenth- and fourteenth-century preaching. The drapery and textile, which act as the frame of the clipeata on the lectern, allude to the tramezzo, or choir screen, and liturgical cloths found at the high altar—both are liturgical accessories that aid the viewer during the consecration of the Eucharist. Giovanni Pisano adopts this antique imagery and recontextualizes it in an early-fourteenth century Christian setting as it becomes a creative commentary on the liturgy, devotion, and significance of place at the cathedral of Pisa.

The monumental sculpture, especially the pulpits, of the father and son duo, Nicola and Giovanni Pisano, have often been compared to ancient Roman and early Christian sarcophagi. Giovanni produced a pulpit with two accompanying lecterns for the Pisa Cathedral, which is just a few steps away from the Camposanto, a "holy field", or cemetery, built around sacred soil from Golgotha which serves to house a huge collection of sarcophagi. Iconography, composition, relief style, and even the materiality of Giovanni's Pisa pulpit is in part governed by, and connected to, these sarcophagi. This influence is especially highlighted by the Epistles lectern, which depicts a half-length Christ as the Man of Sorrows encircled about and raised aloft by two angels. This unusual depiction of the Man of Sorrows seems to be appropriating a long tradition of the imago clipeata, or visual apotheosis. Giovanni borrows this classical imagery and updates it to reflect contemporary Christianity. The presence of the classical clipeata on the lectern underlines the two natures of Christ, which is a main characteristic of the iconography of the Man of Sorrows. The lectern's clipeata and the reference to sarcophagi establishes a connection to ritual, but in this case Christian ritual, namely the sermon and the Eucharist. The imagery embodies an affective focus on the love and humanity of Christ as the crux of salvation, a characteristic of thirteenth- and fourteenth-century preaching. The drapery and textile, which act as the frame of the clipeata on the lectern, allude to the tramezzo, or choir screen, and liturgical cloths found at the high altar--both are liturgical accessories that aid the viewer during the consecration of the Eucharist. Giovanni Pisano adopts this antique imagery and recontextualizes it in an early-fourteenth century Christian setting as it becomes a creative commentary on the liturgy, devotion, and significance of place at the cathedral of Pisa.

Dans cette thèse, des particules de polymère fonctionnalisées en surface avec des groupes poly (éthylène glycol) (PEG) ont été synthétisées pour favoriser leur interaction avec les dérivés cellulosique via liaisons hydrogène intermoléculaires. Deux voies de synthèse ont été proposées pour obtenir ses composites cellulose/latex.La première voie est basée sur l'auto-assemblage induit par polymérisation (PISA) pour former des nanoparticules fonctionnalisées avant leur adsorption sur un substrat cellulosique. La PISA tire profit de la formation de copolymères blocs amphiphiles dans l'eau en combinant la polymérisation en émulsion avec les techniques de polymérisation radicalaire contrôlées (RDRP). Ces dernières sont utilisées pour synthétiser des polymères hydrophiles agissant à la fois comme précurseur pour la polymerization en émulsion d'un monomère hydrophobe, et comme stabilisant des particules de latex obtenues. Deux techniques de RDRP ont été étudiées : les polymérisations RAFT et SET-LRP. Des polymères hydrophiles à base de PEG de faible masse molaire ont été synthétisés en utilisant ses deux techniques qui sont ensuite utilisés pour la polymérisation d'un bloc hydrophobe dans l'eau. Le transfert de l'agent de contrôle au site de la polymérisation était difficile en utilisant la SET-LRP en émulsion, conduisant à la formation de larges particules. En utilisant la RAFT en émulsion, des particules nanométriques ont été obtenues, avec un changement morphologique observé en fonction de la taille du segment hydrophobe, puis adsorbées sur des nanofibrilles de cellulose (CNF).La seconde voie utilise la polymérisation en émulsion classique réalisée en présence de nanocristaux de cellulose (CNC) conduisant à une stabilisation Pickering des particules de polymère. L'interaction cellulose/particule est assurée grâce à l'ajout d’un comonomère à type PEG. Une organisation a été visualisé dans laquelle plusieurs particules de polymère recouvrent chaque CNC / In this thesis, polymer particles surface-functionalized with poly(ethylene glycol) (PEG) groups were synthesized to promote their interaction with cellulose derivatives via intermolecular hydrogen bond. Two synthetic routes were proposed to obtain such cellulose/latex composites.The first route was based on the polymerization-induced self-assembly (PISA) to form functionalized polymer nanoparticles prior to adsorption onto cellulosic substrate. PISA takes advantage of the formation of amphiphilic block copolymers in water by combining emulsion polymerization with reversible-deactivation radical polymerization (RDRP) techniques. The latter were used to synthesize well-controlled hydrophilic polymer chains, acting as both precursor for the emulsion polymerization of a hydrophobic monomer, and stabilizer of the final latex particles. Two RDRP techniques were investigated: reversible addition-fragmentation chain transfer (RAFT), and single electron transfer-living radical polymerization (SET-LRP). Low molar mass PEG-based hydrophilic polymers have been synthesized using both techniques, used for the polymerization of a hydrophobic block in water. The transfer of controlling agent at the locus of the polymerization was challenging for SET-LRP in emulsion conditions leading to surfactant-free large particles. Nanometric latex particles were obtained via RAFT-mediated emulsion polymerization, with morphology change from sphere to fibers observed depending on the size of the hydrophobic segment, which were then able to be adsorbed onto cellulose nanofibrils (CNFs).The second route used conventional emulsion polymerization performed directly in presence of cellulose nanocrystals (CNCs) leading to Pickering-type stabilization of the polymer particles. Cellulose/particle interaction was provided thanks to the addition of PEG-based comonomer. Original organization emerged where CNCs were covered by several polymer particles

RESUMÉ The essence of this thesis is to compare selected reading books or workbooks in terms of the accompanying questions and issues. The work is theoretically based on the characteristics of the pubescent reader and also Bloom's taxonomy, classification and results in international tests like PISA etc. The thesis is also examining the readers' literacy. Its definition is changing in time. Literacy is not only focusing on the knowledge, but also plays an important role in integrating into society. It is a complex of several dimensions (relationship to reading, literal understanding, deduction, metacognition, sharing and application). Each of the components is indispensable. Five reading books of the 9th year of elementary school from different publishers (SPN, New School, Fraus, Alter) were analyzed. Two reading books are published by SPN, but each represents a different approach (the older one is based on the school curriculum, newer relates to teaching according to the RVP ZV). It was not a representative analysis of the whole supply of current reading books, but only a selected sample. Analysis of particular reading books is devoted to the general characteristics and context (author, declared associations with RVP ZV, illustrations, general structure of reading book, etc). In addition the reading books...

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