Este projeto de tese analisa como o método do ciclo de counterbalance, articulado por Lyster (2007), pode influenciar no aumento da precisão da língua dos alunos nos programas de imersão. O objetivo do projeto foi descobrir como tal modelo de lições e atividades pode vir a afetar a precisão dos alunos no uso da língua portuguesa, focando principalmente na concordância nominal e verbal. O projeto foi implementado para duas turmas de imersão de português da 4a série em um programa de imersão no estado de Utah. As descobertas revelam diferenças significativamente relevantes entre a avaliação previa e final no desempenho dos alunos e trazem implicações pedagógicas em relação ao método aplicado, embora, na ausência de um grupo de controle, os resultados devem ser interpretados com cautela.

The purpose of this study was to examine the effects of the computer software Frizbi Mathematics 4 on 4th grade student&rsquo / s mathematics achievement, retention, attitudes toward mathematics and attitude toward computer assisted learning. Two groups (experimental and control) of primary school students from &ldquo / Sht. Osman Ahmet&rdquo / primary school in Gazimagusa, North Cyprus were used in this study. Control group was taught using a lecture-based traditional instruction and experimental group was taught using educational software, namely Frizbi Mathematics 4. The control group consisted of 26 students where the experimental group consisted of 29 students. The groups were compared on achievement of mathematics, retention, and attitude toward mathematics and computer assisted learning. The study was conducted in spring semester of 2006-2007 academic year and included three units, Multiplication of Natural Numbers, Division of Natural Numbers, and Fractions. Scores on achievement tests were collected three times / at the beginning of the study, immediately after the intervention, and 4 months later. Mathematics attitude scale and computer assisted learning attitude scale were administrated only two times / at the beginning of the study and immediately after the completion of the study. A series of ANOVAs for repeated measures revealed significant difference between the groups on the post achievement tests and attitude scales in favor of experimental group. However, statistically significant differences in favor of treatment group, on the retention tests was attained on the multiplication and division units but not on fractions. The evidence indicates that Frizbi Mathematics 4 for learning and teaching mathematics at the primary school level in Turkish Republic of Northern Cyprus (TRNC) is an effective tool.

Reading is not just about decoding letters correctly but also to understand what you are reading. With a broadened view on the reading and writing development which includes the four literacy practices: the reader as a code breaker, text participant, text user and text analyst, this study’s purpose is to examine how educational books made for reading comprehension are designed, and which of the four literacy practices named above are represented in the books. To examine this a quantitative and qualitative content analysis on three textbooks and associated assignments have been made, and the following questions answered. How are the books designed and which kind of assignments are in them? Which literacy practices can be found in the books and which of these are given most room? Can the four practices be said to interact?   Earlier studies have shown that educational textbooks often direct the content of the teaching and are often seen as a guarantee that the content in the curriculum is brought up. Other studies have shown the importance of different components and literacy practices presence when teaching in reading comprehension. The study concludes that all of the analysed books are designed in similar ways with a design consisting of tasks to be done before reading the text and tasks and questions to be answered after reading. The study also concludes that the literacy practice which is given most room in the books are the practice called text participant and primarily in the form of tasks that consist of questions about the text for the pupils to answer.