Transition programs designed to ease the middle to high school transition are becoming a necessity in high school because ninth grade is deemed as a critical year for determining students’ success in high school. Few studies examined transition programs’ impact on students’ educational outcomes, and transition research is typically conducted in inner-city or urban settings. The purpose of this case study was to examine the impact of a full transition model program on ninth grade students’ performance in a rural high school. A comparison of the students who participated in the transition program to those who did not was examined by using a mixed method approach. The qualitative data consisted of the ninth grade teachers and administrators’ perceptions and the program documents. The quantitative data consisted of a chi-square analysis of the transition and nontransition program students’ pass rate of high stakes tests, earned credits, retention status, out-of-school suspensions, dropout status, and attendance. The study also examined if specific groups of students as categorized by race, gender, and socioeconomics were impacted more by the transition program. The findings of this study suggested that the transition program may have eased the transition by providing support to ninth grade students to improve their conduct. The quantitative evidence does not show other significant benefits from the transition program, however. Improving academic performance still remains a challenge for this rural high school. / Ph. D.

A basic knowledge of physics concepts is the gateway to success through high-paying careers in science, technology, engineering, and mathematics (STEM). Many students show little understanding of concepts following traditional physics instruction. As an alternative to current lecture-based approaches for high school physics instruction, Piaget's theory of cognitive development supports using real scientific experiences to lead learners from concrete to formal understanding of complex concepts. Modeling instruction (MI) is a pedagogy that guides learners through genuine scientific experiences. This project study analyzed the effects of MI on 9th grade physics students' gains on the test measuring mastery of physics concepts, Force Concept Inventory (FCI). A quasi-experimental design was used to compare the FCI scores of a traditional lecture-taught control group to a treatment group taught using MI. A t test t(-.201) = 180.26, p = .841 comparing the groups and an analysis of variance F(2,181) = 5.20 comparing female to male students indicated MI had no significant positive effect on students. A partial eta squared of the effect size showed that 5.4% of the variance in FCI gains was accounted for by gender, favoring female participants for both groups. The significant relationship between content and gender bears further inquiry. A lesson plan guide was designed to help teachers use computer simulation technology within the MI curriculum. The project promotes positive social change by exploring further ways to help adolescents experience success in physics at the beginning of high school, leading to future success in all STEM areas.

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The purpose of the present study was to investigate the effect of Science Writing Heuristic (SWH) approach on 9th grade students&rsquo / understanding of chemistry concepts and chemistry achievement in chemical changes and mixtures units. Four 9th grade classes taught by the two chemistry teachers from a public high school were selected for the study. Each teacher&rsquo / s one intact class was assigned as the experimental group and the other class was assigned as the control group. Students in the experimental group were instructed by the SWH approach, while those in control groups were instructed with traditionally designed chemistry instruction. Tests measuring students&rsquo / conceptual understanding and achievement in the units of chemical changes and mixtures were administered as pre-test and post-test to students in both groups, and a test measuring students&rsquo / attitudes toward chemistry was administered to students in both groups at the beginning of the instruction. At the end of the instruction, semi-structured interviews were conducted with 13 students from experimental group and 8 students from control group. The quantitative data were analyzed by using Multivariate Analysis of Covariance (MANCOVA). The results revealed that the SWH approach was superior to the traditional approach on students&rsquo / understanding of the concepts in the units of chemical changes and mixtures. In addition, interview results indicated that students in experimental group demonstrated better scientific understanding of chemical change and mixture concepts compared to those in control group. The interview results also showed that students in experimental group developed positive attitudes toward chemistry and SWH approach.

This study examined science textbooks over time to better understand the science content expectations that the U.S. educational system deems appropriate for 8th and 9th grade science students. The study attempted to answer the questions: 1) What specific science content has been presented via the textbook from 1952 to 2008? 2) Within which areas and in what way does the science content change? 3) Are new scientific findings reflected in 8th and 9th grade U.S. general science textbooks? Twenty-six themes were identified which reflect five areas in science: Chemistry, Physics, Earth Science, Biology, and Process of Science. Trends in science content in U.S. 8th and 9th grade general science textbooks, as revealed by this data sample, indicated no statistically significant change in depth of coverage in Physics and Process of Science over the past 60 years, no significant change in depth of coverage in Earth Science and Biology in the last 40 years, and no significant change in coverage in Chemistry over the last 30 years. Additionally, a total of sixteen new discoveries were found in the textbook sample. For classroom teachers this information may alert them to the necessity of going beyond the textbook in preparing students for life in a global society. In educational practice, this research supports and reinforces the need for inquiry learning and socioscientific curricula. It may also influence educators to challenge assumptions regarding the value and selection of the traditional classic science content.

The purpose of this study is to determine the relation between the teachers’ and the students’ understanding of music rubrics. The study will present the use of music rubrics in three different schools. In these schools, observations were performed as well as interviews with the teachers and their students. A study of the rubrics on each school was also executed to construct appropriate questions and an observation schedule. To analyse our material a phenomenographical method was used. The result shows that the teachers and students have similar understandings and interpretations of the content as well as the purpose of the music rubric.

Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-18T18:46:10Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Gláucia Martins Ricardo Souza - Dissertação Final.pdf: 4890411 bytes, checksum: 887631078f037b68ca5913f92a23a12d (MD5) Gláucia Martins Ricardo Souza - Produto Final.pdf: 2882685 bytes, checksum: 2d9b9e8f82f760f5fd156b621f0f073e (MD5) / Rejected by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br), reason: oi on 2017-05-22T16:24:13Z (GMT) / Submitted by Larissa Vitoria Cardoso Cusielo (larissavitoria@id.uff.br) on 2017-05-22T17:11:46Z No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Gláucia Martins Ricardo Souza - Dissertação Final.pdf: 4890411 bytes, checksum: 887631078f037b68ca5913f92a23a12d (MD5) Gláucia Martins Ricardo Souza - Produto Final.pdf: 2882685 bytes, checksum: 2d9b9e8f82f760f5fd156b621f0f073e (MD5) / Approved for entry into archive by Biblioteca do Aterrado BAVR (bavr@ndc.uff.br) on 2017-08-21T16:14:27Z (GMT) No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Gláucia Martins Ricardo Souza - Dissertação Final.pdf: 4890411 bytes, checksum: 887631078f037b68ca5913f92a23a12d (MD5) Gláucia Martins Ricardo Souza - Produto Final.pdf: 2882685 bytes, checksum: 2d9b9e8f82f760f5fd156b621f0f073e (MD5) / Made available in DSpace on 2017-08-21T16:14:27Z (GMT). No. of bitstreams: 3 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Gláucia Martins Ricardo Souza - Dissertação Final.pdf: 4890411 bytes, checksum: 887631078f037b68ca5913f92a23a12d (MD5) Gláucia Martins Ricardo Souza - Produto Final.pdf: 2882685 bytes, checksum: 2d9b9e8f82f760f5fd156b621f0f073e (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Universidade Federal Fluminense. Instituto de Ciências Exatas. Programa de Pós-Graduação em Ensino de Física. Volta Redonda,RJ / O ensino de física para o ensino fundamental vem sendo muito discutido ao longo dos últimos anos tanto no Ensino Fundamental I – 1o ao 5o ano – quanto para o Ensino Fundamental II – 6o ao 9o ano. Neste último segmento, a física frequentemente é apresentada no 9o ano, de forma independente, dividindo espaço com a química na disciplina de ciências. Em geral preterida frente a química, por questão de preferência ocasionada pela formação do professor de ciências, é nesta fase que os alunos têm, ou deveriam ter, o primeiro contato com os conceitos fundamentais da mecânica newtoniana. Não raro, os alunos apresentam dificuldades em superar concepções aristotélicas, muito presentes no senso comum, a que o adolescente está inserido desde a tenra infância. Por outro lado, o uso, por estes alunos, de tecnologias de informação (TI) através de celulares, tablets e computadores, cada vez mais frequentes na escola, permite explorarmos esta realidade em que a atual geração de estudantes está inserida, para inovarmos na prática docente. Tendo este panorama em mente, esta dissertação apresenta o desenvolvimento de um produto educacional com o uso do simulador PHET no ensino de noções de mecânica para o 9o ano do ensino fundamental. O produto consiste em um roteiro de atividades a serem realizadas pelos alunos através da observação da simulação. Duas abordagens são exploradas: uma em que o aluno realiza a simulação em um laboratório de informática e outra em que o professor realiza a simulação e o aluno acompanha através de um projetor multimídia. Um manual de aplicação detalhado é fornecido juntamente com o produto. Para descrever o desenvolvimento deste produto, apresentamos uma breve fundamentação teórica que discute o uso de simulações sob a ótica da aprendizagem significativa de Ausubel. Descrevemos a metodologia utilizada para montagem, aplicação e avaliação do produto. O produto foi aplicado em turmas da pesquisadora bem como por uma outra professora de ciências. Os resultados da aplicação são avaliados pela técnica de análise de conteúdo aplicado aos roteiros, bem como através de questionário de sondagem aplicados aos alunos e uma entrevista com a professora colaboradora. O produto se mostrou de fácil aplicação e os resultados mostram a viabilidade do uso do mesmo nas aulas de física par o 9o ano do ensino fundamental. / The physical education for elementary schools has been widely discussed over the past few years both in the first cycle - 1st to 5th year - and for the second one - 6th to 9th year. In the latter cycle, physics is often presented in the 9th year, independently, sharing space with the chemical in a unique discipline: science. Overall deprecated front chemistry, as a matter of preference caused by the formation of the science teacher, it is at this stage that students have, or should have, the first contact with the basic concepts of Newtonian mechanics. Often, students have difficulties in overcoming Aristotelian conceptions, very present in the common sense, that the teenager is inserted from early childhood. On the other hand, the use for these students, information technology (IT) through mobile phones, tablets and computers, more and more frequent in school, lets explore this reality in which the current generation of students is inserted to innovate in teaching practice. With this background in mind, this dissertation presents the development of an educational product using the PHET simulator in teaching mechanical notions to the 9th grade of elementary school. The product consists of an activity guide to be performed by the students by observing the simulation. Two approaches are explored: one in which the student performs the simulation in a computer lab and another in which the teacher performs the simulation and the student follows through a multimedia projector. A detailed application manual is provided with the product. To describe the development of this product is a brief theoretical framework that discusses the use of simulations from the perspective of meaningful learning of Ausubel. We describe the methodology used for assembly, implementation and evaluation of the product. The product was applied to a researcher at the classes as well as another science teacher. The application results are evaluated by content analysis technique applied to scripts, as well as through survey questionnaire applied to students and an interview with a collaborating professor. The product proved easy to apply and the results show the feasibility of using the same in physics classes pair the ninth year of elementary school.

The interest in technology subject has been growing in recent years, especially in primary schools. In Sweden, technology is part of the national curriculum and is considered a critical subject for equipping students with problem-solving, creativity, innovation skills, and knowledge. My research aims to investigate the perspectives and thoughts of Swedish primary school students on technology subject, with a specific focus on 9th-grade students who have completed their primary education and are about to enter secondary school. The study seeks to explore students' learning preferences in the technology subject and gain insight into their attitudes and thoughts. Additionally, the study aims to contribute to increased positive attitudes towards the Technology subject by highlighting the effectiveness of teaching in relation to students' learning. To obtain empirical data, both qualitative and quantitative research methods were used in the form of two surveys method, one in digital and another in paper form.The research questions investigated are as follows: i. How do students prefer the technology course to be taught in primary schools? ii. Which part of the technology syllabus offered evokes students' interest in the technology subject in primary school? iii. What influences their program choices regarding the program in secondary school? The research question, survey results, and conclusions reveal a significant disparity between students' expectations and their actual experience of learning technology. The students expressed discontent with their learning, it is intriguing to note that they preferred working in groups or pairs. Moreover, most students found programming to be an engaging subject, indicating their keen interest in it. Pinpointing the specific programming activities that students enjoy would be beneficial in shedding light on the particular aspects of the technology curriculum that appeal to them.  Results regarding students' attitudes and experiences of technology education in primary school revealed a discrepancy between their expectations and actual experiences. However, students generally had a positive attitude toward technology education. Practical learning and programming were found to be the most enjoyable aspects, and involving students in decision-making and acknowledging their preferences is crucial for increasing their interest. / Intresset för teknikämnet har ökat de senaste åren, särskilt i grundskolorna. I Sverige är teknik en del av läroplanen och anses vara ett viktigt ämne för att utrusta eleverna med problemlösnings, kreativitets, innovationsförmågor och kunskap. Min undersökning syftar till att undersöka elevers perspektiv och tankar om teknikämnet i grundskolan, med särskilt fokus på elever årkurs 9 som har avslutat sin grundskoleutbildning och ska börja på gymnasiet. Dessutom, utforskar studien elevernas lärandepreferenser inom teknikämnet och söker instinkt i deras attityder och tankar. Vidare syftar studeine till att bidra till ökad positiv inställning till teknikämnet genom att belysa effektiviteten i undervisningen i förhållande till elevernas lärande. För att få empiriska data användes jag både kvalitativa och kvantitativa forskningsmetoder i form av två enkäter, en digital och en annan i pappersform. Forskningsfrågorna som undersöks är följande:i. Hur föredrar eleverna att teknikämnet ska undervisas i grundskolan? ii. Vilken del av teknikarbetsområde väcker elevernas intresse för teknikämnet i grundskolan? iii. Vad påverkar students programval gällande programmet i gymnasieskolan?Studiens resultat visar en betydande skillnad mellan elevernas förväntningar och deras faktiska upplevelse av att lära sig teknologi. Det är intressant att notera att eleverna föredrog att arbeta i grupp eller par. Dessutom fann de flesta eleverna programmering vara ett engagerande ämne, vilket indikerar deras stora intresse för det.

PURPOSE This study had two purposes: (a) to examine the possible predicting abilities of socioeconomic status, per pupil expenditures, percentage of highly qualified teachers and attendance rates for on-time educational attainment in the state of Virginia and (b) to compare the Appalachian School Divisions of Virginia with the non-Appalachian school divisions for each of these variables. METHOD Data pertaining to socioeconomic status, per pupil expenditures, attendance rates, teacher qualifications, and on-time educational attainment were collected for the graduating cohorts of 2005, 2006, 2007, and 2008. A stepwise multiple regression analysis was conducted on these variables to address the first purpose. A general linear model repeated measures ANOVA was conducted for each variable to compare differences between the Appalachian, non-Appalachian divisions of similar size, non-Appalachian large school divisions, and the total non-Appalachian divisions to address the second purpose of the study. RESULTS Socioeconomic status and attendance rates were found to be the independent variables that were significantly able to predict on-time educational attainment rates. Socioeconomic status rates were found to be significantly higher in the Appalachian divisions than in the non-Appalachian large school divisions. Teacher qualification rates were found to be significantly higher in the Appalachian divisions than the non-Appalachian divisions of similar size. On-time educational attainment rates were found to be significantly higher in the Appalachian school divisions than in all three classifications of the non-Appalachian divisions. / Ed. D.

The possible approach towards the teaching of literature at the 9th grade level of primary education is the central topic of this thesis. The main idea is to base literature teaching on a system of working sheets, which relate to extracts from 4 selected books. These books have a common theme; real-life situations relevant to students of the 9th grade. Such theme has been preselected on the author's perception that students are becoming less in contact with the literary world, thus seeking a path to bring students closer to it. The goal is to show pupils the relevance and practical use of literature, with the use of diverse tasks and assignments and to convince them that reading may be entertaining as well as educating. A specific characteristic of the thesis is the fact that the research has been carried out in a given classroom at one of Prague's primary schools, where the author teaches Czech Language and Literature. Therefore, a key element of the thesis is the discussion of first hand findings and lessons-learned during these lessons. On the basis of the working sheet system trial results in class, this method proves to be efficient. Students reacted positively to the learning system and the text excerpts allowed them to complete literary tasks and also to discuss the described real-life situations...