Children with autism often exhibit deficits in question-asking. This study replicated and extended Williams, Donley, and Keller.s (2000) training package: a modeling and reinforcement procedure to teach the use of 3 different questions about hidden objects. Two boys, aged 13 and 12, with primary diagnoses of autism, participated. A multiple baseline design across questions was used. Both children learned to ask all three questions: .What.s that?. .Can I see (item name)?. and .Can I have (item name)?. Question-asking generalized to novel locations, people, and stimulus materials with minimal additional training. These results support the efficacy of this training package as an efficient way to teach children with autism to ask questions about objects in their environment.

Este estudo se fundamenta na construção de um modelo didático de formulação de perguntas que atenda às demandas educativas dos alunos nas aulas de Ciências e Biologia. Esse modelo didático tem como unidade central o discurso interativo entre professor e alunos para atribuição de significados compartilhados, que denominamos de discurso reflexivo. Consideramos que uma perspectiva de formação continuada reflexiva, investigativa e crítica possibilita que o professor implemente o modelo didático de formulação de perguntas provocando efeitos significativos nos processos cognitivos e interativos em sala de aula. Adotando o modelo didático de formulação de perguntas, os professores promovem modificações na sua postura pedagógica frente ao processo de ensino e aprendizagem das ciências, bem como re-significam as suas concepções sobre o currículo e seus elementos: conteúdos, objetivos educacionais, atividades de aprendizagem e avaliação. / This study is based upon the construction of a didactic model of questions formulation to meet the educational demands of students during the classes of Sciences and Biology. This didactic model has as its core unit the interactive discourse between the teacher and the students for the attribution of shared meanings, that we call reflexive discourse. We consider that the perspective of a reflexive, investigatory and critical continuing educational enables the teacher to implement the didactic model of questions formulation which will provoke meaningful effects in the cognitive and interactive process in the classroom. By adopting a didactic model of questions formulation, the teachers promote changes in their pedagogical attitude toward the teaching and learning sciences, and give new meaning to the their conceptions of the curriculum and its elements: contents, educational objectives, learning activities and evaluation.

Este estudo se fundamenta na construção de um modelo didático de formulação de perguntas que atenda às demandas educativas dos alunos nas aulas de Ciências e Biologia. Esse modelo didático tem como unidade central o discurso interativo entre professor e alunos para atribuição de significados compartilhados, que denominamos de discurso reflexivo. Consideramos que uma perspectiva de formação continuada reflexiva, investigativa e crítica possibilita que o professor implemente o modelo didático de formulação de perguntas provocando efeitos significativos nos processos cognitivos e interativos em sala de aula. Adotando o modelo didático de formulação de perguntas, os professores promovem modificações na sua postura pedagógica frente ao processo de ensino e aprendizagem das ciências, bem como re-significam as suas concepções sobre o currículo e seus elementos: conteúdos, objetivos educacionais, atividades de aprendizagem e avaliação. / This study is based upon the construction of a didactic model of questions formulation to meet the educational demands of students during the classes of Sciences and Biology. This didactic model has as its core unit the interactive discourse between the teacher and the students for the attribution of shared meanings, that we call reflexive discourse. We consider that the perspective of a reflexive, investigatory and critical continuing educational enables the teacher to implement the didactic model of questions formulation which will provoke meaningful effects in the cognitive and interactive process in the classroom. By adopting a didactic model of questions formulation, the teachers promote changes in their pedagogical attitude toward the teaching and learning sciences, and give new meaning to the their conceptions of the curriculum and its elements: contents, educational objectives, learning activities and evaluation.

Syftet med studien var att undersöka hur kuratorer på familjecentraler arbetar med att identifiera och hantera våld i nära relationer hos mödrar de möter och deras barn. För att uppnå syftet användes en kvalitativ metod. Sex enskilda intervjuer med kuratorer på familjecentraler från fem olika kommuner i Mellansverige genomfördes. Empirin analyserades med hjälp av positioneringsteori samt begreppet etisk stress. I resultatet påvisade kuratorerna komplexiteten i att bemöta våld i nära relationer. Ett starkt mönster i resultatet är att kuratorerna använder sig av en rad olika strategier i samtal med våldsutsatta. Andra faktorer som påverkar kuratorernas bemötande är deras kunskap och erfarenhet kring ämnet våld i nära relationer samt organisatoriska förutsättningar. Resultatet visar vidare att i kuratorernas roll finns en motstridighet gällande att verka stödjande och skapa allianser men samtidigt behöva förhålla sig till sin anmälningsskyldighet. För att skapa och upprätthålla allianser använder sig kuratorerna av olika strategier. Kuratorerna arbetar på olika sätt för att identifiera våld, vilket inkluderar att ställa frågor på rutin eller vid indikation. Slutsatsen visar att det är komplext för kuratorerna att upptäcka och bemöta våld, samt att motstridigheten i deras roll skapar gråzoner. Slutsatsen påvisar också att kuratorerna har effektiva strategier för att bemöta väl identifierat våld, men att effektiviteten i strategierna de använder för att identifiera våldet varierar. / The aim of this study was to examine how counselors working at family centers strive to identify and handle domestic violence experienced by mothers they meet and their children. To achieve the aim of the study a qualitative method was used. Six individual interviews with counselors working at family centers in five different municipalities in the middle part of Sweden were performed. The material was analyzed using positioning theory and the concept of ethical stress. The result casts a light on the complexity of managing domestic violence. A pattern shown in the result is how the counselors use an array of different strategies when working with victims of violence. Something that affected how the counselors handled meeting victims of abuse was their knowledge and experience surrounding the subject of domestic violence and organizational circumstances. The results also show how there is a contradiction embedded in the role of the counselor regarding them working to support victims of domestic violence and working to create alliance but at the same time having an obligation to make reports of concern when necessary. The counselors use different strategies to create and uphold alliances. Furthermore, they also work in different ways to identify violence, which includes having a routine where questions about violence are asked or asking questions about violence only when violence is indicated. The conclusion shows that it is a complex task to discover and handle violence, and that the contradiction in the role of the counselor creates grey areas. Additionally, the conclusion shows that the counselors have effective strategies to handle violence that has been identified, but the level of effectiveness of their strategies connected to identifying violence varies.

This thesis deals with the use of innovative teaching methods and instructional strategies to support and develop literacy at the first grade of primary school. The theoretical part describes the changes in education related to curricular reform, also the change the objectives and the content of education towards the formation and development of key competencies, to prepare students for real life. This paper introduces the concept of contemporary Czech language and literature, its inclusion in the National Curriculum for Basic Education. The theoretical part focuses on the concept of literacy, reading literacy defined criteria. It also discusses the methods of critical thinking, which contribute to the development of reading skills. It also describes the course "Promoting literacy", which the author of the thesis completed in 2011. Research section presents action research, where the author verifies the theoretical knowledge of new specific methods and instructional strategies to promote literacy in practice. Research validates the effectiveness of innovative methods in terms of the development of key competencies for learning in terms of reading literacy criteria. It also examines whether these methods contribute to the education of students, whether helping to meet the objectives of cognitive...