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Relative truths regarding children's learning difficulties in a Queensland regional primary school adult stakeholder's positions /Arizmendi, Wayne C. January 2005 (has links)
Thesis (PhD) -- School of Education and Innovation, Central Queensland University, 2005. / Title from opening screen ; viewed 1 June 2006. Includes bibliographical references (leaves 351-367). Also available in print format.
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A study of the relationship between perceptual modality and academic achievement of third-grade students /Garner, Deborah C. January 2006 (has links)
Thesis (Ed. D.)--Graduate School of Education, Oral Roberts University, 2006. / Includes abstract and vita. Includes bibliographical references (leaves 88-101).
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Riglyne vir 'n kreatiewe skryfprogram vir senior-primêre leerlinge met leerproblemeGriessel, Elzette 12 March 2014 (has links)
M.Ed. (Educational Psychology) / Please refer to full text to view abstract
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'n Strategie vir die monitering van foute van leergeremde leerlinge in die senior primêre faseLombard, Amanda 19 November 2014 (has links)
M.Ed. (Psychology of Education) / Please refer to full text to view abstract
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Consonant production in integrated hearing impaired primary children: evaluation of trainingTso, Amy., 曹莉莉. January 1990 (has links)
published_or_final_version / Education / Master / Master of Education
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Investigating the picture book preferences of grade four Aboriginal studentsBoyle, Erin Elizabeth O'Byrne 05 1900 (has links)
The purpose of the study is to investigate the picture book
preferences of grade four Aboriginal students, to discover what books
have the greatest appeal and to determine which specific factors
influence their choices. The study took place at an inner city elementary
school with a high population of Aboriginal students located in the heart
of the Canadian prairies.
Experienced educators know that the majority of Aboriginal
chidlren come to school with little or no exposure to books. Studies have
shown that the ability or lack of ability to read at grade level is a strong
indicator of future academic success. Teachers and librarians have little
information available to assist them in choosing literature that will be of
interest to Aboriginal students and motivate them to read and through
practice improve their reading skills. Provincial governments are looking
for research that addresses the needs of this growing population.
Twelve grade four Aboriginal students participated in the study,
seven boys and five girls. The students viewed forty-five books that were
divided into three sets of fifteen and chose one book from each set to
read and respond to through writing and/or drawing. After the book
selection and response sessions were complete, the researcher
interviewed each child to determine the one book they would most want
to take home.
The study concludes that: 1) Students preferred to read picture
books portraying Aboriginal characters that reflected their own image; 2)
Students transposed the urban and rural settings in the Aboriginal
books to make relevant connections with their lives; 3) Aboriginal books
portraying Aboriginal characters was the genre with the greatest appeal;
4) Students preferred vivid realistic illustrations; 5) Students background
experience frequently determined their preferences in books and also
increased their motivation to read; 5) Realistic pictures with minimal
amounts of text held great appeal for boys selecting information books.
It is hoped that the study will assist teachers and librarians in
selecting literature that will be of interest to Aboriginal students
encouraging them to read more and by improving their reading skills
raise the level of their general academic achievement.
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Kommunikativa resurser för lärande : barns gester, blickar och tal i tre skolmiljöer /Heikkilä, Mia, January 1900 (has links)
Diss. Uppsala : Uppsala universitet, 2006.
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Sequência didática para o ensino de ciências nos anos iniciais : subsídios teórico-práticos para a iniciação à alfabetização científicaViecheneski, Juliana Pinto 08 February 2013 (has links)
Acompanha: Caderno de atividades: Sequência didática para o ensino de ciências nos anos iniciais: subsídios teóricos-práticos para a iniciação à alfabetização científica / O objetivo deste estudo é propor uma sequência didática que contribua para a iniciação à alfabetização científica de alunos em processo de alfabetização da língua materna. Partiu-se do pressuposto de que as orientações epistemológicas do enfoque CTS (Ciência, Tecnologia e Sociedade), contribuem para a alfabetização científica dos alunos dos anos iniciais, como também, propiciam às atividades de leitura e escrita maior contextualização e significado. Nessa perspectiva, foi aplicada uma sequência didática, a partir do tema “alimentação humana”. Optou-se pela abordagem metodológica qualitativa, de natureza interpretativa, junto a crianças do 1º ano do 1º Ciclo do Ensino Fundamental de uma escola pública de Ponta Grossa - PR. Os dados foram coletados por meio de aplicação de teste diagnóstico, observação, gravações em áudio, fotografias, registros escritos, ilustrações realizadas pelas crianças e pós-teste. Os resultados indicam que as atividades dos módulos da sequência didática, contribuíram para o avanço progressivo dos conhecimentos dos alunos, tanto em relação às questões subjacentes ao ensino de ciências e à iniciação da alfabetização científica, quanto em relação ao processo de alfabetização da língua materna, demonstrando que é possível, desde a fase inicial de escolarização, efetivar um trabalho interdisciplinar e contextualizado, centrado na formação para a cidadania. Vale lembrar que a implementação dessa proposta requer esforço coletivo e concretização do compromisso inerente à ação pedagógica – a prática da pesquisa, da reflexão e da formação permanente. Com o propósito de compartilhar saberes docentes com outros profissionais da área, como produto final desse trabalho, foi elaborado um caderno, contendo as atividades desenvolvidas, assim como reflexões e orientações para a iniciação dos alunos ao processo de alfabetização científica. / The objective of this study is to propose a didactic sequence that contributes to the initiation of scientific literacy of students in the literacy process of language. We started from the assumption that the epistemological orientations of focus STS (Science, Technology and Society), contribute to the scientific literacy of students in the early years, but also provide activities for reading and writing larger context and meaning. From this perspective, was applied didactic sequence, based on the theme "human food". We opted for a qualitative methodological approach, interpretative, with the children of 1st year 1st Cycle of Basic Education in a public school in Ponta Grossa - PR. Data were collected through application of diagnostic testing, observation, audio recordings, photographs, written records, illustrations performed by children and post test. The results indicate that the activities of the modules of the didactic sequence, contributed to the progressive advancement of knowledge of the students, both in relation to the issues underlying the teaching of science and the initiation of scientific literacy, as compared to the literacy process of mother tongue demonstrating that it is possible, from the initial stage of schooling, effective interdisciplinary work and contextualized, centered on citizenship training. Remember that the implementation of this proposal requires collective effort and commitment inherent in the implementation of pedagogical action - research practice, reflection and continuing education. With the purpose of sharing teaching knowledge with other professionals in the field, as a final product of this work, we designed a notebook containing the activities, as well as reflections and guidelines for the initiation of students to the process of scientific literacy.
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Sequência didática para o ensino de ciências nos anos iniciais : subsídios teórico-práticos para a iniciação à alfabetização científicaViecheneski, Juliana Pinto 08 February 2013 (has links)
Acompanha: Caderno de atividades: Sequência didática para o ensino de ciências nos anos iniciais: subsídios teóricos-práticos para a iniciação à alfabetização científica / O objetivo deste estudo é propor uma sequência didática que contribua para a iniciação à alfabetização científica de alunos em processo de alfabetização da língua materna. Partiu-se do pressuposto de que as orientações epistemológicas do enfoque CTS (Ciência, Tecnologia e Sociedade), contribuem para a alfabetização científica dos alunos dos anos iniciais, como também, propiciam às atividades de leitura e escrita maior contextualização e significado. Nessa perspectiva, foi aplicada uma sequência didática, a partir do tema “alimentação humana”. Optou-se pela abordagem metodológica qualitativa, de natureza interpretativa, junto a crianças do 1º ano do 1º Ciclo do Ensino Fundamental de uma escola pública de Ponta Grossa - PR. Os dados foram coletados por meio de aplicação de teste diagnóstico, observação, gravações em áudio, fotografias, registros escritos, ilustrações realizadas pelas crianças e pós-teste. Os resultados indicam que as atividades dos módulos da sequência didática, contribuíram para o avanço progressivo dos conhecimentos dos alunos, tanto em relação às questões subjacentes ao ensino de ciências e à iniciação da alfabetização científica, quanto em relação ao processo de alfabetização da língua materna, demonstrando que é possível, desde a fase inicial de escolarização, efetivar um trabalho interdisciplinar e contextualizado, centrado na formação para a cidadania. Vale lembrar que a implementação dessa proposta requer esforço coletivo e concretização do compromisso inerente à ação pedagógica – a prática da pesquisa, da reflexão e da formação permanente. Com o propósito de compartilhar saberes docentes com outros profissionais da área, como produto final desse trabalho, foi elaborado um caderno, contendo as atividades desenvolvidas, assim como reflexões e orientações para a iniciação dos alunos ao processo de alfabetização científica. / The objective of this study is to propose a didactic sequence that contributes to the initiation of scientific literacy of students in the literacy process of language. We started from the assumption that the epistemological orientations of focus STS (Science, Technology and Society), contribute to the scientific literacy of students in the early years, but also provide activities for reading and writing larger context and meaning. From this perspective, was applied didactic sequence, based on the theme "human food". We opted for a qualitative methodological approach, interpretative, with the children of 1st year 1st Cycle of Basic Education in a public school in Ponta Grossa - PR. Data were collected through application of diagnostic testing, observation, audio recordings, photographs, written records, illustrations performed by children and post test. The results indicate that the activities of the modules of the didactic sequence, contributed to the progressive advancement of knowledge of the students, both in relation to the issues underlying the teaching of science and the initiation of scientific literacy, as compared to the literacy process of mother tongue demonstrating that it is possible, from the initial stage of schooling, effective interdisciplinary work and contextualized, centered on citizenship training. Remember that the implementation of this proposal requires collective effort and commitment inherent in the implementation of pedagogical action - research practice, reflection and continuing education. With the purpose of sharing teaching knowledge with other professionals in the field, as a final product of this work, we designed a notebook containing the activities, as well as reflections and guidelines for the initiation of students to the process of scientific literacy.
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Leesstrategieë vir spesifiek leergeremde leerlinge in die senior primêre skoolfaseRabe, Marie 20 February 2014 (has links)
D.Ed. / The purpose of this study was to devise a reading strategy programme to support ex aid class pupils presently placed in standard four who are beginning to manifest reading problems. To attain this goal an in-depth study of learning in general was undertaken. The ultimate goal of emediation is to lead the child to self-regulated learning. The literature study revealed that learning-disabled pupils also experience cognitive, affective and social problems which, in turn, influence their learning activities. These problems inhibit their ability to become self regulated learners. Reading is a complex activity and reading problems are the most common learning problem manifested by learning-disabled pupils. The inability to read-to-learn is the cause of their poor academic progress. The study focused on the presentation of reading strategies, as part of learning strategies, to improve reading comprehension. The researcher made use of a metacognitive approach and by so doing, attempted to lead the pupils to problem solving reading behaviour. A needs-analysis of ex aid class pupils with reading problems in Johannesburg confirmed this negative tendency. The pupils' language background, general knowledge and reading ability varied. The researcher thus decided to undertake a qualitative research project in the form of a case study. This decision was supported by the literature study concerning remediation of learning-disabled pupils.For the above reasons it was decided to observe the reading behaviour of the pupils as well as the development of the intensive programme in a small group situation. By so doing, the data would clearly reveal the reading behaviour as well as the development of the programme.
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