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This is a case study of the learning of physical science of a high achiever, selected on the assumption that instruction in learning strategies and styles used by successful learners may improve learning effectiveness of less successful learners. Operating in an interpretive paradigm, qualitative data was gathered by participant observation aimed at sensing the complexities of the case. A rich, holistic description is given, enabling readers to form naturalistic generalisations of their own. The data corpus spans three years and is composed of audio-recorded lessons and interviews, field notes and written material. Data collection, analysis and interpretation were done in an inductive, cyclic manner, guided by research questions about learning strategies used by the learner, instructional strategies used by the teacher, and the roles played by intrinsic factors, practical work and problem solving, in contributing to effective learning of physical science by the high achiever. The study implies that effective learning, even by the highly intelligent, involves struggle and requires the use of a variety of strategies. This fits a constructivist, rather than transmissionist, view of learning, and thus supports learner-centered transformations in South African education. The learner is interpreted to be intrinsically motivated by interest and a high regard for knowledge precision, elegance, and transferability, to use a large number of learning strategies, particularly while solving open-ended problems and performing practical investigations, in order to come to a deep understanding of physical science. The study suggests that teaching children how to learn, particularly by addressing their outlook on learning and introducing them to a variety of strategies, should be an aim of physical science instruction, and that interesting, open-ended, learner-centered tasks should be used in attempts to induce self-regulated learning. / Thesis (M.Ed.)-University of Natal, Durban, 2002.

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.

Šiandien ikimokyklinės įstaigos stovi radikalių permainų kryžkelėje. Kiekviena ikimokyklinio ugdymo įstaiga 2008/09 mokslo metams yra parengusi savąją ugdymo programą, kuria jau vadovaujasi tolesniame darbe. Individualizuotų programų kūrimas padidino pedagogų atsakomybę, tiesiogiai skatino pedagogus tobulėti, kelti savo kompetencijos lygį Iki šiol dauguma šalies ikimokyklinio ugdymo pedagogų nėra pilnai persiorientavę keisti savo darbo stiliaus į individualizuojančią ugdomąją veiklą individualizuotų ugdymo(si) programų kūrime. Tyrimo problema: ar ikimokyklinio amžiaus vaikų ugdyme svarbu individualizuoti ugdymo(si) programas? Tyrimo objektas: individualizuotų ugdymo(si) programų svarba ikimokyklinio amžiaus vaikų ugdymui. Tyrimo klausimas: ar svarbu ikimokyklinio amžiaus vaikų ugdyme individualizuoti ugdymo(si) programas? Tyrimo tikslas: ištirti individualizuotų ugdymo(si) programų svarbą ikimokyklinio amžiaus vaikų ugdymui. Uždaviniai: ●išskirti ikimokyklinio ugdymo teorinius ugdymo principus; ●išskirti individualizuotų ugdymo(si) programų kūrimo etapus; ●pagrįsti individualizuotų ugdymo(si) programų kūrimo svarbą vaikų ugdymui; ●išryškinti individualizuotų ugdymo(si) programų įgyvendinimo ypatumus; ●parengti individualizuotų ugdymo(si) programų kūrimo modelį. Šiai problemai spręsti buvo parinktas aprašomasis kiekybinis ir kokybinis tyrimas. Aprašomojo tyrimo pagalba buvo aiškinamasi konkreti tyrėją dominanti problema, suformuluoti ir pritaikyti galimi... [toliau žr. visą tekstą] / Pre-school institutions are in the crossroads of changes today. Every pre-school institution has prepared its own educational programme for the 2008/09 school year. This programme will be followed in the future educational work. Creating of the individualized programmes has put higher responsibility on pedagogues, encouraged them to improve and raise the level of their personal competence. The majority of pedagogues of our country, however, are not totally reorientated to change the style of their work into individualized educational activity. The problem of the research: are the educational programmes being individualized in education of pre-school children? The object of the research: the importance of individualized educational programmes in education of pre-school children. The question of the research: are the educational programmes being individualized in education of pre-school children? The aim of the research: to investigate the influence of individualized educational programmes on education of pre-school children. The objectives of the research: ● to distinguish the major educational principles of pre-school education from educational theories; ● to distinguish the stages of the creation of individualized educational programmes; ● to justify the importance of the creation individualized educational programmes to child’s upbringing; ● to highlight the peculiarities of the implementation of individualized educational programmes; ● to prepare the model for the... [to full text]

In order to accommodate the needs and abilities of all students, many high schools have designed programs for those students who are unable to cope within regular high school streams. These alternative programs have included vocational education, work experience education, various forms of tracking, and within Quebec, the Individualized Paths for Learning Program (IPL). Individualized Paths for Learning was developed to allow "at risk" students to work towards their high school diploma at a more individualised pace, and to ease their transition into the work force through job skills training and work site experience. As this case study of an Individualized Paths for Learning program suggests however, IPL in practice provides very limited work and academic preparation for the students involved. Through interviews with students and staff, and participant observation within the classroom the limitations of the program become apparent. Yet paradoxically both students and staff were committed to the program and continued to subscribe to the importance of education which is fostered both socially and by the IPL program itself. Within this case study, the students' impressions of the IPL program were of special interest. It is their words, as those most involved and affected by it, that are used in analysis. While this study is specific to its setting it hopefully will provide insight into work education programs following similar principles.

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