This study examined the degree of alignment between instructional practices and national curriculum standards, which may vary as a function of teacher characteristics. Using self-reports from teachers about their experiences teaching the national curriculum standards, the study explored three aspects of the alignments: (1) topic coverage, (2) level of difficulty for teachers to teach, and (3) level of difficulty for students to learn. While topic coverage is determined by the percentage of the national curriculum standards topics taught during the year of 2008-2009, the level of teacher difficulty to teach and the level of student difficulty to learn are assessed using a scale from 1 (very easy) to 4 (very difficult). I used mixed multilevel regression analyses to examine the relationships between alignments and teacher characteristics. The study involved 501 junior secondary school teachers from three western provinces in Indonesia (Lampung, Jakarta, and East Java) who teach the following nationally-assessed subjects: Indonesian, English, science, and mathematics. The findings showed that the majority of teachers taught 100% of the topics that were outlined in the national curriculum standards. Teachers generally found the topics easy to teach; however, students had some difficulty understanding the topics. In terms of the relationships of alignments with teacher characteristics, the findings suggested that these relationships varied. Theoretically, this research provides two contributions. First, lacking research in the area of curriculum standards and classroom instruction as mediator of student competencies, the findings of this study make an important contribution to the current research of the standards-based education system. Second, predicting alignments as a function of teacher characteristics in this study contributes to the theoretical discussion of teacher characteristics. As practical implications, the low level of the students' understanding required by the national standards is a problem that requires great concern from the government at all levels. Regarding topics, there is an urgent need to identify the specific topics that teachers think are difficult for the students to understand.

Esta pesquisa tem como objetivo apresentar e discutir a reforma curricular na rede estadual de ensino de São Paulo e as decorrências da mesma para a organização do trabalho em uma Escola Estadual de Ensino Fundamental do município de Ribeirão Preto/SP, na visão dos profissionais que atuam na unidade de ensino. A pesquisa é de natureza qualitativa, foi realizada entre os anos de 2011 a 2013, fazendo uso de estudo bibliográfico e pesquisa de campo. Objetiva-se mais especificamente: caracterizar a reforma curricular do Estado de São Paulo e a concepção de Currículo da Secretaria do Estado da Educação paulista; buscar informações sobre o processo de implementação e uso do Currículo Oficial na escola campo; analisar a avaliação feita pelos docentes e equipe gestora da escola campo sobre a implantação e uso do novo currículo do Estado de São Paulo; compreender as decorrências do uso do currículo oficial sobre o planejamento do trabalho pedagógico e sobre as instâncias decisórias da escola. Realizou-se pesquisa de campo envolvendo coleta de dados em uma escola da rede pública estadual de ensino, situada no município de Ribeirão Preto/SP. Como parte do trabalho de campo foram feitas entrevistas com roteiro semi estruturado com professores, diretora e professora coordenadora pedagógica da unidade de ensino; observações da rotina de organização do trabalho docente; e análise dos documentos produzidos na escola. A pesquisa bibliográfica foi orientada por leitura de artigos científicos, livros, teses e dissertações sobre a temática da pesquisa. Buscou-se analisar e compreender a Reforma do Estado brasileiro e do Estado de São Paulo dos 1990 e a implantação do modelo gerencial de administração, pois entende-se que este movimento de reforma está relacionado à Reforma Curricular paulista, iniciada no final dos anos 2000 com a da criação do Programa São Paulo Faz Escola, que institui um currículo único para as mais de cinco mil escolas públicas estaduais paulistas. Na escola campo o objetivo foi verificar a sistemática de organização do trabalho a partir da implementação do currículo único oficial, e a visão dos professores sobre esse novo currículo. Observou-se que na prática o currículo dentro da escola campo não conseguiu cumprir seu objetivo principal de padronização, pois a escola e os docentes entrevistados têm suas especificidades e peculiaridades. E ainda, que a escola não pauta a sua organização do trabalho tendo em vista apenas essa nova Reforma Curricular. / This research aims to present and discuss the curriculum reform in state schools of São Paulo and the consequences of the same for the organization of work in a State Primary School of Ribeirão Preto / SP, in the view of the professionals working the teaching unit . The research is qualitative in nature, was conducted between the years 2011-2013 , using literature research and field research. The purpose is more specifically characterize the curriculum reform of the State of São Paulo and design of Curriculum of the São Paulo State Secretariat of Education ; seek information on the process of implementation and use of Official Curriculum in school field ; analyze the assessment by teachers and school management team on the field deployment and use of the new curriculum of the State of São Paulo ; understand the moves of the use of the new curriculum on the planning of educational work and decision-makers about the school . We conducted field research involving data collection in a state public school teaching , in the municipality of Ribeirão Preto / SP . As part of the fieldwork structured interview with teachers , head teacher and educational coordinator of the teaching unit semi script were made ; routine observations of the teaching environment ; and analysis of documents produced in school . The literature review was guided by reading scientific articles , books , theses and dissertations on the subject of research. We sought to analyze and understand the Reformation and the Brazilian state of São Paulo in 1990 and the implementation of the managerial model of administration , since it is understood that this reform movement is related to Curricular Reform São Paulo , started in late 2000 with the creation of the \" Sao Paulo Makes School program \" establishing a single curriculum for over five thousand public schools in São Paulo. At school field the objective was to verify the systematic organization of work from the implementation of the single official curriculum, and the vision of teachers on the new curriculum. It was observed that in practice the curriculum within the school field failed to meet its primary objective of standardization of the network , because the school and the teachers interviewed have their specificities and peculiarities . And yet, the school staff not their work organization in view only the new Curricular Reform

Esta pesquisa tem como objetivo apresentar e discutir a reforma curricular na rede estadual de ensino de São Paulo e as decorrências da mesma para a organização do trabalho em uma Escola Estadual de Ensino Fundamental do município de Ribeirão Preto/SP, na visão dos profissionais que atuam na unidade de ensino. A pesquisa é de natureza qualitativa, foi realizada entre os anos de 2011 a 2013, fazendo uso de estudo bibliográfico e pesquisa de campo. Objetiva-se mais especificamente: caracterizar a reforma curricular do Estado de São Paulo e a concepção de Currículo da Secretaria do Estado da Educação paulista; buscar informações sobre o processo de implementação e uso do Currículo Oficial na escola campo; analisar a avaliação feita pelos docentes e equipe gestora da escola campo sobre a implantação e uso do novo currículo do Estado de São Paulo; compreender as decorrências do uso do currículo oficial sobre o planejamento do trabalho pedagógico e sobre as instâncias decisórias da escola. Realizou-se pesquisa de campo envolvendo coleta de dados em uma escola da rede pública estadual de ensino, situada no município de Ribeirão Preto/SP. Como parte do trabalho de campo foram feitas entrevistas com roteiro semi estruturado com professores, diretora e professora coordenadora pedagógica da unidade de ensino; observações da rotina de organização do trabalho docente; e análise dos documentos produzidos na escola. A pesquisa bibliográfica foi orientada por leitura de artigos científicos, livros, teses e dissertações sobre a temática da pesquisa. Buscou-se analisar e compreender a Reforma do Estado brasileiro e do Estado de São Paulo dos 1990 e a implantação do modelo gerencial de administração, pois entende-se que este movimento de reforma está relacionado à Reforma Curricular paulista, iniciada no final dos anos 2000 com a da criação do Programa São Paulo Faz Escola, que institui um currículo único para as mais de cinco mil escolas públicas estaduais paulistas. Na escola campo o objetivo foi verificar a sistemática de organização do trabalho a partir da implementação do currículo único oficial, e a visão dos professores sobre esse novo currículo. Observou-se que na prática o currículo dentro da escola campo não conseguiu cumprir seu objetivo principal de padronização, pois a escola e os docentes entrevistados têm suas especificidades e peculiaridades. E ainda, que a escola não pauta a sua organização do trabalho tendo em vista apenas essa nova Reforma Curricular. / This research aims to present and discuss the curriculum reform in state schools of São Paulo and the consequences of the same for the organization of work in a State Primary School of Ribeirão Preto / SP, in the view of the professionals working the teaching unit . The research is qualitative in nature, was conducted between the years 2011-2013 , using literature research and field research. The purpose is more specifically characterize the curriculum reform of the State of São Paulo and design of Curriculum of the São Paulo State Secretariat of Education ; seek information on the process of implementation and use of Official Curriculum in school field ; analyze the assessment by teachers and school management team on the field deployment and use of the new curriculum of the State of São Paulo ; understand the moves of the use of the new curriculum on the planning of educational work and decision-makers about the school . We conducted field research involving data collection in a state public school teaching , in the municipality of Ribeirão Preto / SP . As part of the fieldwork structured interview with teachers , head teacher and educational coordinator of the teaching unit semi script were made ; routine observations of the teaching environment ; and analysis of documents produced in school . The literature review was guided by reading scientific articles , books , theses and dissertations on the subject of research. We sought to analyze and understand the Reformation and the Brazilian state of São Paulo in 1990 and the implementation of the managerial model of administration , since it is understood that this reform movement is related to Curricular Reform São Paulo , started in late 2000 with the creation of the \" Sao Paulo Makes School program \" establishing a single curriculum for over five thousand public schools in São Paulo. At school field the objective was to verify the systematic organization of work from the implementation of the single official curriculum, and the vision of teachers on the new curriculum. It was observed that in practice the curriculum within the school field failed to meet its primary objective of standardization of the network , because the school and the teachers interviewed have their specificities and peculiarities . And yet, the school staff not their work organization in view only the new Curricular Reform

The thesis topic seeks to address to what extent early childhood practitioners have adopted teaching methodology and pedagogical practices to embrace the SACSA Framework in the Communication and Language Learning Area.

本研究以自我評量的觀點，瞭解美國「NAEYC幼兒園課程認證標準」與我國課程品質之評估，包括「幼兒園基礎評鑑指標教保活動課程部分」、「幼兒園課程與教學品質評估表課程與教學規劃部分」、「幼兒園教保活動課程暫行大綱」三議題。進而比較其指標內涵，同時採調查法的方式，便利取樣選取公立幼兒園10所，共11位教師，使用美國「NAEYC幼兒園課程認證標準」，以瞭解其在台灣之適用性，並請現場老師給予相關的回饋與建議。 研究結果如下： 壹、美國NAEYC幼兒園課程認證標準特色有四： 一、課程認證標準具發展合宜實務理論依據。 二、課程認證標準與時俱進。 三、課程認證標準組織架構具體明確且指標具彈性。 四、認證標準確實可提升班級課程品質。 貳、美國「NAEYC幼兒園課程認證標準」與我國幼兒園課程品質評估之比較： 一、美國「NAEYC幼兒園課程認證標準」指標內涵強調幼兒本位。 二、我國「幼兒園基礎評鑑指標教保活動課程部分」強調合法性。 三、我國「幼兒園課程與教學品質評估表課程與教學規劃部分」定義課程原則。 四、我國「幼兒園教保活動課程暫行大綱」是我國目前課程規劃重要依據。 五、美國「NAEYC幼兒園課程認證標準」含括領域指標具體完整值得效法。 参、美國「NAEYC幼兒園課程認證標準」之適用性： 一、現場教師肯定美國「NAEYC幼兒園課程認證標準」，並具以下啟示： (一) 幫助教師課程規劃。 (二) 拓展視野放眼國際。 (三) 瞭解班級課程品質。 二、方案評鑑標準(The program evaluation standards)確定美國「NAEYC 幼兒園課程認證標準」在台灣之適用性。 本研究並根據研究結果提出建議，以「他山之石，可以攻錯」的借鏡觀點，提供對未來台灣幼兒教育發展之建議及後續研究之參考。 關鍵字：美國幼教協會NAEYC、課程認證標準、課程品質評估 / The main purpose of this study is to understand the concept of NAEYC accreditation curriculum standards and the curriculum quality evaluation. Include " Preschool Care-taking Activities of Kindergarten Basic Evaluationin"," Curriculum and Teaching Plan of Kindergarten Curriculum and Teaching Quality Assessment Form",and" Curriculum Outlines for Preschool Care-taking Activities". This study also received to 11 teacher’s interview to understand the applicability of NAEYC accreditation curriculum standards in Taiwan. Here are the results of this study: A.NAEYC accreditation curriculum standards characteristics: 1. Based on Developmentally Appropriate Practice. 2. Change with time. 3. Organization is clear and specific and the indicators are flexible. 4. Indeed improve the curriculum quality of class. B.Compare NAEYC accreditation curriculum standards and the curriculum quality evaluation: 1. NAEYC accreditation curriculum standards emphasize child-centered. 2. Preschool Care-taking Activities of Kindergarten Basic Evaluationin emphasize the legitimacy. 3. Curriculum and Teaching Plan of Kindergarten Curriculum and Teaching Quality Assessment Form define curriculum principle. 4. Curriculum Outlines for Preschool Care-taking Activities is important basis for curriculum planning at present. 5. The fields and indicators of NAEYC accreditation curriculum standards are specific and complete and worth our emulation. C. The applicability of NAEYC accreditation curriculum standards : 1.Teachers affirm NAEYC accreditation curriculum standards and get the following inspirations: a.Help teachers planning curriculum. b. Expand the horizons and looking to international. c.Understand the curriculum quality of class. 2. The program evaluation standards make sure the applicability of NAEYC accreditation curriculum standards in Taiwan. Key words: NAEYC, accreditation curriculum standards, curriculum quality evaluation

<p>Stavning handlar ej enbart om att stava rätt! Att lära sig stava kan vara en hjälp i en individs läs- och skrivutveckling. Genom att lära sig stava kan det bli lättare att lära sig läsa, samtidigt som läsningen kan bidra till att lära sig stava. Genom att skriva kan en elev lära sig stava bättre samtidigt som goda stavningskunskaper kan skapa en känsla av trygghet och säkerhet i skriftspråket som gör att han/hon vill skriva. Syftet med studien är att ta reda på när, hur och varför lärare arbetar med stavning i de tidiga skolåren och att skapa en överblick över olika synsätt på stavning samt hur dessa kan påverka undervisningen. Studien tar upp stavning ur olika perspektiv, från det teoretiska till det praktiska samt hur elever uppfattar stavning. Studien har en tvärsnittsdesign med både kvalitativa och kvantitativa inslag. Datainsamlingsmetoder som använts har bestått av intervjuer, enkätförfrågningar samt dokumentstudier. Studien har visat att synen på stavning delvis har förändrats de senaste decennierna. Gemensamt för lärare och elever är att det är viktigt att kunna stava rätt. Skillnader mellan lärarna framkom genom att de har olika syn på hur den bästa vägen till korrekt stavning går. Trots dessa skillnader har eleverna väldigt lika uppfattningar i synen på stavning. Dessutom har studien visat ett samband mellan lärares arbetssätt, deras respektive lärarutbildning och styrdokumenten för grundskolan. Synen på stavning har förändrats både inom styrdokument samt lärarutbildning. Gemensamt för lärarna är att de verkar behålla grunden de får med sig från sin utbildning. Äldre lärare fick enligt vår studie lära sig mer om metoder för stavning medan detta uteblivit hos de yngre lärarna. I studien har också berörts vilka konsekvenser lärares olika syn på hur de bäst lär elever stava kan få för det praktiska arbetet och eleverna. Nyckelord stavning, stavningsutveckling, stavfel, stavningsundervisning, läs- och skrivutveckling, läsning, skrivning, styrdokument, lärarutbildning, elevers tankar</p><p>Spelling involves more than spelling correctly! Learning to spell could be useful for an individual’s reading and writing development. The ability to spell could facilitate learning to read, as well as reading could facilitate learning to spell. By writing children become better spellers, at the same time as good spelling ability can create a feeling of confidence in written language that impels children’s will to write. The purpose with our study is to investigate when, how and why teachers work with spelling in the early grades. Different views on spelling and how these can effect the teaching are also examined. Our study includes spelling in different perspectives, from the theoretical to the practical and also pupils’ thoughts on spelling. The study has a cross-sectional design with both qualitative and quantitative parts. The methods that have been used are interviews, questionnaire and document studies. The study has shown that the views on spelling have changed the last decades. The ability to spell correctly is considered to be important by both teachers and pupils. The teachers have different views on what the best way of learning correct spelling looks like. Despite these differences their pupils share common views. This study has also shown a connection between ways of teaching, different periods within the Swedish teachers’ education system and curriculum standards for compulsory grades. The views on spelling have changed both within curriculum standards and teachers education. The teachers seem to keep the foundation from their education. The older teachers learned, according to our study, more teaching methods in relation to spelling while this was not the case regarding the younger teachers. This study has also shown what consequences different views on spelling and teaching techniques may lead to when learning pupils to spell. Keywords spelling, spelling development, spelling mistakes, teaching spelling, reading and writing development, reading, writing, curriculum standards, teacher education, pupils’ thoughts</p>

Stavning handlar ej enbart om att stava rätt! Att lära sig stava kan vara en hjälp i en individs läs- och skrivutveckling. Genom att lära sig stava kan det bli lättare att lära sig läsa, samtidigt som läsningen kan bidra till att lära sig stava. Genom att skriva kan en elev lära sig stava bättre samtidigt som goda stavningskunskaper kan skapa en känsla av trygghet och säkerhet i skriftspråket som gör att han/hon vill skriva. Syftet med studien är att ta reda på när, hur och varför lärare arbetar med stavning i de tidiga skolåren och att skapa en överblick över olika synsätt på stavning samt hur dessa kan påverka undervisningen. Studien tar upp stavning ur olika perspektiv, från det teoretiska till det praktiska samt hur elever uppfattar stavning. Studien har en tvärsnittsdesign med både kvalitativa och kvantitativa inslag. Datainsamlingsmetoder som använts har bestått av intervjuer, enkätförfrågningar samt dokumentstudier. Studien har visat att synen på stavning delvis har förändrats de senaste decennierna. Gemensamt för lärare och elever är att det är viktigt att kunna stava rätt. Skillnader mellan lärarna framkom genom att de har olika syn på hur den bästa vägen till korrekt stavning går. Trots dessa skillnader har eleverna väldigt lika uppfattningar i synen på stavning. Dessutom har studien visat ett samband mellan lärares arbetssätt, deras respektive lärarutbildning och styrdokumenten för grundskolan. Synen på stavning har förändrats både inom styrdokument samt lärarutbildning. Gemensamt för lärarna är att de verkar behålla grunden de får med sig från sin utbildning. Äldre lärare fick enligt vår studie lära sig mer om metoder för stavning medan detta uteblivit hos de yngre lärarna. I studien har också berörts vilka konsekvenser lärares olika syn på hur de bäst lär elever stava kan få för det praktiska arbetet och eleverna. Nyckelord stavning, stavningsutveckling, stavfel, stavningsundervisning, läs- och skrivutveckling, läsning, skrivning, styrdokument, lärarutbildning, elevers tankar Spelling involves more than spelling correctly! Learning to spell could be useful for an individual’s reading and writing development. The ability to spell could facilitate learning to read, as well as reading could facilitate learning to spell. By writing children become better spellers, at the same time as good spelling ability can create a feeling of confidence in written language that impels children’s will to write. The purpose with our study is to investigate when, how and why teachers work with spelling in the early grades. Different views on spelling and how these can effect the teaching are also examined. Our study includes spelling in different perspectives, from the theoretical to the practical and also pupils’ thoughts on spelling. The study has a cross-sectional design with both qualitative and quantitative parts. The methods that have been used are interviews, questionnaire and document studies. The study has shown that the views on spelling have changed the last decades. The ability to spell correctly is considered to be important by both teachers and pupils. The teachers have different views on what the best way of learning correct spelling looks like. Despite these differences their pupils share common views. This study has also shown a connection between ways of teaching, different periods within the Swedish teachers’ education system and curriculum standards for compulsory grades. The views on spelling have changed both within curriculum standards and teachers education. The teachers seem to keep the foundation from their education. The older teachers learned, according to our study, more teaching methods in relation to spelling while this was not the case regarding the younger teachers. This study has also shown what consequences different views on spelling and teaching techniques may lead to when learning pupils to spell. Keywords spelling, spelling development, spelling mistakes, teaching spelling, reading and writing development, reading, writing, curriculum standards, teacher education, pupils’ thoughts