The problem undertaken in this investigation is to determine the value of using audio-visual aids in the fifth-grade social studies program of the Austin Elementary School, Wichita Falls, Texas.

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Made available in DSpace on 2016-04-28T20:57:12Z (GMT). No. of bitstreams: 1 Margarete.pdf: 13017949 bytes, checksum: c932f1d2b1f96f05f1f4544d8dabff15 (MD5) Previous issue date: 2007-05-18 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / The research had as main objective to know and to analyze the frequency and types of orthographic violations which are revealed in the writing of a group of students. It was also objective to verify if those children still infringe rules of the relationship between phoneme and grapheme as well as position rules, morphologic, etymological and accentuation. One hundred and fifty (150) children of the fifth grade of the elementary school in a public school of the city of São Paulo participated in this study. In order to evaluate the writing, a dictation was applied and composed by 145 words. The results indicate that children of the fifth grade still made a significant number of orthographic mistakes, and these include mistakes that infringe the phonology / A pesquisa teve como objetivo principal conhecer e analisar a freqüência e os tipos de violações ortográficas que se manifestam na escrita de um grupo de alunos. Também foi objetivo verificar se essas crianças ainda infringem regras da relação entre fonema e grafema bem como regras de posição, morfológicas, etimológicas e acentuação. Participaram do estudo 150 crianças da quinta série do Ensino Fundamental de uma escola pública estadual da cidade de São Paulo. Para avaliar a escrita, foi aplicado um ditado composto de 145 palavras. Os resultados mostram que as crianças da quinta série ainda cometem um número significativo de erros ortográficos, sendo que estes incluem erros que infringem a fonologia

The purpose of the study was to investigate the effect of 10 minutes of daily exposure for 10 weeks to a Chinese Music Curriculum and its effect on generating positive cultural attitudes towards the Chinese people, improving tonal discrimination skills, singing accuracy of tonal patterns, and accuracy of singing Chinese lyrics for third-, fourth-, and fifth-grade students, compared to a comparison group not receiving the Chinese Music Curriculum. In an elementary school in Miami-Dade County, Florida, 6 third-, fourth-, and fifth-grade classes were chosen and randomly assigned to either an intervention or a comparison group. A Chinese Music Curriculum was developed for the intervention group and implemented by classroom teachers. Meanwhile, the comparison group received normal academic instruction and a weekly music class by a music specialist. Pre- and post-tests were administered to both the intervention and comparison groups: (1) Children's Attitudes toward Chinese (CATC), (2) Intermediate Measures of Music Audiation-Tonal (IMMA, Gordon, 1982), and (3) Tonal Pattern Performance Measure (TPPM). The Chinese Song Performance Measure (CSPM) was administered to the intervention group only in order to measure students' abilities for accurately singing the Chinese lyrics of a simple Chinese song, "Little Rat." Data were subjected to a mixed Multivariate Analysis of Variance (MANOVA) statistical analysis, item analysis, and Pearson Product-Moment correlation. The results demonstrated that the CATC survey was a reliable and valid measure to assess children's attitudes toward Chinese people. The overall effect of the Chinese Music Curriculum was significant in combination of the three outcome measures: CATC, IMMA, and TPPM. The follow-up individual examination revealed that children's attitudes toward Chinese people and tonal pattern singing accuracy were significantly improved, but tonal discrimination skills did not improve. Grade was found to influence children's singing accuracy of tonal patterns with fifth graders outperforming the third and fourth graders. All participants in the intervention group were able to sing a Chinese song with over 70% accuracy of the Chinese lyrics.

Submitted by Tatiana Polliana Pinto de Lima (tatyalima@yahoo.com) on 2017-03-08T12:25:52Z No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Rejected by Maria Auxiliadora da Silva Lopes (silopes@ufba.br), reason: Prezada, Os campos do autor, orientador e componentes da banca devem ser preenchidos com os nomes completos; somente com as letras iniciais maiúsculas. Saudações, Maria Auxiliadora on 2017-03-08T19:03:19Z (GMT) / Submitted by Tatiana Polliana Pinto de Lima (tatyalima@yahoo.com) on 2017-03-08T19:12:54Z No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2017-03-14T17:53:30Z (GMT) No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / Made available in DSpace on 2017-03-14T17:53:30Z (GMT). No. of bitstreams: 1 Tese de Doutorado em Educação - Tatiana Polliana Pinto de Lima.pdf: 4107381 bytes, checksum: 97b307bc2606240a47ea39d3834e5d42 (MD5) / O texto “Entrelaçando Saberes e Práticas: a História ensinada no 5º ano do Ensino Fundamental na cidade do Salvador/BA” foi construído em consonância com uma pesquisa que busca compreender como no cotidiano da sala de aula a disciplina História é organizada no 5. Ano do Ensino Fundamental a partir das falas de duas professoras da Escola Municipal Luiz Anselmo e das escritas de cinquenta e quatro docentes das mais diversas escolas da rede municipal de Salvador. A pesquisa foi desenvolvida a partir de uma abordagem quali-quantitativa, que acontece em dois momentos. A primeira fase foi realizada na Escola Municipal Luiz Anselmo, localizada no bairro de Luiz Anselmo, em Salvador/BA, a partir de entrevistas com duas docentes, observações do cotidiano escolar, das salas de aula das docentes e da escrita de um Jornal de Pesquisa. A segunda fase contou, como principal instrumento de coleta de dados, com um questionário aplicado em 35 escolas municipais da cidade, escolhidas aleatoriamente. Ao final percebe-se que as professoras da Rede de Educação do município de Salvador/BA reconhecem que é necessária uma mudança na forma como os conteúdos são selecionados e no modo como estão sendo trabalhados em sala de aula. Deixam transparecer que, mesmo desesperançadas, em alguns momentos, em outros espaços-tempos, buscam trazer para suas salas de aula recursos e metodologias diversas e enriquecedoras que tornem, em suas óticas, as aulas de História prazerosas. / ABSTRACT The text "Weaving knowledge and practices: the history taught in the fifth grade of elementary school in the city of Salvador/BA" was built in line with a survey that aims to understand how the discipline History is organized in fifth grade everyday classroom of elementary school based on two teachers view of the Municipal School Luiz Anselmo and on the writings of 54 teachers from different schools of Salvador. The research was developed based on a qualitative and quantitative approach, which takes place in two phases. The first phase was held at the Municipal School Luiz Anselmo, located in the neighborhood of Luiz Anselmo, in Salvador/BA, from interviews with two teachers, observations of daily life, the classrooms of teachers, and the writing of a Research Newspaper. The second phase had, as the main instrument of data collection, a questionnaire applied in 35 schools in the city, randomly chosen. The study highlights that the teachers of the Municipal Educational System of the city of Salvador/BA recognize that there is a need for a change in the way the contents are selected and how they are being worked in the classroom. They report that, even hopeless in a few moments, in other spaces and times they try to bring various and enriching methodologies to their classrooms that make, in their view, History lessons more enjoyable. / RESUMEN El texto “Entrelaçando Saberes e Práticas: a História ensinada no 5º ano do Ensino Fundamental na cidade do Salvador/BA” se construyó de acuerdo con una investigación que intenta comprender cómo se organiza en la rutina del aula la enseñanza de historia en el 5 año la Escuela Primaria tenendo em cuenta los discursos de dos maestras de la Escuela Municipal Luiz Anselmo y los escritos de cincuenta y cuatro maestras de varias escuelas municipales de Salvador. La investigación se desarrolló con enfoque cualitativo y cuantitativo, que se lleva a cabo en dos etapas. La primera fase se llevó a cabo en la Escuela Municipal Luiz Anselmo, ubicada en el barrio Luiz Anselmo en Salvador / BA, tenendo en cuenta entrevistas con dos maestras, observaciones de la rutina de la escuela, de las aulas de las maestras y la escritura una revista de investigación. La segunda fase tiene como el principal instrumento de recolección de datos un cuestionario que ha sido aplicado en 35 escuelas municipales de la ciudad, elegidas al azar. Al final, se concluye que las maestras de la Red Municipal de Educación de Salvador / BA reconocen que es necesario un cambio en la manera en que son elegidos los contenidos y la forma en la que se trabajan en el aula. Ellas demuestran que, aunque sin esperanza, a veces, en otros espacios-tiempo, tratan de aportar a sus aulas recursos y metodologias diversas y enriquecedoras que hacen, en sus miradas, las clases de Historia placenteras. / RESUMÉ Le texte “Entrelancent savoirs et pratiques: L’histoire enseignée au 5º année de L’enseignement Fondamentale dans la ville de Salvador/BA” a été construit em consonance avec une recherche qui cherche comprendre comment le quotidien dans les cours d’histoire est organisé dans le 5º année de L’enseignement Fondamental à partir des discours de deux professeures de L’École Municipale Luiz Anselmo et des écritures de cinquente et quatre enseignants de plusieures écoles du réseaux Municipal de Salvador. La recherche était dévelopée à partir d’une approche quali-quantitative, qu’ a eu lieu em deux moments: La première phase était réalisée dans L’École Municipale Luiz Anselmo, localisée dans le quartier de Luiz Anselmo, en Salvador/BA, à partir des entretiens avec deux enseignantes, des observations du quotidien escolier, dans les classes des enseignantes et de l’écriture d’um jornal de recherche. La deuxième phase a compté, comme principal instrument de recueils de donnés, avec um questionnaire aplique em 35 écoles municipales de la ville, choisies au hasard. A la fin on s’aperçoit que les enseignantes du réseaux de L’Education Municipale de Salvador/BA reconnaissent le besoin d’un changement dans la façon que les contenus sont selectionnés, ainsi que dans la forme qu’ils sont travaillés en classe. Laissent transparaître que, même sans espoirs, em quelques moments, em d’autres espaces-temps, cherchent apporter pour ses cours de ressources et méthodologies diverses et enrichissantes qui rendent, par ses regards, les cours d’Histoire avec plus de plaisirs.

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The purpose of this action research study was to investigate the affects of teaching through a situative perspective with story problems on students' understanding of fraction concepts and operations in my fifth-grade mathematics classroom. Students participated in twelve weeks of instruction. Data was collected in the form of pre and post tests, audiotaped and videotaped recordings of instructional sessions, and student work samples. Data analysis revealed that my students constructed their own knowledge about various fraction concepts and operations because students engaged in discussions, after solving story problems, that developed, extended and restructured their knowledge. One example of this occurred after students had solved an equal-sharing problem. Two students came up with different answers and another student explained why both answers were equivalent. Student work samples and post test results indicated that the one student's explanation was understood, adopted and extended by all the students in my class. The data also revealed that students' pictures typically represented the context and action of the story problems. For example, subtraction problems dealing with length were usually represented by number lines or horizontal rectangles with crossed-out markings to show the subtraction operation. Throughout this research study, I discovered that my students were capable of learning from each other and solving problems for which they have no preconceived algorithm. I also learned that analyzing students' work and listening to their discussions in ways that focused on their thinking, not their answers, provided me with information about what my students were grasping and not grasping.

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