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På väg in i skolan : Om villkor för olika barns delaktighet och skriftspråkslärandeSandberg, Gunilla January 2012 (has links)
The start of school is an important period in life. For some children, it is critical and affects their first time in school. It might have great importance for their learning and well-being. The aim of this thesis is to deepen the understanding of how different children face the school, based on the conditions that have been set for participation and learning, with special regard to literacy. Attention will be given to the start of school as an important transition in life, literacy activities, and special support in preschool-class and first grade. Both children and teacher perspectives are considered. The theoretical framework is a dynamic and interactional perspective. This ethnographic study is inspired by the hermeneutic tradition. The empirical material has been collected through a case study at two schools, where two different groups of children have been observed from the latter part of preschool-class up until first grade. Furthermore, qualitative interviews have been held with special pedagogues at nine schools. The results show that the strive of teachers in preschool-class to create social security and ensuring close-knit group seem to have an impact on children during their entrance into school. Children appear well-prepared and comfortable in the school environment of first grade. Nevertheless, an organization that requires two transitions is inherently problematic, given the change in activities, roles and relations for children within one year. In terms of didactics, preschool-class and first-year class are weakly linked. There is no clear association between the reading and writing activities in the two forms of school, and there is no arena for teachers to develop a common ground for the didactic effort, a borderland. This can have consequences in terms of halting or interrupting children’s learning process. A well-developed special-pedagogical work strategy and careful surveying is made of children’s learning processes. But, with the cautious attitude shown, the support of individual children is not put into process until the spring of their first school year or later. The issues of when and how special support should be offered are tied to different dilemmas.
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Visual Perception: its role in reading /Harrington, Lucille M. January 1970 (has links)
Research paper (M.A.) -- Cardinal Stritch College -- Milwaukee, 1970. / A research paper submitted in partial fulfillment of the requirements for the degree of Master of Arts in Education. Includes bibliographical references (p.35-37).
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First grade fairy tale thematic unit improving writing /Gross, Chelsi. January 2008 (has links) (PDF)
Thesis (M.Ed.)--Regis University, Denver, Colo., 2008. / Title from PDF title page (viewed on June 6, 2008). Includes bibliographical references.
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Understanding the relationship between Texas' early childhood education delivery system and first grade retention an ecology systems analysis /Gasko, John W., January 1900 (has links)
Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.
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Parents' perceptions of their children's participation in home reading activitiesJohnson, Ensa. January 2008 (has links)
Thesis (M.(Augmentative and Alternative Communication))--University of Pretoria, 2008. / Includes bibliographical references.
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The effects of instruction and initial skills variables on first-grade children's rate of learning the alphabetic principle /ReMillard, Ambre Chaloe, January 2002 (has links)
Thesis (Ph. D.)--University of Oregon, 2002. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 128-135). Also available for download via the World Wide Web; free to University of Oregon users.
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An evaluation of selected transition first gradesArkley, Harriet H. Baer, G. Thomas. January 1986 (has links)
Thesis (Ed. D.)--Illinois State University, 1986. / Title from title page screen, viewed July 19, 2005. Dissertation Committee: G. Thomas Baer (chair), John L. Brickell, Taimi M. Ranta, David L. Tucker. Includes bibliographical references (leaves 93-97) and abstract. Also available in print.
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The relationship of teacher knowledge and first-grade reading outcomes in low-income schoolsDuggar, Staci Walton. Piazza, Carolyn L. January 1900 (has links)
Thesis (Ed. D.)--Florida State University, 2006. / Advisor: Carolyn L. Piazza, Florida State University, College of Education, Dept. of Childhood Education, Reading, and Disability Services. Title and description from dissertation home page (viewed June 14, 2006). Document formatted into pages; contains xii, 205 pages. Includes bibliographical references.
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A Study of the relationship of daily journal writing to the literacy achievement of students in first gradeZatorski, Stacey Lyn. January 2004 (has links)
Thesis (M.Ed. )--Kutztown University of Pennsylvania, 2004. / Source: Masters Abstracts International, Volume: 45-06, page: 2761. Typescript. Abstract precedes thesis as 2 preliminary leaves ( iii-iv). Includes bibliographical references (leaves 39-41).
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Activity-system analysis of a highly effective first-grade teacher and her studentsWilson, Judith Kay, January 2008 (has links)
Thesis (Ph. D.)--University of Nevada, Reno, 2008 / "August, 2008." Includes bibliographical references (leaves 162-171). Online version available on the World Wide Web.
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