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As we speed towards the new millennium, developments in technology have reached previously unimaginable heights. The appearance of the personal computer has brought about change in almost every area of life. Yet, in the area of education, and especially in the area of Bible Education for young children, the computer has not really made a significant impact. In this study, an attempt was made to utilize the features of computer assisted education in the moral, religious and spiritual education of young children or pupils. A computer based tutorial was developed for use in a programme of Christian moral education of young children by their parents and teachers. A pilot study was then done by exposing a small group of children to this tutorial. The process of designing this tutorial, the research procedure and the results of this research were documented. Conclusions from the study, as well as recommendations for further research, concludes this document. / Dissertation (MSc)--University of Pretoria, 1998. / Humanities Education / MEd / Unrestricted

The purposes of this study were to develop a mathematics achievement test for the seventh graders in Tainan based on the Grade 1-9 Curriculum, and to explore the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version. The population of this study consisted of the eight graders in Tainan City. Three samples were drawn for this study: the first tryout sample¡]n=402¡^, the second tryout sample¡]n=455¡^and the norm sample¡]n=870¡^. The Mathematics Achievement Test for Seventh Graders developed by the researcher was used. The data were analyzed in two dimensions: 1. items and test with methods of CTT and IRT; and 2. the difference in performance for variables of gender, tutoring, scale of school, public-private school and textbook version with statistical testing methods. The results of this study were listed below: I. Item and Test Analysis: 1.Regarding the difficulty and discrimination of CTT, the average difficulty of interval scale¡]¡µ¡^of items was 12.14, the mean of percentage passing and discrimination were 0.58 and 0.52, respectively. 2.According to the result of the reliability examination, the Cronbach value of internal consistency was 0.85, the test-retest reliability indicated 0.86, the split-half reliability showed 0.86. 3.The evidences of validity about this test were well content-related, criterion-related, construct-related. As for the result of the validity examination, the content validity of this test was through experts¡¦ review and judgment. The criterion validity was based on significantly positive correlation of the monthly test scores for each school. The construct validity had established in two ways of the internal consistency and the different groups analysis. 4.Analyzing items with IRT, 3PL model, the mean of discrimination (a), difficulty (b) and guessing(c) are 1.23, 0.14 and 0.21, respectively. 5. DIF was present for the item 17 between gender groups. 6. The correlations of item difficulty values between IRT and CTT were 0.97¡ã1.00, the correlations of item discrimination were 0.21¡ã0.95. The correlation between ability parameters of IRT model and total score of CTT ranged from 0.98 to 1.00. The result of indices between IRT and CTT revealed high correlations. 7. This test established a percentile rank and T-score norms. II. Testing of the performance differences with significance level£\=0.01: 1.The student¡¦s performances were significantly different between gender groups, and the female exceeded male. 2.The performances of the students who accepted tutoring after school hours were better than the others¡¦ performances significantly. 3. The student¡¦s performances in the public and private school were significantly different, and the private school outperformed the public school. 4.The performances of the students in private school were better than the performances of the students¡]both accepting tutoring and not ¡^in public school. And in public school, the performances of the students accepting tutoring were better than the students not accepting tutoring. 5.As for the school scale, the large is better than the small, and the middle is better than the small at statistical significant level. 6.In the textbook version, this test found that the performance of student using the version Nani surpassed the performance of student using the version Hanlin, and the version Jenlin outshined the version Hanlin. Finally, based on the results and findings of this study, numerous suggestions for the practical use of the test and future researches were provided.

ABSTRACT The educational system now in Taiwan is multi-phased and completely different from the previous elitist educational system. It has been 14 years since educational reform was conducted by the 410 Educational Reform Movement in 1994. This movement believed in modifying the old previous system for the benefit of more students. The research is to better understand the parents¡¦ views towards education, and how much education from craming schools is actually needed. The researcher interviewed the children grade one to grade nine in Pintung City, who go to craming schools regularly. This research was conducted through questionnaires and with available statistics. It was discovered that, according to 393 parents interviewed, students showed differences in the following items ever since the implementation of the Grade 1 through 9 Curriculum: 1. Attitudes towards the new policies: More females have recognized the benefits and more teachers had more flexible time with students. 2. Attitudes towards education: A better economy means more opportunities for some students to have lessons at craming schools. Parents have discovered that it is not easy to help their children with their studies. 3. Education from craming schools many parents value how well their children perform academically. Therefore, before they decide on a certain craming school, they investigate the teaching quality and reputation of different craming schools. 4. Cram schools offer a variety of courses and parents pay extra money for supplementary courses. 5. Medium income families depend more on craming schools. 6. Parents with higher education know better how to make the most of craming schools. 7. Lower income families and those with lower education are in greater need of supplementary classes from craming schools. The Grade 1 through 9 Curriculum educational system aims at integrating students¡¦ learning abilities, developing students¡¦ compassion for the less privileged, and to help students acquire more knowledge about international affairs. These goals are for keeping the students competitive internationally. In addition, our government expects that the new system can be integrated with the future 12-year compulsory educational system in order to provide students from poor communities and families with more access and opportunities for higher education. It is true that the government has provided various accesses to higher education: however, this has resulted in a wider variety of classes being offered by craming schools. Now there are classes on developing learning skills, courses on dealing with tests and exams, how to win intercampus competitions, and a wider variety of classes in core subjects. Craming schools are needed by society however; they now play a role of supervising the quality of our educational system. They also are widening the division of access to a complete education between the poor and the rich Thus cram schools and educational policies should target customer satisfaction and student and teacher approval. Now what is highly expected from the policy makers is to keep cram schools competitive in a good way so that the students can obtain the most benefits.

Syftet med föreliggande studie är att fördjupa kunskapen om vilka talk moves 1-3 lärare använder sig av i matematikundervisningen. De datainsamlingsmetoder som använts är klassrumsobservationer följda av semistrukturerade intervjuer med klasslärarna. Studiens resultat visar att lärarna omedvetet använder sig av talk moves i undervisningen. Vi upptäckte även en ny talk move som vi benämner teacher-repeating-adding on. Studiens slutsats är att det verkar finnas en konflikt mellan lärarnas ambition att genomföra matematiska samtal och en stress att eleverna ska hinna med att arbeta i matematikboken. / The aim of the present study is to deepen the knowledge of which talk moves 1-3 teachers use in mathematics teaching. The data collection methods used are classroom observations followed by semi-structured interviews with the class teachers. The results of the study shows that the teachers unconsciously use talk moves in their teaching. We also discovered a new talk move which we term teacher-repeating-adding on. The conclusion of the study is that there seems to be a conflict between the teachers' ambition to carry out mathematical conversations and a pressure of time that the students need to finish their work in the mathematics book.

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The aim of this study is to investigate how teachers and primary school pupils view the use of handwriting in literacy tuition and what their thoughts are on the future of handwriting. In the study, handwriting is compared to today’s digital ways of writing. The study sets out from the Swedish curriculum (Lgr 11) and is based on interviews with teachers and pupils in grades 1–3. The results show that the pupils tend to see handwriting mainly from an individual perspective and that they consider it to be important knowledge in adult and professional life. The teachers in the study view handwriting from a pedagogical perspective and focus mainly on its role in literacy tuition. In contrast to the pupils involved in the study, the teacher are uncertain regarding the future of handwriting.

<p>The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively.</p><p>In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns.</p><p>The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).</p>

The evaluation and assessment of a pupil’s knowledge is today an important part of a teachers work. The function of the evaluations for younger pupils (grades 1-3) has assumed a more prominent role in the school system due to the introduction of written assessments as well as national testing in grade 3. One of the purposes of this research has been to find out the teacher’s opinions of the written assessment in grade 3. My intention has been to study how teachers feel about assessment in general, what they assess as well as when and how they do it. I also wanted to find out when and how they used “formative” or “summative”assessments, respectively. In the empiric research I have used qualitative, unstructured interviews with five professional teachers. All teachers interviewed work in the elementary school system (1-3) and have worked within this school system between 10-30 years. The material gathered from the interviews have been analyzed and categorized thoroughly in order to find various patterns. The result of the research showed that the evaluations and assessments are used mainly to indicate each pupil’s individual scholastic development.  Some evaluations are, according to the teachers, included in the daily work with the pupils (and are formative), while other evaluations occur at special, less random occasions (and are summative). It was clear to me that the teachers don’t base their opinions of, and methods in assessment on research but on their long experiences as teachers. One major result from my study is that the teachers don’t look on assessment as being of any greater importance in the elementary school (grade 1-3).

Abstract Although Grade 1-9 Curriculum has been put into practice in Social Studies learning area for a period of time, there isn¡¦t a complete discussion about it. Therefore, the purpose of the study is to analyze the related studies in ¡§core rationale and curriculum goal¡¨ part, ¡§competence indicators and main content¡¨ part and ¡§implement guidelines¡¨ part and to investigate the suggestions of the related studies. The subjects are 177 curriculum guideline studies studies. The results are as follows: 1. ¡§Competence indicators and main content¡¨ studies and ¡§implement ation guidelines¡¨ studies are the most part. They are 109 and 61 separately. 2. The number of ¡§core rationale and curriculum goal¡¨ studies is seven. They all agree with the integration trand which the curriculum guideline and curriculum goals pursue. However, there is no connection between theory and practice. 3. Developing competence indicators and main content: there are some discussions according to the nine theme axes and main content. 4. Implementation guideline: First: cognitive part: more and more teachers understand the curriculum guideline, which facilitates the accomplishment of curriculum guideline. Secont: integration part: there is lack of the principle explanation of the connection between integration, cognition, and practice. Therefore, it is necessary to offer the main reasons of pursuing the integration. Third: textbook: Teachers¡¦ transformations are crucial. Forth: evaluation: Although that the government should establish the professional institution to develop the long-term which is still lack in corrent elementary schools and junior high schools. Fifth: competence indicators are too abstract to understand. Therefore, it increases the difficulties in designing learning materials. Key Words: Social Studies learning area, Social Studies, Grade 1-9 Curriculum Guidelines