Global ETD Search

31	Student Difficulties with Linearity and Linear Functions and Teachers' Understanding of Student Difficulties January 2011 (has links) abstract: The focus of the study was to identify secondary school students' difficulties with aspects of linearity and linear functions, and to assess their teachers' understanding of the nature of the difficulties experienced by their students. A cross-sectional study with 1561 Grades 8-10 students enrolled in mathematics courses from Pre-Algebra to Algebra II, and their 26 mathematics teachers was employed. All participants completed the Mini-Diagnostic Test (MDT) on aspects of linearity and linear functions, ranked the MDT problems by perceived difficulty, and commented on the nature of the difficulties. Interviews were conducted with 40 students and 20 teachers. A cluster analysis revealed the existence of two groups of students, Group 0 enrolled in courses below or at their grade level, and Group 1 enrolled in courses above their grade level. A factor analysis confirmed the importance of slope and the Cartesian connection for student understanding of linearity and linear functions. There was little variation in student performance on the MDT across grades. Student performance on the MDT increased with more advanced courses, mainly due to Group 1 student performance. The most difficult problems were those requiring identification of slope from the graph of a line. That difficulty persisted across grades, mathematics courses, and performance groups (Group 0, and 1). A comparison of student ranking of MDT problems by difficulty and their performance on the MDT, showed that students correctly identified the problems with the highest MDT mean scores as being least difficult for them. Only Group 1 students could identify some of the problems with lower MDT mean scores as being difficult. Teachers did not identify MDT problems that posed the greatest difficulty for their students. Student interviews confirmed difficulties with slope and the Cartesian connection. Teachers' descriptions of problem difficulty identified factors such as lack of familiarity with problem content or context, problem format and length. Teachers did not identify student difficulties with slope in a geometric context. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011 Mathematics Education Secondary Education Teacher Education Algebra I Cartesian connection linear functions slope
32	Högpresterande elevers läsutveckling i årskurs 1 : En lärarcentrerad studie från ett sociokulturellt perspektiv / High-achieving students’ reading development in year 1 : A teacher-centered study from a socio-cultural perspective Graae, Jessica January 2021 (has links) Studien behandlar ämnet högpresterande elevers läsutveckling i årskurs 1 ur ettlärarperspektiv där den teoretiska förankringen är det sociokulturella perspektivet.Det finns lite forskning kring ämnet, och det som behandlas är oftast elever mellan5–8 års ålder och forskningen är oftast fokuserad ur ett elevperspektiv. Denna studieär en empirisk studie som bygger på kvalitativa semistrukturerade intervjuer medlärare som undervisar högpresterande elever i årskurs 1. Dessa har sedansammanställts genom en grov transkribering där resultatet visar på att de inte harnågon vidareutbildning i att undervisa högpresterande elever förutom läslyftet.Resultatet av studien visar även på att lärarna använder samma läromedel som deupplever bra och inkluderar samtliga elever. Dock ges de högpresterande elevernasamma uppgifter som de andra eleverna förutom i just användandet av läromedletDen magiska kulan. Både i Lgr 11 och skollagen står det skrivet att eleverna har rätttill personlig utveckling. Det betyder att alla elever har rätt till stöd och stimulans föratt utveckla sina kunskaper, oavsett om de har svårt eller lätt för att uppfyllakunskapskraven. Därför bör det forskas mer om högpresterande elevers läsning iårskurs 1 för att de här eleverna ska få den stimulans och det stöd de behöver för attvidareutvecklas istället för att de ska glömmas bort. High-achieving students reading development year 1 teacher-centered study sociocultural perspective Högpresterande elever läsutveckling årskurs 1 lärarcentrerad studie sociokulturellt perspektiv Pedagogy Pedagogik
33	En studie om samspelet mellan högpresterande elever och digitala läromedel : Lärarens arbetssätt i årskurs 2–4 i matematik / A study on the interaction between high-performing students and digital learning materials : The teacher’s way of working in grade 2–4 in mathematics Svanholm, Malin, Törnberg, Rebecka January 2023 (has links) The purpose of this study is to increase the knowledge about how teachers work with digital learning material and high-achieving students in the subject of mathematics. The study is based on active teachers in grades two, three and four. We used semi-structured interviews to gain an understanding of what the teacher´s working method with high-achieving students looks like. Digitization has brought about a major development in the school and based on our study, a clear use of digital resources can be seen in the classroom. The study shows that digital learning materials are being used by all teachers but to varying extents. The variation was largely due to different opportunities, limitations and the interest and knowledge of the teachers. However, most of the teachers were positive about the digital learning tool as the high-achieving students could easily receive tasks that were adapted to their level of knowledge. It also appeared that it was used to vary the teaching by offering different ways of working. Some teachers expressed difficulty in meeting the high-achieving students as they considered themselves to have a lack of knowledge in mathematics at a higher level. Furthermore, many teachers expressed that they have difficulties influencing digital teaching as it is characterized by several different factors. Through the interviews, it emerged that the teachers had different conditions depending on the organization, skill development and the school´s ability to purchase digital learning materials. Digital learning materials TPACK The triadic interdependence model High-achieving students Digital competence Mathematics teaching Digitala läromedel TPACK Triadiska interdependensmodellen Högpresterande elever Digital kompetens Matematikundervisning Mathematics Matematik
34	Effective Instructional Strategies for At-Risk Rural Elementary Students Webb, Tamara Alyce 25 June 2008 (has links) No description available. Curricula Elementary Education Teaching elementary students rural elementary schools instructional strategies at-risk students high poverty-high achieving rural education at-risk effective teaching
35	Parenting practices for high -achieving preadolescent migrant education students Thiele, Bonnie Jeanne 01 January 2003 (has links) (PDF) In this study, a grounded theory in a qualitative research design was developed to extend the knowledge base of positive parenting practices in homes of Migrant students. The study examined: (a) parenting practices in homes of high-achieving preadolescent students, (b) the impact of high mobility and school transitions, (c) family language and literacy practices, (d) cultural and historical contexts of parenting practices, and (e) parents' perspectives about what is happening in the schools. Literature was reviewed to learn about families of cultural and linguistic diversity from middle class Anglo students and staff. Categories that developed from the research of literature included: (a) education and the future, (b) family literacy and learning, (c) mentors and role models, and (d) family values and family communication. Interviews were conducted after cross-cultural research techniques were used to decenter the languages. Parents of fourteen students responded to the interviews and a checklist for the home learning environment. Three administrators were interviewed to gain their perspective of the school program for Migrant students and opportunities for parent involvement. The findings were reported in three categories: (a) parenting practices in the home, (b) parent perspective of school learning environments, and (c) the home-school partnership. Conclusions were based on the parents' responses, but most responses related literacy and learning directly to the school. School administrators provided information about basic programs and supplementary services. Six recommendations were made to other parents of Migrant students and for administrators and other school leaders. Recommendations to parents included: (a) specific and direct communication with children from an early age, (b) support for children's homework, schoolwork, and other responsibilities, and (c) counseling about positive mentors, role models, and friends. Recommendations for administrators included: (d) the need for early childhood education programs, services, and communication with parents, (e) provision of extra-curricular activities for all preadolescent students, and (f) a school culture that welcomes and encourages cultural and linguistic diversity. School administration Bilingual education Multicultural education Elementary education Families & family life Personal relationships Sociology Social sciences Education Family literacy High-achieving Migrant education Parenting Preadolescent Education
36	The Experiences of High-Achieving, Undergraduate Students Who Departed from Bowling Green State University in the First Year: A Case Study Rygg, Matthew J. 30 July 2014 (has links) No description available. Adult Education Education Educational Leadership Higher Education Higher Education Administration college student retention student retention high-achieving students student success first-year students departure attrition completion persistence
37	Four-Year College Choice Considerations Among High-Achieving Lower-Income Community College Students in Michigan Das, Dilip A. 04 November 2013 (has links) No description available. Academic Guidance Counseling Adult Education African American Studies Community College Education Economics Education Policy Educational Sociology Education Finance Educational Theory Higher Education Middle Eastern Studies Sociology Transfer college choice college choice lower-income Pell-eligible high-achieving first generation class reproduction undermatching cultural capital stratification workforce experience motivation choice constraints race and class constraints
38	Educational psychological guidelines for parents based on the lifeworld of the high-achieving young adolescent Benade, Dorrithe Annie 11 1900 (has links) The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling) High-achieving academic environment Bio-ecosystemic theory Young adolescent Performance pressure Stress Anxiety Identity Self-concept Parenting styles Parental conditional regard Parental expectations Internalised expectations 372.14096822
39	Educational psychological guidelines for parents based on the lifeworld of the high-achieving young adolescent Benade, Dorrithe Annie 11 1900 (has links) The purpose of this study was to investigate the lifeworld of the high-achieving young adolescent. A literature study was undertaken to determine the developmental level of young adolescents and their corresponding needs. The Bio-ecosystemic theory of Bronfenbrenner was used as theoretical basis to explore the level of influence in the life of the young adolescent. The role parental involvement plays in the life-experience and perceptions of young adolescents was also investigated. The results of the study indicated that the environment or lifeworld of young adolescents plays a big role in all the different aspects of their development. Parents, who are the closest entities in their lifeworld, have the strongest influence. Parental values, beliefs and attitudes are communicated through verbal and non-verbal interactions. Positive and negative conditional regard were found to be motivational tools used by parents to encourage young adolescents to perform according to their expectations. Young adolescents often internalise or introject parental values, beliefs and attitudes as a result of the level of their moral development. Unrealistic or perfectionistic expectations often lead to high levels of anxiety and stress. This could interfere with their normal developmental tasks of which identity formation, the development of self-control and self-regulation appear to be very important aspects. From the findings of the study, guidelines for parents and educators were compiled in support of young adolescents who find themselves in a high-achieving academic environment. / Psychology of Education / M. Ed. (Guidance and Counselling) High-achieving academic environment Bio-ecosystemic theory Young adolescent Performance pressure Stress Anxiety Identity Self-concept Parenting styles Parental conditional regard Parental expectations Internalised expectations 372.14096822
40	Prestation, intresse, engagemang, uppskattning : Skillnader i upplevelse av en virtuell lärmiljö mellan matematiskt hög- och lågpresterande elever Ljunglöv, Robin January 2011 (has links) Digitala läromedel blir ett vanligare inslag i skolgången då ny teknologi erbjuder tidigare okända pedagogiska möjligheter. Denna uppsats undersöker hur elever som använder ett digitalt läromedel i form av en virtuell lärmiljö för matematiklärande upplever denna lärmiljö. Dessutom undersöks elevernas prestation i lärmiljöns matematiska uppgifter. Skillnader mellan elever i olika årskurser samt elever som är matematiskt låg- eller högpresterande studeras. Matematisk prestation beskrivs utifrån Goods (1981) passivitetsmodell som innebär att lågpresterande elever är mindre risktagande i klassrumsmiljön. Elevernas upplevelse av digitala läromedel studerades i en virtuell lärmiljö bestående av två moduler, en spelmodul och en modul för skriven dialog. Upplevelsen av lärmiljön undersöktes genom att studera hur intressant eleverna tyckte att spelet var, huruvida eleverna tyckte att agenten gjorde att de brydde sig mer när de spelade, samt om de gillade den skrivna dialogen. Tidigare insamlad data från elever i årskurs 6-8 som använt den virtuella lärmiljön undersöktes med kvasiexperimentell metod och analyserades med ANOVA. Analysen påvisade en skillnad mellan låg- och högpresterande elever i hur mycket de tycker att en pedagogisk virtuell agent engagerar dem i en virtuell lärmiljö. Matematiskt högpresterande elever anser att agenten gör dem mer engagerade än vad matematiskt lågpresterande elever anser. Detta kan tyda på att lågpresterande elevers passivitet utöver traditionell klassrumspedagogik också påverkar elevernas upplevelse av digitala läromedel. I vidareutvecklingen av den virtuella lärmiljön och skapandet av andra virtuella lärmiljöer är det viktigt att se till att elever både lär sig och engageras av lärmiljön. Utvecklare bör också ta hänsyn till de skillnader som finns mellan låg- och högpresterande elevers upplevelse av lärmiljön. Detta kan exempelvis ske genom att den virtuella lärmiljön görs anpassningsbar för att passa elever oberoende av prestationsnivå. Detta är en viktig målsättning för att se förbättra lågpresterande elevers möjligheter i skolan, något som virtuella lärmiljöer och digitala läromedel i allmänhet kan utgöra ett kraftfullt medium för. Virtual learning environments Digital learning environments Digital teaching Digital learning Learning technology Pedagogical software Digital learning games Pedagogical games Pedagogical virtual agents Pedagogical agents Virtual agents Animated agents Conversational agents Teachable agents Conversational pedagogical agents Pedagogical conversational agents Conversational social agents Social conversational agents Conversational agents Chatbots K2D2 High-achieving students High achievers Low-achieving students Low achievers Mathematical achievments Technology in school Virtuella lärmiljöer Digitala lärmiljöer Digitala läromedel Lärteknologi Pedagogisk mjukvara Digitala lärospel Pedagogiska spel Pedagogiska virtuella agenter Pedagogiska agenter Virtuella agenter Animerade agenter Konversationsagenter Lärande agenter Konverserande pedagogiska agenter Pedagogiska konversationsagenter Konverserande sociala agenter Sociala konversationsagenter Konversationsagenter Chatbots K2D2 Passivitetsmodellen Högpresterande elever Lågpresterande elever Elevers prestation Matematisk prestation Teknik i skolan Human Computer Interaction Computer and Information Sciences Data- och informationsvetenskap Computer and Information Sciences Data- och informationsvetenskap Pedagogy Pedagogik

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