Hur upplever och integrerar pedagoger, i grundskolan, matematik i tematiskt arbete. För att undersöka detta genomfördes åtta intervjuer med pedagoger, på skolor i Sverige, som profilerar sig med tematiskt arbete på deras hemsida. Metoden som valdes för att genomföra undersökningen var kvalitativa intervjuer. Resultatet visade att matematik är det ämne som pedagoger är sämst på att integrera. Det visades sig även att pedagoger upplever matematik som det svåraste ämne att integrera i sin tematiska undervisning, vilket även forskning visat.

This study investigated the use of writing-to-learn strategies in freshman associate degree nursing classes at Wytheville Community College, Wytheville, Virginia. It sought to determine if the use of writing-to-Iearn strategies would affect the students' achievement in the course and their critical thinking skills. The design of the study was experimental. Two groups of freshman nursing students were randomly selected and randomly assigned to either an experiment group or a control group. The experiment group used the writing-to-learn strategies. The achievement in the course was measured using teacher-developed tests. Critical thinking skills were measured using the <u>Cornell Critical Thinking Test. Level Z</u>. The study found that the students in the experiment group achieved higher aggregate semester scores than those in the control group. The difference in mean aggregate semester scores for the two groups was statistically significant. The results of the critical thinking post-test indicated the mean scores of both groups declined, but not significantly. The mean score of the experiment group was higher, but again not significantly. It was concluded that the use of writing-to-Iearn strategies is an effective means of improving community college nursing students' achievement The results of the critical thinking portion of the study were inconclusive. / Ed. D.

The purpose of this study was to identify common elements in the experience of exemplary interdisciplinary teams in middle level schools, to assess their value in team progress as perceived by teachers, to determine to what degree the results support current theory, and to identify variations in exemplary teams' practices. In this study, an interdisciplinary team is a group of two to five teachers responsible for instructing a common group of students in the core subjects--mathematics, science, social studies, and language arts--during a four or five period block in the daily schedule, with two planning periods daily--one for team planning and the other for individual planning. Interdisciplinary team organization is one system widely acknowledged as a method of promoting collaboration for teachers and small social groups for students. However, to benefit teachers and students, these teams must operate effectively. Erb and Dada (1989) have proposed a complete model of team development measures, including four domains of teaming--organization, attention to students, shared responsibility and growth, and instructional coordination-- and factors which promote team growth. Teachers' perceptions of these factors' importance can help persons developing effective teams. Team members at twelve Virginia middle level schools were surveyed and observed. Sixteen teams from small, medium, and large schools serving a variety of socioeconomic groups qualified as exemplary teams by their activities on all four domains. Analysis of team practices revealed that coordination with non-team teachers, use of uniform discipline policies and scheduling guidelines, and observing peers' teaching and proposing staff development programs were activities conspicuous by their absence on exemplary teams. Analysis of the qualitative data revealed that exemplary teams concentrated on one of three different areas--administration, curriculum, or change to new activities--and that some teams might use collaboration to perpetuate poor pedagogical practices. Teachers valued training, support, and activities in their teams' development, but reported school organization and decision making structure as less important. Analysis includes a model relating nearly 60% of the variation in team expertise to team members' respect for individuality in the context of strong team identity, and whole-school work environment. / Ed. D.

The purpose of this study was to assess the perceived desirability of implementing an interdisciplinary organization at the high school level and to determine barriers to implementing such a reorganizational plan. Educators in 35 Virginia high schools with enrollments exceeding 1500 students participated in this study. A total of 491 (51.6%) administrators, counselors, and teachers returned the survey. Differences in attitudes, and relationships between response and position and between response and subject area were determined through mean scores, analyses of variance, and chi-square statistics. Of the educators surveyed, 26% expressed some dissatisfaction with the departmental organization in meeting their professional needs, and 40% indicated dissatisfaction with the departmental organization in meeting the needs of their students. Educators expressed overall acceptance of an interdisciplinary organization with no significant differences in responses across positions or subject areas. Most-desired components were (1) students making connections among disciplines, (2) small and large group instruction, and (3) teachers sharing ideas and materials. Least-desired components were (1) teachers participating in recruiting and selecting new teachers, and (2) availability of leadership positions on the team. Where significant relationships were found between response toward specific components and position, administrators and counselors consistently responded more favorably than teachers. By subject area, English teachers' response towards specific components were consistently the most favorable, and mathematics teachers' responses the least favorable. Educators were evenly divided regarding the probability of implementing an interdisciplinary organization in their school. Educators perceived the most formidable barriers to such restructuring as (1) lack of facilities for small and large group instruction, (2) lack of space, and (3) inadequate financing. It was concluded that the real benefits of such restructuring were in areas other than academic achievement (e.g., support for beginning teachers, peer coaching, flexible scheduling and grouping interrelating curricula). It was recommended that interdisciplinary organizations should be implemented in high schools, and proponents of such restructuring should promote psychological and social benefits to students and teachers, rather than focusing on academic achievement. / Ed. D.

No description available.

No description available.

No description available.

Integrated curriculum reform in China is meant to change the traditional teaching culture. Based on the findings, it is recommended that the education authority should implement the reform in a gradual manner and takes cultural changes into consideration. It is also essential to support the reconstruction of teachers' beliefs and their professional identities. / The education system of Mainland China has been dominated by the discipline-based curriculum. One of the major curriculum reform initiatives launched in September, 2001, is curriculum integration. Two new integrated curricula, "Science" and "History and Society" are implemented in junior secondary schools in the experimental zones. The ideology and teaching approach of these new integrated curricula differ from teachers' usual classroom practices. To what extent are the integrated curricula implemented? How have teachers' beliefs changed? What are the factors shaping these changes? / The study reveals that the deep and core belief of teachers is very stable. The factors influencing teachers' belief changes included the personal experience of teachers, the school environment and the societal context. During the reform, teachers were trapped in two contradictory discourses, one treasured humanistic values fostering personal growth, while the other emphasized standard examination and competition. Facing two paradoxical educational value stances, teachers experienced serious conflicts in their educational beliefs, and their professional identities were challenged. The changes of belief reflect the process of adapting and adjusting to their new roles in the education system. / This study, from a cultural-personal perspective, aimed to show teachers' beliefs and their changes. In this study, two schools and fourteen teachers were chosen to be studied. Ethnographic research methods, including in-depth interview, field observation and document analysis were adopted to inquire into teachers' collective daily experiences, their beliefs and their changes, and factors shaping the changes in beliefs. / 張爽. / 呈交日期: 2006年11月. / 論文(哲學博士)--香港中文大學, 2007. / 參考文獻(p. 369-384). / Cheng jiao ri qi: 2006 nian 11 yue. / Adviser: Lam Chi Chung. / Source: Dissertation Abstracts International, Volume: 68-08, Section: A, page: 3270. / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Electronic reproduction. [Ann Arbor, MI] : ProQuest Information and Learning, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Abstracts in Chinese and English. / School code: 1307. / Lun wen (zhe xue bo shi)--Xianggang Zhong wen da xue, 2007. / Can kao wen xian (p. 369-384). / Zhang Shuang.

Lesson plans were developed in order to address the inter-disciplinary nature inherent in environmental education by drawing on place-based learning approaches and relating natural and human made aspects of watershed dynamics.

In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.