Kindergarten teachers can effectively and sensitively integrate the microcomputer into a curriculum which strives to meet the needs of the total child. This study indicates, through a review of professional journals and current books on the microcomputer in education, the need for technological skills. It demonstrates the presence of microcomputers in today's schools, even in the early years. Uses of the microcomputer in the kindergarten classroom are presented for consideration. Recommendations are included which call for informed and caring teachers to use the microcomputer to meet the social, emotional, and cognitive needs of the individual child.

The purpose of this study was to identify the types of interpersonal interactions, in student-teacher relationships, that have an effect on student achievement. These essential conditions of communication have been labeled: warmth, empathy, respect, genuineness, concreteness, self-disclosure, immediacy, and confrontation. Communication of these conditions, by teachers to students, shows a significant effect on student achievement when observed by classroom researchers. This investigation has also addressed the efficiency of training procedures used with groups of teachers who participated in the research studies, the results of which support the increasing awareness of human-relations development.

The main purpose of this study was to determine the effect of graphic and phonemic similarity on syntactic acceptability. Ten third graders were audio-taped reading material new to them at the end of the 1982-1983 school year. The children were given no assistance. Substitution miscues were recorded and analyzed according to The Goodman Taxonomy of Reading Miscues. Statistical analyses were carried out using the chi-square procedure and contingency coefficients were computed. The results indicate that graphic and phonemic similarity are somewhat related to syntactic acceptability but the relationship is very slight. Graphic similarity appears to be more independent of syntactic acceptability than does phonemic similarity. Qualitative reading analysis needs to be done by the classroom teacher and reading programs developed involving graphophonic, syntactic, and semantic reading strategies.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-04-24T12:28:23Z No. of bitstreams: 1 Luciana Andréa Afonso Sigalla.pdf: 1991431 bytes, checksum: 4de1b944bf0af8da4869356fab76208b (MD5) / Made available in DSpace on 2018-04-24T12:28:23Z (GMT). No. of bitstreams: 1 Luciana Andréa Afonso Sigalla.pdf: 1991431 bytes, checksum: 4de1b944bf0af8da4869356fab76208b (MD5) Previous issue date: 2018-03-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research, of a qualitative approach, had as a general objective to analyze the practice of peer tutoring performed in the Professional Master´s degree in Education: Education of Educators (Formação de Formadores - Formep), at the university PUC-SP, based on the perceptions of its participants, tutors and tutees of the Program. The specific objectives were: (1) to investigate whether this tutoring shows characteristics of a space not only collective, but also collaborative to work and education; (2) to identify the possible contributions of this practice to the research participants and (3) to identify the weaknesses of the tutorial and (4) to make suggestions for its improvement. The defended thesis is that the practice of peer tutoring at Formep is characterized as a collective-collaborative space of work and education, mutual learnings generator (of concepts, skills, relationships and attitudes), which can contribute to the academic and professional trajectories of the subjects involved, whoever they are; tutors and tutees of the Program, in the interactions which they establish among themselves. The theoretical foundation of the research is based on studies on adult learning (PLACCO; SOUZA, 2006); peer learning (DURAN; VIDAL, 2007; FRISON, 2012); collective-collaborative work (BOAVIDA; PONTE, 2002; FIORENTINI, 2004, FORTE, 2009; IMBERNÓN, 2009); fundamental learnings in life and work (DELORS et al., 2006); mediation, social interaction and zone of imminent development (ZID) (VIGOTSKI, 2007, 2009). The research had the participation of 30 subjects, being 13 tutors and 17 tutees, whose data were produced in discussion groups and in interviews. Data analysis was inspired by the Prose Analysis approach (ANDRÉ, 1983) and gave rise to seven analytical categories. Among the main discoveries, the following are highlighted: (1) the collective-collaborative aspect of the practice of academic tutoring at Formep; (2) the contributions of the tutoring, together with the academic monitoring, for the education of researchers, university teachers and supervisors of academic researches, in the case of tutors; (3) the contributions of the tutoring to the development of necessary skills in the post-graduation courses, such as defining a research topic, searching information in databases, preparing a bibliographic review, producing and reading academic texts, in the case of tutees; (4) the importance of interaction with advanced peers to enhance the reflexive and metacognitive capacities of tutors and tutees; (5) the importance of dialogue, negotiation and sharing of ideas, doubts and difficulties in education processes, in higher education. The analysis of the data allows us to affirm that the objectives of the research were reached and that the thesis defended was confirmed / Esta pesquisa, de abordagem qualitativa, teve como objetivo geral analisar a prática de tutoria acadêmica entre pares realizada no Mestrado Profissional em Educação: Formação de Formadores (Formep), da PUC-SP, a partir das percepções de seus participantes, tutores e tutorados do Programa. Os objetivos específicos foram: (1) investigar se a referida tutoria apresenta características de um espaço não apenas coletivo, mas também colaborativo de trabalho e formação; (2) identificar as possíveis contribuições dessa prática aos participantes da pesquisa e (3) identificar os pontos frágeis da tutoria e (4) apresentar sugestões para seu aprimoramento. A tese defendida é de que a prática de tutoria acadêmica entre pares realizada no Formep caracteriza-se como um espaço coletivo-colaborativo de trabalho e formação, gerador de aprendizagens mútuas (de conceitos, habilidades, relações e atitudes), que pode contribuir com as trajetórias acadêmica e profissional dos sujeitos envolvidos, quais sejam, tutores e tutorados do Programa, nas interações que eles estabelecem entre si. A fundamentação teórica da pesquisa está pautada em estudos sobre: aprendizagem do adulto (PLACCO; SOUZA, 2006); aprendizagem entre iguais (DURAN; VIDAL, 2007; FRISON, 2012); trabalho coletivo-colaborativo (BOAVIDA; PONTE, 2002; FIORENTINI, 2004; FORTE, 2009; IMBERNÓN, 2009); aprendizagens fundamentais na vida e na atuação profissional (DELORS et al., 2006); mediação, interação social e zona de desenvolvimento iminente (ZDI) (VIGOTSKI, 2007, 2009). A pesquisa contou com a participação de 30 sujeitos, sendo 13 tutores e 17 tutorados, cujos dados foram produzidos em grupos de discussão e entrevistas. A análise dos dados foi inspirada na abordagem Análise de Prosa (ANDRÉ, 1983) e deu origem a sete categorias analíticas. Dentre os principais achados, destacam-se: (1) o caráter coletivo-colaborativo da prática de tutoria acadêmica realizada no Formep; (2) as contribuições da tutoria, em conjunto com a monitoria, para a formação de pesquisadores, docentes universitários e orientadores de trabalhos acadêmicos, no caso dos tutores; (3) as contribuições da tutoria para o desenvolvimento de habilidades necessárias na pós-graduação, tais como delimitar um tema de pesquisa, buscar informações em bancos de dados, elaborar uma revisão bibliográfica, produzir e ler textos acadêmicos, no caso dos tutorados; (4) a importância da interação com pares avançados para a potencialização das capacidades reflexiva e metacognitiva de tutores e tutorados; (5) a importância do diálogo, da negociação e do compartilhamento de ideias, dúvidas e dificuldades em processos formativos, no ensino superior. A análise dos dados permite-nos afirmar que os objetivos da pesquisa foram alcançados e que a tese defendida foi confirmada

The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations. The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy. The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.

The present study was conducted in order to determine if a relationship exists between those comprehension processes measured by the Paragraph Comprehension subtest of the McGraw-Hill Basic Skills System Reading Test and the cloze test developed for this project. Two classes of undergraduate education majors enrolled in “Foundations of Performance-Based Education” were administered both the cloze test and the multiple choice comprehension test. A correlation coefficient was computed between the summary scores on the McGraw-Hill and the summary scores on the cloze test. The results yielded a correlation of .021. These results did not support the research hypothesis.

The goal of this project was to survey selected school systems in the State of Florida and to determine their philosophies, policies: and techniques for grading reading. The area of special concern was children reading below assigned grade level but up to potential. The focus of this paper was to identify reports to parents that dealt in a positive way with below grade level readers and allowed for effective as well as cognitive development. Positive aspects of current reports were pointed out and suggestions for improvement to better serve needs of children reading below grade level were made. Since most school systems do give grades, recommendations were made for further research and development of this project topic.

The impact of personality type on question preference is an area of new endeavor. It is the purpose of this study to determine if a relationship exists between the Sensing and Intuiting dimensions of personality as measured by the Myers-Briggs Type Indicator (MBTI) and the questioning preference of students. A Chi Square analysis of the data revealed a trend. Frequency distributions were used to determine the direction of the trend. Both the Sensing and the Intuiting subjects showed a tendency to follow type with regard to question preference. In other words those subjects showing a Sensing preference on the MBTI tended to choose questions that matched their type preference. The same trend was observed for the Intuitive subjects as well. The data seem to indicate that there is a relationship between personality type and question preference, but more research is needed to describe and define the relationship.

Children in the Duval County School System in Jacksonville, Florida, who are low/average achievers have to compete in a multi-graded classroom atmosphere. These students are passed along supported by low minimum-based competency test scores. The purpose of this project was to show teachers how they can present mnemonic procedures to these students in an effort to help these students raise test scores, boost self-esteem, and provide a self-help study device that can aid their progress in subsequent grades, aid morale, and thus avoid potential drop-outs in the system. This curriculum design is offered in the subjects of health and science. The research reviewed shows that mnemonic procedures can be used in all subject areas in the fifth grade.

We as teacher of English are faced with the task of preparing students for the world they will meet when they leave the classroom—a world that will judge them in part by their ability to manipulate the language to their advantage. And yet to measure the use of language, we rely almost exclusively on written measurements. It seems likely that students may easily learn to give the teacher the answer he wants on written tests of English usage. Oral tests are commercially available, but many are prohibitively expensive; others require hours of instruction before the teacher can consider himself qualified to administer the test; and still others include the measurement of so many varied objectives that they do not allow the teacher to pinpoint a particular language problem on which he may want to concentrate. Some oral tests have all of these drawback. It is hopes that a test of spoken English usage—one which directs itself to a specific language problem—can be constructed that will overcome the drawbacks mentioned above. And it is hoped that such a test will prove to be adaptable to classroom uses in much the same way that a written test would be; that is, it can be constructed by any classroom teacher. It is hoped that such a test can be proven valid. What form should a test take that is designed to measure spoken English usage and at the same time, is designed to be specific, usable, and readily adaptable to classroom use?