Studiens syfte är att jämföra sex grundskollärares förberedelsearbete inför muntlig framställning i svenskämnet. Studien tar sin teoretiska utgångspunkt i det sociokulturella perspektivet på lärande, där begreppen proximal utvecklingszon och stöttning är centrala. Den metod som användes vid insamling av studiens material var kvalitativ forskningsintervju. Materialet analyserades sedan med hjälp av innehållsanalys. Resultatet visar att lärare ser förberedelsearbete inför muntlig framställning som betydelsefullt men att fokus främst läggs på genomförandet. Det förberedelsearbete som sker visarsig oftast organiseras i helklass och individuell förberedelse begränsas på grund av tidsbrist. Resultatet visar även att lärare anser det goda klassrumsklimatet som gynnsamt för elever inför en muntlig framställning och att det därför fokuseras mycket på skapandet av ett sådant. Slutsatserna av studien är att lärare bör prioritera ett noggrant och väl anpassat förberedelsearbete och erbjuda eleverna individuell stöttning inför muntlig framställning. Ytterligare slutsatser är att lärare behöver arbeta kontinuerligt för att skapa relationer och upprätthålla ett gynnsamt klassrumsklimat för att främja elevers säkerhet inför momentet.

This study aims to deepen the understanding of and contribute knowledge about how preschool teachers work to promote the language development of multilingual children through reading aloud. The following questions are:  What tools do preschool teachers describe that they use when reading aloud to support the language development of multilingual children? How do preschool teachers describe the work in the inclusion of multilingual children in reading aloud in preschool? In this study, a qualitative method has been used to get closer to the preschool teachers' perspectives and thoughts through semi-structured interviews. The study's theoretical point of departure is the socio-cultural perspective where mediation and scaffolding are used as two central concepts as well as translanguaging as theory. In the results of the study, it appears that the preschool teachers describe different tools and methods that include, among other things, AAC (augmentative and alternative communication), image analysis, choosing a suitable book, smaller groups of children, collaboration with others children and digital resources such as Polyglutt. The analysis method that has been used in the study to analyze the material is a thematic analysis. The results of the study also show that the preschool teachers describe their way of working with the inclusion of multilingual children based on the different opportunities and obstacles they encountered during reading aloud with multilingual children. / Denna studie syftar till att fördjupa förståelsen av och bidra med kunskap om hur förskollärare arbetar med att stötta språkutvecklingen hos flerspråkiga barn genom högläsning. Följande frågeställningar är: Vilka verktyg beskriverförskollärare att de använder vid högläsning för att stötta språkutvecklingenhos flerspråkiga barn? Hur beskriver förskollärare sitt arbetssätt medinkluderingen av flerspråkiga barn vid högläsning i förskolan? I denna studie har en kvalitativ metod använts för att komma närmre förskollärarnas perspektiv och tankar genom semistrukturerade intervjuer. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet där mediering och scaffolding används som två centrala begrepp samt transspråkande som teori. Analysmetoden som tillämpats i studien för att analysera datamaterialet är en tematisk analys. Resultatet visar att förskollärarna använder olika verktyg såsom TAKK, bildanalys, val av lämplig bok, mindre barngrupper, samarbete med andra barn och digitala resurser som Polyglutt under högläsning. Studiens resultat visar även på att förskollärarna beskriver sitt arbetssätt med inkludering av flerspråkiga barnutifrån vilka olika möjligheter och hinder som de stött på under högläsning med flerspråkiga barn.

Matematiklärare gör många olika stödinsatser för att hjälpa lågpresterande elever att nå betygskriterierna i matematik. I den tidigare forskningen som används i denna undersökning beskrivs det att matematiklärare har långa listor av stödinsatser som de använder sig av i sin undervisning. Utöver detta beskrivs majoriteten av stödinsatserna som en förenkling av elevernas material i den tidigare forskningen. Denna undersökning utmanar synen att matematiklärare, med inriktning på årskurserna 7–9, främst använder förenklat material som stödinsats. Genom att använda en definition av scaffolding tillsammans med dess teoretiska beskrivningarna ur ett sociokulturellt perspektiv, analyseras matematiklärares stödinsatser och deras motiveringar bakom dessa. För att inhämta empiri intervjuades sex matematiklärare i olika delar av sydvästra Skåne. Undersökningen grundar sig alltså i en kvalitativ metod med inriktning mot en tematisk analys. Ur det transkriberade materialet framgick det att matematiklärarna arbetade mycket med stödinsatser på både individ- och gruppnivå samt att de använde sig av flera olika stödinsatser i sin undervisning. Slutsatsen i denna undersökning blev att det var svårt att synliggöra om en stödinsats är scaffolding utifrån de strikta definitioner som finns i teorin.

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

Worldwide, people who are unable to study full-time at residential higher education institutions choose distance education as their mode of study. Such students who are mostly employed adults with multiple responsibilities face many challenges in the process. Students majoring in Mathematics often struggle to master the mathematics content of the major modules and therefore have to attempt the examination several times. The UODL at the Potchefstroom campus of the NWU incorporated IWBs as learning technology in order to improve the communication and support to their students. This study aims to determine how scaffolding of mathematics concepts can be facilitated via IWBs in order to enhance the learning experience of teacher-students towards their understanding of the fundamental principles of mathematics. The study is based on the Stoner model for implementing ICT learning technologies and the focus of the study relates specifically to the design integration phase of the Stoner cycle. The population for the study consisted of all OLG teacher-students who were registered for NWPK 512—a mathematics major module within the ACE programme. A group of ten participants attending at the White River centre and a control group of ten participants from another centre were used during the study. The study followed a mixed-method research design and was performed according to a Kirkpatrick evaluation for training programmes which involves evaluation on five different levels, namely reaction, perception whether learning occurred, change in behaviour, results and return on investment. The qualitative data were analysed through ATLAS.ti ™ augmented with descriptive statistical techniques. Descriptive statistical techniques and effect sizes were calculated to analyse the quantitative data. Reliability and validity of the instrument were calculated. Findings of the study indicated that scaffolding of mathematical concepts via IWBs enhanced students’ understanding of the fundamental concepts of mathematics. The group of participants performed significantly better after they have attended the scaffolding IWB sessions. The introduction to and incorporation of scaffolds for learning mathematics over distance can create an environment of effective mathematics education for all teacher-students as well as for the students in their respective classrooms. / MEd (Curriculum Development), North-West University, Potchefstroom Campus, 2015

The purpose of this study is to examine teachers’ perceptions of language development in social studies. Questions that will try to be answered are: How do teachers in social studies regarding grades 4-6 account for pupils’ language development in planning, teaching and grading? What difficulties do teachers experience while working with language development? What kind of support do teachers feel that they need in order to work effectively with language development? Research has showed that language is our primary tool for learning in all subjects. A language developing education is contextual, contains scaffolding and a lot of opportunities for interaction. Teachers have an important role to play in creating context that benefits pupils’ knowledge, linguistic and personal development. Earlier studies have showed that many teachers lack competence in how to work with language and knowledge development. This study concludes that teachers take into account pupils’ prior knowledge and that they understand the importance of working with different methods based on interaction and scaffolding to develop their pupils’ subject and linguistic capability. The main difficulty that teachers reported was the difficulty in adapting the education to the pupils’ different abilities. They also acknowledged the development of the specialized school language with its abstract words as a difficulty. Teachers reported that the best support in this process was collegial learning, internal education and language development models/tools.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

The diploma thesis titled Individualized Czech language teaching methods by MGML represents MultiGradeMultiLevel didactic system, which was developed based on the training needs of poor rural people in Rishi Valley, in India. It is a highly structured system, which uses the heterogeneity of students in class. It is realized in perfectly prepared learning environment and with activities based on the principles of constructivism. The main principles correspond to the theory of Russian psychologist Lev Vygotsky called Zone of proximal development. The aim of the study is to realize and reflect the teaching of Czech language using the MGML-Methodology and thus use action research to verify the possibility of applying the method in the Czech school environment. The teaching took place in the program Step by Step, because its principles are closest with the MGML-Methodology approach. We conclude that the method can be used as an enriching element in teaching at Czech primary school.

The purpose of this study is to investigate how four teachers in grade 4, 5 and 6 choose to work with reading comprehension within the Swedish subject. In this study the focus is on the following issues: - How do the teachers work to get the students to understand the texts they are reading? - How do the teachers in the Swedish subject describe reading comprehension? In order to conduct the survey, I have used two methods, these are interviews and observations. After carrying out four observations and four interviews, I have analyzed the empirical material by means of three theories relating to each other. These three theories are the socio-cultural perspective, reciprocal teaching and transactional strategy instruction. The result of this study shows that the four teachers primarily choose to let the students read short texts taken from a textbook, then let them answer questions related to these texts. This was reflected in the observations and interviews. During the interviews, all teachers said reading comprehension is a very comprehensive concept that consists of several different parts, and that these parts together constitute the concept of reading comprehension. These include for instance, understanding the texts we read and being able to use these texts according to the teachers.

Studiens syfte är att undersöka vilken stöttning elever får i undervisningen av en faktabaserad text genom att se till vilka läsaktiviteter som sker i undervisningen kring texten, samt ur vilka förhållningssätt texten behandlas under lärarens högläsning. För att undersöka studiens infallsvinklar observerades en lektion i naturorienterande ämnen i en klass i årskurs 5. Därefter undersöktes resultatet med analysmetoderna läsförloppet och textrörlighetsmodellen. Resultatet visar att läraren behandlar samtliga steg inom läsförloppet och samtliga textrörlighetstyper inom textrörlighetsmodellen men att en faktor inom läsförloppet respektive textrörlighetsmodellen behandlas svagt. Eleverna visar textrörlighet som liknande lärarens, därmed kan slutsatsen dras att lärarens visande av förhållningssätt påverkar eleverna i undervisningen.