I Läroplanen för grundskolan, förskoleklassen och fritidshemmet 2011 (reviderad 2018, s.257) står det att elever ska kunna ta till sig ett budskap och förstå innerbörden av olika typer av texter. Som pedagog måste man därför välja material för att inspirera och motivera eleverna. Studien bygger på en skriftlig intervju och en observation vilket är kvalitativa metoder. Syftet med undersökningen är att ta reda på vad f-3(förskoleklassårskurs 3)pedagogerna har för krav då de väljer högläsningsböcker. Pedagogerna kommer att få välja ut tre stycken böcker av 16 möjliga. De ska motivera valen av böckerna samt beskriva didaktiska tankar kring boken. Pedagogens val av böcker påverkar hur eleverna responderar. Valet spelar stor roll för att kunna gagna elevernas kunskap inom läsförståelse och utveckla sin litteracitet. Litteraturen ska bidra till att eleverna utvecklar sin nyfikenhet och fantasi. Genom den skriftliga intervjun och observationen från de verksamma pedagogerna visade resultatet att verksamma pedagoger ställer höga krav på böcker och att de har en tanke med valet av bok för att främja elevernas kunskaper. Också att boken kan användas för att koppla till olika ämnen och utgöra en länk till läroplanen. Slutsatsen av studien är att pedagogen ska känna elevgruppen för att kunna välja en passande högläsningsbok och för att kunna stötta och fånga elevernas intresse samt utmana dem utifrån den nivån som de befinner sig på i sitt lärande.

Many studies have examined the relationship between a child’s temperament and its effect on his or her early language development. However, few studies have investigated the detrimental effects a child’s negative affectivity may have on their language development and potential ways these effects may be limited through parental behaviors. The current study aimed to investigate if physical or verbal maternal scaffolding behaviors moderated the effect negative affect has on language development. Although it was expected that maternal encouragement of physical activity would play a moderating role in the relationship between temperament and language development, no such relationship was found. One explanation for these findings is the operationalization of maternal scaffolding behaviors in the present study; previous studies have also included instances of emotional and motivational scaffolding. Future efforts should aim to incorporate a broader range of potential scaffolding behaviors in their coding protocols.

Thesis advisor: Henry Braun / The Next Generation Science Standards propose a multidimensional model of science learning, comprised of Core Disciplinary Ideas, Science and Engineering Practices, and Crosscutting Concepts (NGSS Lead States, 2013). Accordingly, there is a need for student assessment aligned with the new standards. Creating assessments that validly and reliably measure multidimensional science ability is a challenge for the measurement community (Pellegrino, et al., 2014). Multidimensional assessment tasks may need to go beyond typical item designs of standalone multiple-choice and short-answer items. Furthermore, scoring and modeling of student performance should account for the multidimensionality of the construct. This research contributes to knowledge about best practices for multidimensional science assessment by exploring three areas of interest: 1) item design, 2) scoring rubrics, and 3) measurement models. This study investigated multidimensional scaffolding and response format by comparing alternative item designs on an elementary assessment of matter. Item variations had a different number of item prompts and/or response formats. Observations about student cognition and performance were collected during cognitive interviews and a pilot test. Items were scored using a holistic rubric and a multidimensional rubric, and interrater agreement was examined. Assessment data was scaled with multidimensional scores and holistic scores, using unidimensional and multidimensional Rasch models, and model-data fit was compared. Results showed that scaffolding is associated with more thorough responses, especially among low ability students. Students tended to utilize different cognitive processes to respond to selected-response items and constructed-response items, and were more likely to respond to selected-response arguments. Interrater agreement was highest when the structure of the item aligned with the structure of the scoring rubric. Holistic scores provided similar reliability and precision as multidimensional scores, but item and person fit was poorer. Multidimensional subscales had lower reliability, less precise student estimates than the unidimensional model, and interdimensional correlations were high. However, the multidimensional rubric and model provide nuanced information about student performance and better fit to the response data. Recommendations about optimal combinations of scaffolding, rubric, and measurement models are made for teachers, policymakers, and researchers. / Thesis (PhD) — Boston College, 2018. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Research, Measurement and Evaluation.

Syftet med studien är att undersöka pedagogernas arbetssätt för att utveckla språket hos nyanlända elever i grundskolans tidiga år. Studien undersöker dessutom hur de nyanlända eleverna inkluderas i olika skolpraktiker. Undersökningen har en kvalitativ ansats och är baserad på intervjuer med sex olika pedagoger. För att de nyanlända eleverna ska känna sig inkluderade och utvecklas språk- och kunskapsmässigt måste undervisningen anpassas. Eleverna tillgodogör sig kunskaperna genom att få stöd av studiehandledare.

The purpose of this project is to argue the effectiveness of utilizing comics as a learning tool in the first-year composition classroom to help students better understand synthesis. The two main features of comics that help teach synthesis are comic panels and comic closure. Library research was conducted to give insight into the history and terminology of comics, the value of comics in the classroom and in the field of rhetoric and composition, the practicality of using visual rhetoric and literacy in the classroom, and synthesis in the first-year composition classroom. I furthered my research by conducting a retrospective account of my own synthesis comic that I created during my graduate program. I analyzed how creating the synthesis comic helped me to better understand synthesis. I also analyzed how I was better able to effectively execute synthesis specifically through the genre conventions of panels and comic closure. Based on insights from my retrospective account, I will illustrate how the scaffolding exercise of creating a synthesis comic can be an effective tool in the first-year composition classroom. Additionally, I will offer suggestions for further research on the significance of this scaffolding exercise. Comics are becoming more widely valued in academia at large, as well as valued specifically in the field of rhetoric and composition. It is my hope that this thesis will contribute positively to this trend.

Cette thèse s'inscrit dans le cadre de la bioinformatique. Les outils mathématiques les plus utilisés dans ce travail relèvent de la théorie des graphes, des statistiques, de la théorie des ensembles et des mathématiques discrètes. Ces mathématiques ont permis de développer des modèles de systèmes biologiques ainsi que des algorithmes efficaces dans l'étude concrète de ces modèles. La nécessité d'analyses de jeux de données de très grande taille a rendu critique dans notre démarche cette notion d'efficacité des algorithmes. Il faut enfin remarquer que le champ biologique qui a servi de support à cette thèse nous a conduit à explorer un domaine particulier au sein de la théorie de la complexité, à savoir le développement et l'analyse des algorithmes d'énumération [etc...] / In the results presented in the present manuscripts, graph theory and combinatorial optimizationtecniques, have been used to model and solve biological problems. The manuscript is divided in twoparts, each one containing the mathematical and biological background of a given application and ouroriginal contributions to it.Part I groups a set of results designed for phylogenetics analysis, and in particular for reconstructingthe co-evolution of two groups of organisms (the so called co-phylogeny reconstruction problem).Although the addressed problem was treated in the available there was no method that solved suchproblem in a complete and efficient way. We thus developed and implemented a new one, calledEucalypt, with this purpose in mind. This not only provides a novel and usable software for cophylogenyreconstruction but also allows to investigate how the event-based model performs inpractice in terms of thenumber and quality of the solutions obtained. We compared our method to the available software. Bylooking at the results obtained, some interesting considerations about the advantages anddisadvantages of the commonly accepted mathematical model could be drawn. Finally, we introduceda new version of the problem where the host-switches are distance bounded: the k-bounded-All-MPRproblem. Eucalypt solves both problems in polynomial delay. These results have been accepted forpublication by the jounal Algorithms for Molecular Biology. The relative software is publicyavailable.Our studies show that the 'most parsimonious scenario' approach presents some limitationsthat cannot be ignored. To deal with these problems, we developed a second algorithm, called Coala,based on an approximate Bayesian computation approach for estimating the frequency of the events.The benefits of this method are twofold: it provides more confidence in the set of costs to be used in areconciliation, and it allows to estimate the frequency of the events in the cases where a reconciliationmethod cannot be applied. These results are currently under review by the jounal Systematic Biology.The relative software is publicy available.In Part 2 another set of studies is presented. Our original model for the contig scaffolding problem,and our algorithm MeDuSa, are presented and tested. Unlike traditional software, it does not rely eitheron paired-end information of sequencing reads or on a phylogenetic distance of the microorganismsused in the analysis. This drastically increases the usability of our software and, at the same time,reduces the computational time required for genome scaffolding. We show that the algorithmimplemented in MeDuSa, in most cases, is capable of producing less and longer scaffolds incomparison to commonly used scaffolders, while maintaining high accuracy and correctness of thepredicted joins. These results are currently under revision by the journal Bioinformatics.Finally, during the development of this method we encountered some pure theoretical open problemsand we decided to dedicate part of our job to their analysis. The last chapter is then dedicated to a setof problems, all related to the Implicit Hitting set enumeration problem. After some formal definitions,an original NP-completeness result is presented and the future directions of our work are described

Syftet med den här studien har varit att granska effekterna av spel på elevers lärande. Dels hur spel som metod påverkar elevers lärande, men också vilken roll scaffolding vid spelande har för lärandet. För att ta fram artiklarna som den här studien baserats på, har en kvalitativ litteraturstudie genomförts. Artiklarna som behandlas har tagits fram både genom digitala och analoga sökningar. Avgränsningar och urval har gjorts efter valda ramar. Resultatet visade att det finns många fördelar med spel som undervisningsmetod för elevernas lärande. Dessa fördelar är att det kan öka elevers intresse, motivation och självförtroende i och för matematik som kan leda till en ökad lust att lära som kan leda till större matematiska framgångar i framtiden. Elever utvecklar även matematiska kunskaper genom att spela spel, men inte nödvändigtvis mer än genom traditionella metoder. Särskilt lågpresterande elever gynnades av spel som metod. Forskningen har även visat att lärarens scaffolding är avgörande för elevens framgång.

The need for chemoselective bond formation within complex biological systems has driven much research in chemical biology and chemical medicine and has allowed control over the structure and biological properties of a range of chemical entities. Reactions that are highly biocompatible, selective and occur at low concentration are classified as being bioorthogonal. Although bioorthogonal reactions have been successfully applied to bioconjugation and imaging in living systems, only a few examples exist of bioorthogonal reactions being utilised for the activation of prodrugs. The tetrazine mediated inverse electron demand Diels-Alder reaction is characterized by excellent reaction rates and high biocompatibility in both in vitro and in vivo applications. To date, this chemistry has found only limited application in prodrug activation or drug release strategies. Herein, a series of tetrazine-trigger systems are reported in which an active drug is liberated from its inactive form upon triggering with tetrazine. It is shown that the release of encapsulated and conjugated drugs from polymeric nanoparticles can be triggered by tetrazines providing an on-demand release within biological systems. In a totally new approach that fully complies with the principle of bioorthogonality by avoiding the generation of any by-products, tetrazine was utilised as a prodrug scaffold leading to symbiotic and traceless dyadic prodrug activation. The simultaneous formation of two active drugs (here the anticancer drug camptothecin and a known micro RNA inhibitor) was confirmed and validated within a biological environment. The use of tetrazines as a trigger to activate or release an active drug will open new directions in the field of chemical biology/medicine.

<p>Examensarbetet har till stora delar genomförts av två studenter men avslutats av en. Examensarbetet är en studie av kommunikationen under matematiklektioner med fokus på lärarens yttranden. För att undersöka detta använder vi oss av ett sociokulturellt per-spektiv på inlärning. Vi har observerat tre lärare under deras matematiklektioner. Ob-servationerna har varit inriktade på att kartlägga lärarnas yttranden. För att göra det har vi delat in lärarens yttranden i två kategorier. I den ena kategorin ryms yttranden som har till uppgift att reglera arbetet i klassrummet, dvs. att styra eleverna till att arbeta med det tänkta innehållet. I den andra kategorin ryms yttranden som har till uppgift att un-dervisa eleverna om det tänkta innehållet. Resultatet visar att läraren kan tillrättavisa och reglera arbetet på olika sätt. Resultatet visar också att lärarna i vår studie bjuder in eleverna till matematiska samtal under de gemensamma genomgångarna. När eleverna arbetar enskilt är de undervisande dragen till stor del av karaktären lotsning.</p>

<p>Writing is a critical element for many of the second language learners that I’ve encountered in my work as a Swedish teacher. Therefore, on the basis of Jerome Bruners theories of reflec-tion and learning, was the purpose with this study to examine the scaffolded structured reflec-tion conversation as a method for writing development. Bruner says that the knowledge be-comes deeper when we consciously reflect over it (Arfwedson 1992:110 f).</p><p>I have used a qualitative method where I let five students write a text in Swedish on the subject "application for internship". After that I held a conversation with each of the pupils. By asking them questions I wanted them to reflect on their writing process, and the language and content in their written texts. After this I let the students revise the texts, with the invita-tion to use the thoughts from the conversation.</p><p>By this I wanted to examine to which extent the five reflection conversations led to reflec-tion on the students' own writing, as well as on language and content in the texts. I also wanted to examine how the students changed their texts after the conversations and which factors can be interpreted as being significant for the outcome of the conversations.</p><p>The study has shown that the outcome of the scaffolded structured reflection conversa-tions is very much dependent on the students' respective inputs and focus of the talks. The results indicate that a person who enters the conversation with a focus on developing his/her writing in general is generally more inclined to reflect than a student who enters with a strong focus on the individual task. These results also finds support in earlier theories of reflection.</p><p>In accordance with previous research, this study also demonstrated that it is essential that the reflection is based on the individuals’ circumstances and experiences. I had before the conversations constructed a manual with questions, which I used in all conversations. The results show that only those students who during the conversation were within what Vygotskij calls the zone of proximal development, through my questions got the scaffolding that they needed to reflect.</p>