Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 115-119). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 134-138). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references (leaves 147-152). Also available in print.

No description available.

No description available.

Mathematical knowledge is often a prerequisite for students at Swedish upper secondary vocational programs to be able to study vocational courses, for example electricity courses in the Electricity Program. Electricity Program students study mathematics in their electricity courses as well as in their mathematics course. The mathematics in those two settings has a different character. A goal of this thesis is to investigate what constitutes that character. In this study three mathematics and five electricity teachers have been interviewed about how they would explain three mathematical electricity tasks to students on the Electricity Program. Teacher knowledge in both electricity and mathematics has been used in the analyses and has been compared between the different teacher groups. In addition to providing an overview analysis of all the teachers’ explanations, detailed analyses have been carried out, comparing pairs of teachers’ explanations. The teachers’ choices of explanations and their use of specific and general mathematical knowledge have been studied. Mathematics contains a wide range of subject areas but also a wide range of representations and methods that highlight different aspects of mathematics. This study shows that different teachers emphasize different aspects of mathematics in their explanations of the same tasks, even though intended to the same students, both in the their choices of explanation and in their use of mathematics. The electricity teachers drew upon their practical electrical knowledge when they connected their explanations of mathematics to vocational work. The electrical knowledge they used not only grounded the tasks in a, for them, well-known real-world environment. The electrical knowledge actually helped them to solve the tasks, albeit in a more concrete/specific way than the mathematics teachers. The electricity teachers drew upon more specific mathematical knowledge in their explanations of the interview tasks, whereas the mathematics teachers drew upon more general mathematical knowledge in their explanations.  The different explanations of mathematics from the two kinds of teachers are markedly different, depending on whether they have a more practical/vocational or a more general/algebraic approach. The solutions to the interview tasks turned out to be the same but the character of the solutions paths are substantially different. This raises questions regarding the students’ abilities to reconcile the different approaches. / Kunskap i matematik är ofta en förutsättning för att studenter på gymnasiets yrkesprogram ska klara av sina yrkeskurser, till exempel i ellärakurser på elprogrammet. Studenterna på elprogrammet möter matematik i både sina ellärakurser och i sin matematikkurs. Matematiken i de här två sammanhangen har olika karaktär. Ett mål med den här licentiatavhandlingen är att undersöka hur dessa karaktärer ser ut. I denna studie har tre matematik- och fem el-lärare intervjuats om hur de skulle förklara tre matematiska eluppgifter för studenter på elprogrammet. Lärarkunskaper i både matematik och ellära har använts i analyserna och jämförts mellan de båda lärargrupperna. Utöver översiktliga analyser av alla lärarnas förklaringar av varje uppgift, har dessutom detaljanalyser gjorts, med jämförelser av par av lärares förklaringar av matematik. Lärarnas val av förklaringar och användande av specifik och generell kunskap i matematik har studerats. Matematik innehåller ett flertal delområden och dessutom ett flertal representationer och metoder som belyser olika aspekter av matematiken. Denna studie visar att olika lärare betonar olika aspekter av matematik i sina förklaringar av samma slags uppgifter, trots att de är ämnade för samma slags elever. Lärarnas val av förklaringar och lärarnas användande av matematik visade sig vara olika. Ellärarna använde sig av praktisk elkunskap när de kopplade sina förklaringar av matematik till yrkeskunskaper inom elområdet. Den elkunskap de använde inte bara situerade uppgiften i för dem, en välkänd, verklig miljö. Dessutom hjälpte elkunskapen dem att lösa uppgifterna, om än på ett mer konkret/specifik sätt än matematiklärarna. Ellärarna använde mera specifika matematik-kunskaper i sina förklaringar av dessa intervjuuppgifter, medan matematiklärarna använde sig av generella matematikkunskaper i sina förklaringar av generell matematik. Matematiken i de två olika lärargruppernas förklaringar visade sig vara markant olika, beroende på om de har en mer praktisk/yrkesmässig eller en mer generell/algebraisk ansats. Lösningarna av intervjuuppgifterna var desamma, men karaktären av lösningarnas var markant olika. Detta leder till frågor om det är rimligt att förvänta sig att studenter ska förstå likheten i de olika ansatserna. / <p>This licentiate thesis is included in the serie: Studies in Science and Technology Education (FontD<em>) </em>The Swedish National Graduate School in Science and Technology Education, FontD, http://www.isv.liu.se/fontd, is hosted by the Department of Social and Welfare Studies and the Faculty of Educational Sciences (OSU) at Linköping University in collaboration with the Universities of Umeå, Stockholm, Karlstad, Mälardalen, Linköping (host), the Linneus University, and the University of Colleges of Malmö and Kristianstad. In addition, there are three associated Universities and University Colleges in the FontD network: the University Colleges of Halmstad and Gävle and the Mid Sweden University. FontD publishes the series Studies in Science and Technology Education.</p>

Movies are an occurring feature in EFL classrooms in Sweden, as well as exercises seeking to practice listening comprehension, although, there are few studies which combine the two together. The aim for this literature review was to analyse the use of film for listening comprehension development in EFL classrooms. The results show that movies can help students reach higher levels of listening because students felt more motivated and they became more active. The results also show further that teachers can help students reach higher levels of listening comprehension by using various features such as pauses, activities before, during and after the movie etc. The results also show that listening comprehension is a somewhat “take n for granted skill” which needs to be researched more about, specifically the importance of listening comprehension in the context of the other skills.

This thesis presents findings of an examination conducted on the Bowie, Texas secondary school to discover the characteristics of the school.

The aim of this paper is to report on students´ attitudes and their awareness towards different English accents. With changes in the latest Swedish syllabus for English (Lgr11), the aim is no longer to sound in a specific way by speaking with a certain accent. This has been the case since 2000, but the Nativeness principle is still powerful. However, we discuss that a clear pronunciation is important for students and teachers a requisite for being understood and avoiding confusion. Students in four different schools, secondary and upper secondary schools, took part in our research by answering a questionnaire. We found that many students were aware of different accents, but also that students preferred the Inner Circle accents with AmE and BrE being the most popular ones. Also, we found a difference between secondary and upper secondary students where teacher influence was more important to the former and personal preferences to the latter.Keywords: Accent, pronunciation, comprehension, intelligibility, ESL, EIL, EFL, ELF, English as a Global Language

The purpose of this dissertation is to examine how some English teachers in secondary and upper secondary school approach using the Internet as a source for information in their profession. The focus of the investigation is to find out how the teachers perceive the concept of source evaluation and information literacy and what their attitudes are towards teaching it to their students. The aim was to learn about the teachers’ thoughts and views on the possibilities as well as trials and tribulations with using Internet-based information sources in the classroom. Qualitative interviews with three secondary school teachers and three upper secondary school teachers were carried out. The semi-structured interviews we conducted contained guiding questions concerning information literacy, criteria for source evaluation and attitudes. Our results show that all the informants have a positive attitude towards incorporating the use of the Internet when they design tasks. However the respondents indicate several difficulties regarding the teaching of information literacy skills.