This study investigated the conflict resolution abilities employed by 3-4 year old children within an Israeli kindergarten that was inspired by the Reggio Emilia approach in Italy. Conflict resolution is a significant phenomenon worldwide and the subject of considerable research, due to potential negative outcomes from involvement in conflict, and escalation of the conflict to a stage of violence. Nevertheless, a gap in knowledge was identified, regarding the Reggio Emilia educational approach, as an intervention to support the development of children‘s social-emotional competence to enable them to resolve interpersonal conflicts using pro-social strategies. An in-depth case study was conducted using grounded theory principles to develop a model to answer the question: To what extent might a Reggio Emilia inspired approach support resolution of interpersonal conflicts between 3-4 year old children in an Israeli kindergarten class? The rich qualitative data were gathered through video filmed observations, teacher's semi-structured interviews, children's interviews, documents, and field notes. A four-phase content analysis of the data enabled conceptualisation of the characteristics of the educational setting and the children's conflict resolution strategies. The findings allowed the emergence of a model evidencing that both direct and indirect intervention strategies were used to support the conflict resolution among the children. Teachers responded in a range of ways to children's request for direct intervention, and most especially used a clarification-mediation conversation. Indirectly, they promoted democratic pedagogy with children through participation, listening and dialogue. The findings reveal the children's development in their conflict resolution, which indicate a significant advancement in their pro-social negotiation abilities. Additionally, the findings show a significant increase in the children's spontaneous intervention as peer observers of the conflict and a decrease in their request of teacher intervention. The research suggests that over time, no extra-curricular intervention is needed within a supportive and democratic educational approach, such as the Reggio Emilia inspired approach provides. It illuminates strategies to support teachers, teacher trainers and policy makers for enabling children resolving conflicts independently using pro-social strategies. The research contributes to knowledge regarding selecting an intervention for improving kindergarten children's conflict resolution strategies.

Thesis advisor: Curt Dudley-Marling / As a result of the standards and accountability reforms of the past two decades, heightened attention has been focused upon student learning in the K-12 classrooms, classroom teacher practice, and teacher preparation. This has led to the acknowledgement of limitations of traditional field practicum and that these learning experiences are not well understood (Bullough et al., 2003; Clift & Brady, 2005). Alternative models for student teaching, including those that foster social learning experiences, have been developed. However, research is necessary to understand the implications of these models for preservice teacher learning. Drawing on sociocultural theoretical frameworks and ethnographic perspectives (Gee and Green, 1998), this qualitative research study examined the learning experiences of a cohort of eight undergraduate preservice secondary science teachers who cotaught with eight cooperating teachers for their full practicum semester. In this model, interns planned and taught alongside multiple cooperating teachers and other interns. This study centers on the social and cultural learning that occurred within this networked model and the ways that the interns developed as high school science teachers within a coteaching community of practice (Wenger, 1998). This study utilized the following data sources: Intern and cooperating teachers interviews, field observations, meeting recordings, and program documentation. Analysis focused on community and interpersonal planes of development (Rogoff, 1995) in order understand of the nature of the learning experiences and the learning that was afforded through participant interactions. Several conclusions were made after the data were analyzed. On a daily basis, the interns participated in a wide range of cultural practices and in the activities of the community. The coteaching model challenged the idiosyncratic nature of traditional student teaching models by creating opportunities to learn across various classroom contexts. In different classrooms, there were markedly different constructions of teacher practice and participant roles. The implementation of the coteaching model also resulted in the creation of an interconnected network of colleagues. In the resulting learning community, coteachers supported one another's developing practice and critically examined their shared practice. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

Esta dissertação tem por objetivo explicitar como o trabalho com o blog, utilizando outras ferramentas tecnológicas como o e-mail, Google Docs, HQ digital online podem auxiliar aos alunos produzirem atividades na disciplina de Ciências do Ensino Fundamental do ciclo II, com a temática da sexualidade. As atividades buscaram estimular habilidades como reflexão, autonomia, pesquisa, raciocínio lógico, trabalhar de modo cooperativo e ler e escrever utilizando diferentes gêneros textuais. Busca ainda contemplar a participação ativa destes alunos na construção do seu aprendizado por meio das ferramentas tecnológicas citadas anteriormente. Para o desenvolvimento do trabalho buscou-se abordar fundamentos teóricos socioculturais como os dos pesquisadores Vygostky (formação de conceitos espontâneos e científicos, zona de desenvolvimento proximal, funções psicológicas superiores e mediação simbólica), Bakhtin (enunciação, gêneros discursivos e polifonia) e Wertsch (teoria da ação mediada, ferramentas culturais, domínio e apropriação de conhecimentos). Para a elaboração da estrutura física do blog buscou-se apoiar na concepção de trabalho por projetos (desenvolvendo-se o tema da sexualidade) e na metodologia WebQuest (utilizando-se alguns elmentos da mesma como: pesquisa na internet, desenvolvimento de tarefas, divulgação das atividades realizadas pelos alunos, passo a passo de atividades). Conceitua e aborda historicamente as TIC e blogs na educação e no ensino de Ciências. Relaciona as TIC com o ensino de Ciências e a legislação educacional. Apresenta outras ferramentas tecnológicas que podem ser associadas ao uso do blog como: Windows Movie Maker, Youtube, Gmail, Google Docs, HQ digital online. O presente trabalho mostra como foi todo o processo de desenvolvimento de um blog (com o nome Aprender Ciências Sexualidade) feito por uma professora da rede pública em uma escola na cidade de São Paulo, mostrando como a mesma aplicou o uso deste blog com um grupo de alunos de uma 7ª série (8º ano, no atual ensino de 9 anos) e quais foram as principais atividades desenvolvidas por estes. A elaboração das orientações das atividades feitas pela professora para os alunos pode ser visualizada por meio de postagens e links no blog e as atividades realizadas pelos alunos por meio das postagens e links contidos nestas, também no blog. Esta pesquisa busca relacionar, analisar e discutir a elaboração do blog produzido pela professora e o uso do blog realizado por este grupo de alunos a partir dos pressupostos teóricos apontados anteriormente: teorias socioculturais, concepção de trabalho por projetos e metodologia WebQuest. / This dissertation aims to explain how the work with the blog, using other technology tools such as email, Google Docs, Digital HQ can help students produce activities in the discipline of Natural Science at Elementary School II with the theme of sexuality. The activities sought to encourage skills such as reflection, autonomy, research, logical reasoning, working cooperatively and to read and write using different text genres. Search still see the active participation of students in shaping their learning these technological tools mentioned above. For the development of the work sought to address theoretical foundations of sociocultural researchers as Vygotsky (formation of spontaneous and scientific concepts, zone of proximal development, higher psychological functions and symbolic mediation), Bakhtin (enunciation, genres and polyphony) and Wertsch (theory of action mediated, cultural tools, mastery and appropriation of knowledge). In developing the physical structure of the blog was sought to support the design work for projects (developing the theme of sexuality) and methodology WebQuest (using some elements the same as Web search, job development, dissemination activities performed by the students, step by step activities). Conceptualizes and discusses historically and blogs on ICT in education and science teaching. ICT relates to the teaching of science and education legislation. There are other technological tools that can be associated with the use of the blog as Windows Movie Maker, Youtube, Gmail, Google Docs and Digital HQ. This paper shows how the whole process of developing a blog (with the name \"Learning Sciences - Sexuality\") made by a teacher in a public school in São Paulo city, showing how it applied the use of this blog with a group of students from a 7th grade (thirteen and fourteen old) and what were the main activities developed by them. The preparation of guidelines for activities done by the teacher for students can be viewed through the blog posts and links, and activities undertaken by students through the posts and links contained in these, also on the blog. This research seeks to relate, analyze and discuss the preparation of the blog produced by the teacher and the use of the blog done by this group of students from the theoretical assumptions outlined earlier, sociocultural theories, design work for projects and methodology WebQuest.

Esta dissertação tem por objetivo explicitar como o trabalho com o blog, utilizando outras ferramentas tecnológicas como o e-mail, Google Docs, HQ digital online podem auxiliar aos alunos produzirem atividades na disciplina de Ciências do Ensino Fundamental do ciclo II, com a temática da sexualidade. As atividades buscaram estimular habilidades como reflexão, autonomia, pesquisa, raciocínio lógico, trabalhar de modo cooperativo e ler e escrever utilizando diferentes gêneros textuais. Busca ainda contemplar a participação ativa destes alunos na construção do seu aprendizado por meio das ferramentas tecnológicas citadas anteriormente. Para o desenvolvimento do trabalho buscou-se abordar fundamentos teóricos socioculturais como os dos pesquisadores Vygostky (formação de conceitos espontâneos e científicos, zona de desenvolvimento proximal, funções psicológicas superiores e mediação simbólica), Bakhtin (enunciação, gêneros discursivos e polifonia) e Wertsch (teoria da ação mediada, ferramentas culturais, domínio e apropriação de conhecimentos). Para a elaboração da estrutura física do blog buscou-se apoiar na concepção de trabalho por projetos (desenvolvendo-se o tema da sexualidade) e na metodologia WebQuest (utilizando-se alguns elmentos da mesma como: pesquisa na internet, desenvolvimento de tarefas, divulgação das atividades realizadas pelos alunos, passo a passo de atividades). Conceitua e aborda historicamente as TIC e blogs na educação e no ensino de Ciências. Relaciona as TIC com o ensino de Ciências e a legislação educacional. Apresenta outras ferramentas tecnológicas que podem ser associadas ao uso do blog como: Windows Movie Maker, Youtube, Gmail, Google Docs, HQ digital online. O presente trabalho mostra como foi todo o processo de desenvolvimento de um blog (com o nome Aprender Ciências Sexualidade) feito por uma professora da rede pública em uma escola na cidade de São Paulo, mostrando como a mesma aplicou o uso deste blog com um grupo de alunos de uma 7ª série (8º ano, no atual ensino de 9 anos) e quais foram as principais atividades desenvolvidas por estes. A elaboração das orientações das atividades feitas pela professora para os alunos pode ser visualizada por meio de postagens e links no blog e as atividades realizadas pelos alunos por meio das postagens e links contidos nestas, também no blog. Esta pesquisa busca relacionar, analisar e discutir a elaboração do blog produzido pela professora e o uso do blog realizado por este grupo de alunos a partir dos pressupostos teóricos apontados anteriormente: teorias socioculturais, concepção de trabalho por projetos e metodologia WebQuest. / This dissertation aims to explain how the work with the blog, using other technology tools such as email, Google Docs, Digital HQ can help students produce activities in the discipline of Natural Science at Elementary School II with the theme of sexuality. The activities sought to encourage skills such as reflection, autonomy, research, logical reasoning, working cooperatively and to read and write using different text genres. Search still see the active participation of students in shaping their learning these technological tools mentioned above. For the development of the work sought to address theoretical foundations of sociocultural researchers as Vygotsky (formation of spontaneous and scientific concepts, zone of proximal development, higher psychological functions and symbolic mediation), Bakhtin (enunciation, genres and polyphony) and Wertsch (theory of action mediated, cultural tools, mastery and appropriation of knowledge). In developing the physical structure of the blog was sought to support the design work for projects (developing the theme of sexuality) and methodology WebQuest (using some elements the same as Web search, job development, dissemination activities performed by the students, step by step activities). Conceptualizes and discusses historically and blogs on ICT in education and science teaching. ICT relates to the teaching of science and education legislation. There are other technological tools that can be associated with the use of the blog as Windows Movie Maker, Youtube, Gmail, Google Docs and Digital HQ. This paper shows how the whole process of developing a blog (with the name \"Learning Sciences - Sexuality\") made by a teacher in a public school in São Paulo city, showing how it applied the use of this blog with a group of students from a 7th grade (thirteen and fourteen old) and what were the main activities developed by them. The preparation of guidelines for activities done by the teacher for students can be viewed through the blog posts and links, and activities undertaken by students through the posts and links contained in these, also on the blog. This research seeks to relate, analyze and discuss the preparation of the blog produced by the teacher and the use of the blog done by this group of students from the theoretical assumptions outlined earlier, sociocultural theories, design work for projects and methodology WebQuest.

This study highlights and raise the question regarding how Swedish language teachers teach reading comprehension. The study presents the results of four interviews conducted with four different Swedish language teachers from the grades 7-9. Starting in previous research and current theories about reading, interaction and teaching, the subject focus on the problem from a teacher’s perspective. The study is based on a qualitative research with focus on qualitative and semi structure interviews as a choice of method. The purpose of this study is to highlight how Swedish language teachers perceive their own reading comprehension teaching and how they teach their pupils in reading comprehension. The result does not represent how teachers in general teaches pupils in reading comprehension. It shows the experience, the perception and the view of four Swedish language teachers on reading comprehension. Abilities such as analyze, read between the lines and interpret different text types are components which all of the asked teachers are highlighting as important factors to make pupils develop good reading comprehension. The four Swedish language teachers in this study also mean that the decoding ability is a big deal in this context. The Swedish language teachers reading comprehension teaching in educational environments are exemplified by discussions and dialogues in the classroom through social interaction, different kinds of aloud reading, strategies of reading between the lines, teaching of different kinds of reading strategies through model learning. / Den här studien behandlar och tar i första hand upp frågan om svensklärares läsförståelseundervisning. Studien redovisar resultatet från de intervjuer som genomfördes med fyra olika svensklärare som är verksamma på högstadiet. Med utgångspunkt i tidigare forskning, samt aktuella teorier om läsning, interaktion och lärande, behandlas problemområdet utifrån ett lärarperspektiv. Undersökningen utgår från en kvalitativ forskningsinriktning med kvalitativa och semistrukturerade intervjuer som metodval. Syftet med denna studie är att belysa hur svensklärare, mot grundskolans senare år, uppfattar sin läsförståelseundervisning, samt hur de undervisar elever i läsförståelse.   Resultatet är inte representativt för hur lärare undervisar elever i läsförståelse, utan redovisar istället fyra svensklärares erfarenhet, uppfattning och syn på läsförståelseundervisning. Förmågor som att analysera, läsa mellan raderna och tolka olika texttyper är komponenter som samtliga lärare framhäver som viktiga faktorer för att elever ska utveckla god läsförståelse. Svensklärarna i studien menar också att ordavkodningsförmågan spelar en stor roll i det här sammanhanget. Svensklärarnas läsundervisning i pedagogiska miljöer exemplifieras bland annat av diskussioner och samtal i klassrummet genom social interaktion, olika former av högläsning, strategier för att läsa mellan raderna, undervisning av olika typer av läsförståelsestrategier genom att modellera.

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