The intent of this qualitative study was to investigate changes in teacher understandings and student achievement as a result of job-embedded coaching, a professional development model. The study focused on the literacy initiative within 1 school district during a 7-year period from 2001 through 2008. Interviews and classroom observations with principals, literacy coaches, and teacher leaders coupled with rich artifacts and documentation provided data for analysis. To change from a traditional model of professional development was a cultural shift for schools, administrators, and teachers. "Remember that a culture of change consists of great rapidity and nonlinearity on the one hand and equally great potential for creative breakthrough on the other" (Fullan, 2001, p. 31). The interviews, observations, and documents illustrated evidence of new teacher understandings and a rise in student achievement coupled with enhanced relationships, communications, and teaching strategies. The paradigm shift from one adult learning mode to another brought about the cultural change within the school district, the schools, and the individual classrooms. The challenge will be sustaining the momentum and continuing to grow as new scientifically-researched best practices and strategies are released for teaching reading and writing. Recommendations from this study include examining Reading First schools and their job-embedded coaching programs. Reading First is a federal program with money appropriated to states and school systems that qualify with low socioeconomic status and student achievement scores. Further research opportunities are available at middle and high school sites where coaching has been adopted. There are some sites within the United States following the guidelines written for elementary teachers.

<p>  </p> <p>This study used two instruments for data collection: The Intelligence Survey (IS) and Multiple Framed Teaching Strategy Index (MIFTSI). Permission was requested and given to use the two instruments from the developers Luo and Huang. Educators who teach entrepreneurship education courses in one higher institution in the south-south of Nigeria are the primary source of data collection for this study. The study participants were those who volunteered to participate in the survey through their email addresses. The data collection used a Qualtrics questionnaire consisting of the Intelligence Survey and Multiple Framed Teaching Strategy Index, including five demographic questions. </p>

Litteraturstudiens syfte är att undersöka lärares undervisningsstrategier och förhållningssätt samt hur det påverkar elevers lärande i arbetet med litteratursamtal. Frågeställningarna som studien har avser att undersöka tidigare forskning, dess resultat samt hur det påverkar lärandet hos elever i åldrarna tre till elva år. Metoden som används för att besvara syftet är att samla in befintlig forskning genom att använda artiklar som material. De tio artiklarna är hittade i databaserna ERIC, Google Scholar och OneSearch. Majoriteten av artiklarna är publicerade i USA och är analyserade genom en tematisk analysmetod. De två undervisningsstrategierna som studien fokuserar på är litteraturcirklar och högläsning med samtal. Resultaten av forskningen tyder på en samstämmighet där undervisningsstrategierna och förhållningssätten liknar varandra. Lärare arbetar exempelvis ofta med olika typer av frågor och stöttning till elever under litteratursamtalen. Detta kan påverka bland annat elevers lärande genom att deras ordförråd utvecklas. Slutsatsen av resultaten tyder på att det är viktigt att lärare gör medvetna val när det gäller bland annat frågor, hur elever påverkas av bokinnehållet och hur de stöttas i undervisningen under litteratursamtalen.

This dissertation examines a university faculty (n = 41) and diverse students (n = 93) including students with disability (n = 44), students without disability (n = 21), and international students (n = 28) regarding their attitudes toward and actions associated with inclusive instruction based on the universal design for learning (UDL) principles and practices. Two online surveys, the Inclusive Teaching Strategies Inventory (ITSI) and the Inclusive Teaching Strategies Inventory-Student (ITSI-S), were administered at a large, public Southwest university (N = 134). The ITSI and ITSI-S contain seven subscales representing the following constructs: (a) accommodations, (b) accessible course materials, (c) course modifications, (d) inclusive lecture strategies, (e) inclusive classroom, (f) inclusive assessment, and (g) disability laws and concepts. A series of multivariate analyses of variances (MANOVAs) measured the overall of attitude subscales and overall action subscales, and an independent-samples test (t-test) compared mean scores on the seven Attitude subscales and seven Action subscales to identify predictors of these attitudes and actions among faculty and students. The main findings were (a) significant differences among diverse students, where students with disability responded negatively on the Action subscales and (b) significant differences between faculty and diverse students where international students had a positive attitude on the Attitude subscales, whereas students with disability had a negative attitude on the Action subscales toward the actual practices of their faculty. Results of the current study respond to the gap in the literature by examining the inclusive instruction environment based on UDL in a university environment. The implications of these findings and recommendations for future research are discussed.

Abstract   This study aims to investigate students' perspectives on three teaching methods within the subject of religious education at upper secondary school: factual teaching, discussions, and meetings with religious representatives. Employing a deductive approach and utilizing Robert Jackson's interpretive approach as the primary theoretical framework, the study explores students' own experiences with these methods. The theory of safe space is employed to further analyse students' perceptions of discussions and their application in secondary education. Research questions delve into how Jackson's interpretive approach can shed light on students' interpretations and how the concepts of Safe and Brave Space can elucidate students' views on discussions as a teaching method. Data are gathered through focus group interviews and analysed using thematic analysis according to Bryman. The results suggest that students' statements align with Jackson's interpretive approach, and that a blend of factual teaching, discussions, and meetings with religious representatives fosters diversity while avoiding the homogenization of religions. Moreover, the results indicate that students yearn for open discussions on contemporary issues, provided they occur in a secure environment to prevent conflicts. The didactic relevance of this study extends to all religious educators, offering insights into student perspectives regarding current teaching methods. Keywords: Religious education, The interpretive approach, Safe space, classroom discussions, teaching strategies

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No description available.

No description available.

This study aims to explore and understand middle school English teachers’ perceptions of oral English teaching, particularly in terms of what factors affect students’ willingness or ability to participate in oral activities during English lessons. The study also identifies and analyzes the methods and teaching strategies that English teachers use to meet these challenges and promote language development. This study is based on semi-structured interviews with eight teachers who are teaching English in middle school. The method was chosen to give insight into the teachers’ personal opinions and experiences. The interviews were designed to get a thorough understanding of how teachers experience and manage challenges in teaching oral communication and what strategies they consider being most effective. The result from the interviews shows that one of the greatest challenges is the fear students have of making mistakes, which often results in a hesitation to participate in oral activities. The teachers mentioned several factors that are required to succeed in reducing this fear and promoting engagement from the students. These factors include creating a supportive classroom environment, using smaller groups to reduce pressure and stress of speaking in front of others and giving constructive feedback that encourages continued effort. The teachers also emphasized the importance of applying different pedagogical strategies that are adjusted to the students’ individual needs and levels of language proficiency.  Keywords: English teaching, oral communication, challenges, teaching strategies, pedagogical methods / Syftet med denna studie är att utforska och förstå vilka uppfattningar engelsklärare på mellanstadiet har kring muntlig engelskundervisning, särskilt i termer av vilka faktorer som påverkar elevers vilja eller förmåga att delta i muntliga aktiviteter. Studien ämnade även att identifiera och analysera de metoder och undervisningsstrategier som lärare använder för att möta dessa utmaningar och främja elevers språkutveckling. Studien baseras på semistrukturerade intervjuer med åtta lärare som undervisar i engelska på mellanstadiet. Denna metod valdes för att ge insikt i lärarnas personliga åsikter och erfarenheter. Intervjuerna var designade för att belysa hur lärare upplever och hanterar utmaningar kopplade till muntlig kommunikation och vilka strategier som de anser vara mest effektiva. Resultaten från intervjuerna visar att en av de största utmaningarna är elevers rädsla för att göra fel, vilket ofta resulterar i en tvekan att delta i muntliga aktiviteter. Lärarna nämnde flera framgångsfaktorer som minskar denna rädsla och främjar engagemang och delaktighet. Dessa inkluderade att skapa en stödjande klassrumsmiljö, att använda mindre grupper för att minska pressen och stressen att tala inför andra, samt att ge konstruktiv feedback som uppmuntrar till fortsatt ansträngning. Lärarna betonade också vikten av att tillämpa olika pedagogiska strategier anpassade till elevernas individuella behov och språkfärdigheter.  Nyckelord: Engelskundervisning, muntlig kommunikation, utmaningar, undervisningsstrategier, pedagogiska metoder

Denna studie handlar om hur kunskaps- och färdighetsrelaterade nivåskillnader påverkar engelskundervisning på mellanstadiet. Studien undersöker vilka utmaningar kunskaps- och färdighetsrelaterade nivåskillnader skapar i undervisningen samt vilka metoder som kan användas för att skapa en flexibel och anpassningsbar undervisning i engelska. Studiens empiri består av kvalitativa intervjuer där sju lärare från två kommuner intervjuats. För att få en djupgående bild av lärarnas egna uppfattningar, erfarenheter och reflektioner genomfördes semistrukturerade intervjuer där lärarnas egna tankar fick ta plats.  Studien visar att kunskaps- och färdighetsrelaterade nivåskillnader har en stor påverkan på engelskundervisning på mellanstadiet. Den visar också att dessa skillnader skapar stora utmaningar hos undervisande lärare och att det, trots en förståelse för de behov som nivåskillnaderna skapar, råder brist på effektiva och hållbara undervisningsstrategier för att möta alla de olika nivåerna. / This study is about the way in which disparate knowledge and proficiency levels affect the teaching of English in middle schools. The study examines what challenges the discrepancy in in knowledge and proficiency levels create, and what methods that could be used to create a flexible and adaptable teaching of English. The study is based on seven qualitative interviews with seven teachers from two municipalities. In order to get a profound view of the teachers´personal perceptions, experiences and reflections, semistructured interviews were used to give the respondents ample opportunity to reflect upon their own thoughts.  The study shows that the disparate knowledge and proficiency levels have a great impact on the teaching of English in middle schools. It also shows that they create great challenges for teachers of English and that despite a widespread understanding of the needs that the different levels create, there is a lack of effective and sustainable teaching strategies to meet all of the different levels.