Thesis (Ph. D.)--University of Wisconsin--Madison, 1941. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 207-219).

Thesis (M.A.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references (p. 79-83)

This research focuses on the language environment of children with Down syndrome (DS) in primary and secondary classrooms. In contrast to much of the previous work in this area, the study takes both qualitative and quantitative approaches to data collection. In particular, it highlights teachers’ speech rates and speech strategies in relation to children’s individual listening comprehension. Previous research shows that the listening comprehension of children with DS may be limited by deficits in phonological loop capacity and hearing loss. However, most of this previous research has used quantitative measures to compare the memory performances of children with DS with their typically developing or mental agematched peers. This has tended to result in conclusions that regard children with DS as a homogeneous group. This study, however, aims to consider each child with DS as an individual and to explore in depth the relationship between their listening comprehension and teachers’ speech rates and speech strategies in classroom settings. The study was conducted in 2 stages, both using case-study approach to investigate individual children’s interactions with their class teachers (CTs) and teaching assistants (TAs). The Stage 1 research was conducted with three case-study children in four distinct phases and used an inductive approach to collect data. Phase one observed each child in their classroom environment, involving the interactions between teaching staff and the case-study child. Phase two identified the child’s language ability by using standardised language assessments. Phase three then assessed the impact of speech rates on children’s understandings and, finally, Phase four tested the research validity by representing the stories with a counter-balanced design. The results of the Stage 1 research suggested that the use of the slow speech rate improves the children’s listening comprehension although there were clear indications that there would be more significant benefit if they could be given more time to process information. The Stage 2 research focused on speech strategies, with an emphasis on clustered speech and a deductive approach was adopted. Six additional children with DS were assessed by the BPVS and WISC-IV to investigate further speech rate but also in the context of speech strategies. This further examined whether clustered speech could be beneficial to improving the children’s listening comprehension. The findings show that the clustered speech strategy can improve the listening comprehension of all of the children in this phase, particularly at the slow normal speech rate. The key benefit of this strategy is that it can be used to offset problems in processing information that the children experience because of their limited memory capacity. The outcome of my research can provide teaching staff with knowledge that will enable them to enhance the listening comprehension of children with DS.

Thesis (M. Ed.)--University of Hong Kong, 2007. / Includes bibliographical references (leaf 73-77) Also available in print.

Made available in DSpace on 2014-06-11T19:25:59Z (GMT). No. of bitstreams: 0 Previous issue date: 2006-10-05Bitstream added on 2014-06-13T20:14:26Z : No. of bitstreams: 1 nogueira_bs_me_prud.pdf: 1073215 bytes, checksum: 5da0834e5de7309186fee7f19ade1a3a (MD5) / Secretaria Estadual de Educação / Esta dissertação apresenta os resultados de uma pesquisa realizada na área de formação de professores que, mais que aprofundar teses, preocupou-se em entender melhor - através da perspectiva dos próprios professores da rede pública estadual - como será a transição de um processo de formação contínua pontual (principalmente através da formação externa à escola) para um processo de formação contínua no local de trabalho docente. A metodologia adotada foi o estudo de caso e os principais instrumentos para a coleta dos dados foram entrevistas reflexivas e grupo focal. A descrição, categorização e análise das falas dos docentes possibilitaram identificar os grandes entraves factuais e psicológicos existentes na realidade e no ideário dos profissionais da área da Educação - maiores impedidores da efetivação da formação contínua em serviço dentro da unidade escolar - e demandaram apontamento de possíveis caminhos a serem trilhados pelas diversas instâncias envolvidas no processo educativo a fim de viabilizar a concretização efetiva desse novo modelo de formação. / This study presents the results of a research about teacher's development. More than discuss some theories we intend to try to understand deeply - through the perspective of the teachers who work in public schools - how is the transition from a continuing development process, which is specific (specially through the out-school development), to a continuing development process hold in the school, where the teachers work. The methodology chosen in this study is the case study and the main instruments to collect data were the reflexive interview and focal group. Trough the description, categorization and the analysis of the teachers' speech it was possible to identify the most serious difficulties in terms of facts and the psychological ones that exist not only in our reality but also in the education professionals' minds. These obstacles do not permit the effectiveness of continuing development in the school; they also demand the suggestion of some ways through which different groups involved with the education process can provide the realization of this new model of the teachers' development.

Orientador: Cristiano Amaral Garboggini Di Giorgi / Banca: Alberto Albuquerque Gomes / Banca: José Cerchi Fusari / Resumo: Esta dissertação apresenta os resultados de uma pesquisa realizada na área de formação de professores que, mais que aprofundar teses, preocupou-se em entender melhor - através da perspectiva dos próprios professores da rede pública estadual - como será a transição de um processo de formação contínua pontual (principalmente através da formação externa à escola) para um processo de formação contínua no local de trabalho docente. A metodologia adotada foi o estudo de caso e os principais instrumentos para a coleta dos dados foram entrevistas reflexivas e grupo focal. A descrição, categorização e análise das falas dos docentes possibilitaram identificar os grandes entraves factuais e psicológicos existentes na realidade e no ideário dos profissionais da área da Educação - maiores impedidores da efetivação da formação contínua em serviço dentro da unidade escolar - e demandaram apontamento de possíveis caminhos a serem trilhados pelas diversas instâncias envolvidas no processo educativo a fim de viabilizar a concretização efetiva desse novo modelo de formação. / Abstract: This study presents the results of a research about teacher's development. More than discuss some theories we intend to try to understand deeply - through the perspective of the teachers who work in public schools - how is the transition from a continuing development process, which is specific (specially through the out-school development), to a continuing development process hold in the school, where the teachers work. The methodology chosen in this study is the case study and the main instruments to collect data were the reflexive interview and focal group. Trough the description, categorization and the analysis of the teachers' speech it was possible to identify the most serious difficulties in terms of facts and the psychological ones that exist not only in our reality but also in the education professionals' minds. These obstacles do not permit the effectiveness of continuing development in the school; they also demand the suggestion of some ways through which different groups involved with the education process can provide the realization of this new model of the teachers' development. / Mestre

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