Studiens syfte är att med hjälp av aktuell forskning ta reda på hur lärares kompetenser och undervisningsmetoder kan främja lågstadieelevers läsutveckling. För att uppnå studiens syfte valdes systematisk litteratursökning som metod. Teorin som studien utgår ifrån är the Simple View of Reading där två komponenter, avkodning och språkförståelse, är beroende av varandra och är nödvändiga att behärska för att uppnå god läsförmåga. Det hittades elva studier av relevans i sammanhanget. Resultatet från dessa elva studier visade att lärare behöver behärska tre olika kompetenser för att utveckla elevers läsförmåga nämligen didaktisk kompetens, relationskompetens och ledarskapskompetens. De olika undervisningsmetoder som visat sig vara framgångsrika var en intensiv bokstavsinlärning, olika metoder kring högläsning samt olika läsaktiviter där eleverna får träna på att läsa antingen individuellt, i par, grupper eller i helklass. Slutsatsen som kan dras är att lärarens kompetenser och val av metoder har stor betydelse för elevers läsutveckling och det är därför angeläget att lärare håller sig uppdaterade kring den senaste forskningen.

Students who find mathematics difficult and complicated can lose their confidence in their abilities after the first years of school to cope with mathematical tasks and gradually give up all efforts to learn mathematics. This systematic literature study aims to shed light on the teacher's role in developing students' interest in mathematics. The goal is to point out important aspects that can strengthen the teacher's teaching to arouse and create a positive interest in the students in their teaching. The result is research on different perceptions from different continents in the world about essential aspects that teachers can work from to promote students' interest in the mathematical subject. The most central aspect focuses on the importance of the teacher's knowledge of the students. Half of the articles that form the basis of this study also shed light on the importance of the current mathematics classroom. Finally, there are themes about communication and creating self-confidence through feedback. / Elever som upplever matematik svårt och komplicerat kan förlora sin tilltro till sina egna förmågor redan efter de första åren i skolan för att klara av matematiska uppgifter och ger efter hand upp alla ansträngningar att lära sig matematik. Syftet med denna systematiska litteraturstudie är att belysa lärarens roll i arbetet med att utveckla elevernas intresse för matematik. Målet är att peka på viktiga aspekter som kan stärka lärarens undervisning för att väcka och utveckla ett positivt intresse hos eleverna i sin undervisning. I resultatet framkommer det forskning om olika uppfattningar, från olika kontinenter i världen om viktiga aspekter som läraren kan arbeta utifrån för att främja elevernas intresse för det matematiska ämnet. Den mest centrala aspekten fokuserar på betydelsen av lärarens kännedom om eleverna. Hälften av artiklarna som utgör grunden för denna studie belyser även vikten av det aktuella matematikklassrummet. Avslutningsvis finns teman om kommunikation och skapa självförtroende genom feedback.

The purpose of the study is to examine how a specific group of English teachers interpret the differences between LPO-94 and LGR-11 which are two separate curriculums in the swedish school system. LGR-11 replaced LPO-94 (in 2011/12) and because of this, I wanted to look into what changes, if any, teachers experienced regarding their methods of teaching as well as how they assess students skills and knowledge. The study also investigates the matter of how teachers perceive the implementation of the new curriculum and how it has affected them in their profession. The study is partly a comparative policy study, regarding the different aspects of how knowledge is defined in the two different curriculums, and partly qualitative, with a number of interviews with English teachers. The teachers interviewed in this study claim that their understanding of the definition of knowledge is shared to a larger extent now and so is their view of the new curriculum which is considered, by most of them, to be more clear and structured than the previous one. This, in turn, gives these six teachers an increased understanding of the policy documents themselves, as well as a feeling that it is easier to track and identify learning progression and also that they have enhanced their assessment abilities. The study shows that the implementation of the new curriculum is perceived as satisfactory by the interviewed teachers who claim the changes have affected their profession in the desired direction and that it has benefited students with regards to both teaching methods and assessment situations.

Homeschooling has become a viable educational choice for families; however, limited research has been conducted on the instructional strategies homeschooling parents use to instruct their children and whether these reflect a learner-centered teaching approach. The purpose of this qualitative case study was to explore the learner-centered instructional strategies homeschooling parents use to teach their children mathematics. The conceptual framework for this single-case study was based on Weimer's learner-centered teaching model. Participants included 4 parents who homeschooled students in Grades 6-12 in a Western state and who received instructional support from a private school. Data were collected from interviews with homeschooling parents, online reflective journals maintained by homeschooling parents, and documents related to the homeschooling mathematics program. Data analysis included coding and examining emerging themes and patterns and discrepant data. The results indicated that the homeschooling parents aligned only a small amount of their instructional strategies with Weimer's learner-centered teaching model by trying to make mathematics fun, interesting, and relevant to their children's lives. They also differentiated instruction and chose curriculum that included some critical-thinking problems. The homeschooling parents taught using more traditional methods in which they were the primary instructors and made most of the decisions about the instructional content. The results of this study can contribute to positive social change by aiding curriculum designers and educators in their exploration of learner-centered and other instructional strategies they can use to design curriculum and instruct their students.

An American school overseas is concerned with offering equal academic opportunities for the non-native English language learners (ELLs) on campus. It has not been determined if the in-class teaching method or the out-of-class teaching method is more effective. The purpose of this study is to determine if there is a difference in end-of-year achievement between these 2 different methods. Guided by Vygotsky`s theory of cognitive social development and Krashen`s theory of exposure to language, the research question addressed the difference in 3rd through 5th grade students' achievement test scores between the in-class teaching method and the out-of-class teaching method. The causal comparative study compared the standardized Stanford and Northwest Evaluation Association Measures of Academic Proficiency achievement test data from 244 students for 1 year of out-of-class teaching with 3 subsequent years of in-class teaching. The Kruskal-Wallis test indicated a significant difference between the 2 methods (H = 7.88, df = 3, p = .049) only in the 1st year of in-class teaching. As the results are inconclusive, the results of this study were shared with teachers and administrators and a discussion was facilitated about alternatives to the in-class teaching method in order to develop a research-based curriculum that will help ELLs to succeed in the local school.

The purpose of this study was to demonstrate a new approach in the analysis of teaching procedures, and show the importance of certain variates on the academic performance of college students. Objectives: The objectives of this study were threefold: To determine whether an ABA approach (definition on page 19) can be used effectively to identify relevant variables influencing college student's academic performance. To determine the influence of grading and exam frequency on achievement in college. To compare the effectiveness of a lectureless go-at-your-own-pace teaching procedure and lecture procedures on student performance as measured on a final exam and a six month retention test. Method Experiment One. Using an ABA reversal procedure in a Latin square design 253 students were rotated through testing conditions to determine the effects of grading and exam frequency on college students academic performance. The four testing conditions were: (a) weekly exams given which counted towards the student's grade, (b) weekly exams given which did not count toward their grade, (c) monthly exams which counted, and (d) monthly exams which did not count. An analysis of the results with respect to the students' grade point average was also carried out. Experiment Two. Three classes of introductory psychology were used in an interclass comparison. Each class was exposed to a different teaching procedure. Daily lectures with a monthly exam were used on the first class. Daily lectures with weekly exams were administered to the second class. The third class attended no lectures, took oral and written exams on each chapter when they felt read y for them, had to master one chapter before progressing to the next, and received immediate feedback on their test results. All three classes were also given a retention test six months later. Students performance on both the final exam and retention test were compared. Results Experiment One. Grading was found to significantly influence students academic performance (p .05). Though exam frequency had a consistent and systematic effect on performance, its effect was not found statistically significant. It was also noted that both variates influenced students of all grade point average ranges to the same degree rather than differentially helping only certain grade levels. Experiment Two. It was found that the students in the go-at-your-own-pace group outscored both lecture classes on the final exam and six month retention test. Conclusions The following conclusions are drawn from the results of research conducted for this report. The lack of differential effects in past comparative studies is due to the fact that the students' academic behavior was not differentially influenced. Intraclass analytic procedures can be employed which are more sensitive than the interclass comparisons employed in the past. Instructors can use grading to strongly influence college students of all grade point ranges to perform better. Two things future research in college teaching should include are: (a) more sensitive experimental procedures, and (b) a change in the variates analyzed. A stronger look should be taken at what behavioral contingencies the course includes rather than only what the teacher does in class. It is suggested that higher education should direct itself to more contingent systems of instruction rather than shifting to more self-controlled learning situations.

The role of grammar in the teaching of foreign languages has been extensivelydiscussed over the years, and nowadays the literature shows a growing acceptanceof grammar as an important part of the communicative approach. However,according to our experience and what can be gleaned from research, student perceivegrammar as difficult, abstract, and boring - which often negatively affects theirmotivation to learn a foreign language.In this context, the question we need to consider is: what is the best way to teachgrammar? The purpose of this research paper is to delve into the attitudes of studentsregarding the inductive and the deductive teaching methods, what aspects of thesemethods favour or hinder their motivation, as well as which is, according to them,the best way to work with grammar in the classroom.The methodology employed was a mini-experiment in which two approaches weretrialled, inductive and deductive, to then measure attitudes by means of a survey(questionnaire), followed by further details via a complementary interview andmeasuring learning effectiveness through exit tickets. Informants were drawn fromtwo groups of Spanish language students (9th grade elective Spanish).The results obtained indicate a clear preference toward the deductive method,although they also hint to most positive outcomes from a combination of bothmethods (inductive and deductive). About the factors that influence motivation,those standing out were the possibility of working in a group as well as theimportance of offering tasks with adequate difficulty levels, as those perceived astoo difficult have negative consequences in terms of motivation

The problem of this study was a comparison of two techniques of teaching general education mathematics: a transpersonal psychology technique and a lecture-oriented technique. The purposes of the study were to determine the relative effectiveness of a transpersonal psychology technique and a lecture-oriented technique in promoting an understanding of the structure of the real number system, in the development of students' attitudes toward mathematics, and in the retention of knowledge of the real number system. The results of this study were generally inconclusive. It seems necessary that more research be done in the application of relaxation procedures and guided fantasy journeys to the teaching of mathematics before definite conclusions are drawn concerning the effectiveness of the techniques. The paper describing the experimental study consists of five chapters, five appendixes, and a general bibliography. The first chapter is introductory and presents the problem, purposes, hypotheses, and other introductory materials. The second chapter consists of a synthesis of research done in the area of man's two-hemisphere brain and a synthesis of material on the informal applications of the transpersonal teaching technique. Chapters four and five describe the collection of data and the analysis of the data. The fifth chapter presents findings, conclusions, and recommendations.

The purpose of this study was to ascertain the need of scientific speech training in the elementary grades of the Independent School Districts of Denton County. The analysis of data reveals a dire need for speech correction and other phases of speech training.

With radical social change and educational reform taking place in China since 1976, the English teaching system there has been changing accordingly. The Chinese Traditional Method (CTM) is giving way to the Western Communicative Language Teaching (CLT) approach. This research is a study of both Chinese and expatriate English teachers who are involved in classrooms and affected by reforms. The goal of this research study is to identify the extent to which Chinese and expatriate English teachers use CLT in China, to discover the possible factors that prevent them from using CLT and to explore an English teaching method that may fit into the Chinese setting. The finding shows that both Chinese teachers and Americans used the CLT approach in their teaching. As for the extent to which they use CLT, overall variation between the two groups is not as obvious as variation within groups. Both Chinese and American teachers have encountered obstacles in introducing CLT. Recommendations were offered for teachers, students, and administrators.