As a topic of my thesis I chose Current Methods of Teaching of Initial Reading (with a specific focus on the SFUMATO method). In the theoretical part I deal with the issue of reading literacy in pre-primary and primary education. I also describe the division and development of methods from a historical point of view. Further chapters are devoted to the most used methods of elementary reading teaching at present. In more detail I tried to describe the less well-known methodology of Sfumato. The practical part of my diploma thesis was used as a research probe in teaching using the Sfumato methodology and comparison with control groups in which the analytic-synthetic method and the genetic method are used to teach elementary reading. The results of my work show that the Sfumato methodology can be beneficial for both children and pupils and can help in avoiding unwanted reading habits.

Denna studie behandlar problemlösning med fokus på lärarens val av undervisningsmetod i syfte att utveckla elevers matematiska kunskaper. Vi har uppmärksammat brister i nyttjandet av strategier i problemlösning hos elever i årskurs F-3. Studiens syfte är därför att bidra med vad tidigare forskning om problemlösningsundervisning har resulterat i och jämföra dessa resultat med varandra. För att undersöka detta har tidigare forskning granskats genom en systematisk litteraturstudie. De databaser som använts för att finna tidigare forskningsstudier är ERIC, UniSearch samt SwePub. Resultatet av studien visar att en väl genomtänkt undervisningsmetod i problemlösning är av stor vikt för elevers kunskaper i matematik. Genom resultatet framkommer även att en god problemlösningsförmåga underlättar för elevers fortsatta matematikutveckling.

A travers l'exemple de Molière, nous nous intéressons à la construction et à l'évolution de la représentation de l'auteur classique dans les manuels du secondaire depuis le XIX° siècle jusqu'à aujourd'hui. c'est donc le processus de la construction du mythe scolaire de Molière que nous questionnons. Notre réflexion porte d'abord sur l'analyse de la place de Molière dans les programmes successifs et dans les manuels, afin de déterminer le rapport qu'entretiennent ces deux pôles représentatifs de l'institution scolaire ainsi que l'évolution de leurs contenus en regard de l'oeuvre de Molière. Nous interrogeons ensuite le Molière des manuels à la lumière de la critique exégétique: dans quelle a-t-elle influencé la construction puis l'évolution du mythe scolaire de l'auteur-acteur? Ces deux premières étapes nous conduisent à nous pencher sur l'évolution du corpus scolaire des oeuvres moliéresques: qu'en est-il de la fortune des pièces canoniques ainsi que de tout le pan des comédies du dramaturge occulté par les programmes? Enfin, nous nous intéressons à ce nouveau "langage" introduit dans les manuels à partir du second quart du XX° siècle, qu'est le corpus iconographique: a-t-il entraîné une nouvelle lecture de Molière et de son oeuvre? Ce cheminement nous conduit au coeur de la représentation de Molière, auteur scolaire patrimonial par excellence. / Through Molière's works, we will focus on how secondary textbooks have decided to represent this author from the nineteenth century until today. It is thus the process of building the school myth of Molière that we try to question. Our study first deals with analysing the place of Molière in successive programs and textbooks in order to determine the relationship between these two main poles of the educational institution as well as the evolution of their contents regarding Molière's works. We will then question the works of Molière as used in textbooks focussing on the exegetical critique : how far has it influenced the construction and the development of the school myth of the author-actor ? These first two steps lead us to think about the evolution of the academic corpus of Molière's works : What about the success of the canonical plays as well as all the comedies that are no longer studied ? Finally, we will focus on the iconographic corpus, that is to say the new « language » that was introduced in textbooks from the second quarter of the twentieth century : has it led to a new reading of Moliere's works?This leads us to the heart of Molière, the first exemple of an academic author

Samhället och skolan är idag en mångkulturell plats och i vissa klassrum har mer än hälften av eleverna utländsk bakgrund. Det finns en motsättning mellan det mångkulturella klassrummet och fokuseringen på den svenska historien i kursplanen i historia för årskurs 4–6. Identitetsutvecklingen kan försvåras för elever med utländsk bakgrund i och med att de inte får lära sig om sitt ursprung i skolan. Studiens syfte har därför varit att undersöka hur lärare anpassar undervisningen för att möta elevers identitetsutveckling utifrån elevernas etniska och kulturella bakgrund. Studien har en hermeneutisk teoretiska ansats. Genom semistrukturerade intervjuer med fem lärare som undervisar historia i årskurs 4–6 framkom det att lärarna främst anpassar arbetssätt efter elevernas språkliga svårigheter och inte deras bakgrund. Lärarna ser dock elevernas olikheter som en stor tillgång i undervisningen. / Today both society and school is a multicultural meeting place and in some classrooms more than half of the students have a foreign background. There is a divergence between the multicultural classroom and the focus on the Swedish history in the syllabus in history. The identity development can be hampered for students with foreign background if they don’t get to learn about their origin in school. The aim of this study has therefore been to examine how teachers adapt their teaching to meet pupils’ identity development based on the pupils’ ethnic and cultural backgrounds. The theoretical approach of the study is hermeneutic. Trough semi structured interviews with five teachers that teach history in grade 4–6 emerged that the teachers mainly adapt their teaching methods due to the pupils’ linguistic difficulties and they don’t adapt the content due to the students’ background. Though the teachers see the pupils’ differences as an access in the teaching.

Studien är en kvalitativ studie med fokus på hur tredimensionella objekt framställs och arbetas med i matematikundervisningen. Syftet med denna studie är att undersöka hur lärare varierar undervisningsmetoder i undervisningen om geometri och tredimensionella objekt samt vilka variationsmönster som synliggörs i lärarnas undervisning. Studien utgår från tidigare granskad forskning om geometriundervisning. Studiens undersökningar har genomförts på två olika skolor i två olika kommuner i södra Sverige där båda klasserna som varit en del av studien tillhört årskurs 6. Den datainsamling som gjorts bygger på fem genomförda observationer av två olika klasser samt intervjuer av undervisande lärare för dessa klasser. Studiens resultat visar bland annat att geometriundervisning där läromedel kompletteras med andra undervisningsmetoder såsom konkret material kan vara gynnande för elevers inlärning och för lärare vid undervisning om tredimensionella objekt.

Although it is known that the Spanish current Educative System promotes using the Communicate Approach to teach foreign languages in schools, other recently designed approaches are also used to help students improve their skills when communicating in a foreign language. One of these approaches is Content and Language Integrated Learning, also known as CLIL, which is used to teach content courses using the English language as the language of instruction. This approach improves the students’ skills in English as the same time as they learn content from other areas. The goal of this thesis is to present a research project carried out at the University of Alicante during the academic year 2011-2012. With this research we obtained results that provide quantitative and qualitative data which explains how the use of the CLIL methodology affects the English level of students in the “Didactics of the English Language in Preschool Education” course in Preschool Education Teacher Undergraduate Program as students acquire the contents of the course.

Reasoning Mind (RM) incorporates aspects of Russian mathematics pedagogy and curricula into its online math program. Our investigation identifies typical attributes of Russian pedagogy discussed in news articles and publications by Russian education experts, then determines how these attributes arise in RM. Analysis of RM's implementation of the characteristics reveals more successful inclusion of curricular attributes than classroom strategies. Thus, we outline classroom techniques that could be assimilated into RM to provide a more Russian learning experience along with students' exposure to Russian-style curricula.

This thesis investigates the need for improvement in mathematics education at the college level in the US regarding equitable practices in instruction. In particular, it focuses on understanding the role self-regulation can play in the classroom dynamics, and how self-regulation can be a way to empower students. Also included is a case study in an introductory linear algebra class at a liberal arts college and is meant to provide a investigation into a way of incorporating self-regulation by using self-paced assessments. Results of this study suggest a possible question to consider in reforming mathematics education for a more equitable environment in postsecondary mathematics classrooms.

Nurse educators are tasked with preparing safe, competent nurses but are faced with unique challenges in helping students with disabilities. Students with learning disabilities require accommodations which are alterations or adjustments within the learning environment and are developed by the instructor. The purpose of this 3-manuscript dissertation, guided by the universal design for instruction (UDI), was to explore the attitudes and instructional methods used among nursing faculty related to teaching students with learning disabilities. Three research questions were framed as parallel studies to address the gap in understanding how faculty view nursing students with disabilities, how clinical specialty influences faculty's teaching methods, and what UDI teaching methods faculty use. Nursing faculty who teach in the classroom for prelicensure nursing programs were recruited to complete the Instructional Methods and Attitudes Faculty Survey. Data from 102 participants were analyzed using a Wilcoxon-Mann-Whitney test, which indicated significant differences between the use of inclusive teaching methods (hands-on or interactive and problem solving, communication and interaction among students brainstorming, and providing class outlines or lecture slides before class). There were no differences when comparing faculty attitudes toward UDI familiarity, disability familiarity, and clinical specialty. The implementation of UDI promotes social change by creating an inclusive learning environment that increases the likelihood of success for students with learning disabilities. Future research should focus on best practices to educate faculty about inclusive teaching paradigms, such as UDI and explore faculty and student perspectives about the use and implementation of UDI.

This study's purpose was to investigate the differences in the attitudes towards science, belief in science, and the understanding of the nature of science between pre-service elementary education majors who took a two-semester interdisciplinary course called "Science That Matters" (ISC 1004 & ISC 1005) with those pre-service elementary education majors who took two undergraduate science courses other than the two-semester interdisciplinary science course. The research method employed a 30-item survey (Moore & Foy, 1997) entitled Scientific Attitude Inventory II. The survey's participants were two classes who had taken both semesters of the interdisciplinary course (n = 23) compared with six classes of elementary education majors who had taken two other undergraduate science courses other than the two-semester interdisciplinary course (n = 46). A two-tailed t-test was used to examine the differences in the means between the two groups as to their attitudes towards science, belief in science and their understanding of the nature of science. The study concluded that among the survey participants, there was no statistical difference as to the three dependent variables (attitudes towards science, belief in science, and the understanding of the nature of science) when testing for the independent variable (participants who had taken the two-semester interdisciplinary course and those who took two different science courses). The author suggests the results provide evidence that the two-semester interdisciplinary course holds its own when compared to other elective science courses, based on this evaluation of the students' attitudes toward science, belief in science and the understanding of the nature of science. Continuing research concerning this interdisciplinary course is needed to accumulate data which may show an advantage for students who take this course in learning and appreciating science for future elementary education teachers.