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Tesis para optar al grado de Magister en Educación con mención en Informática Educativa / La investigación comienza al establecer el problema existente de la enseñanza del idioma inglés en Chile. En un estudio realizado por EFI EPI (2016), los estudiantes en Chile demostraron un bajo nivel de dominio del inglés. Los resultados de este estudio fueron alarmantes para el Ministerio de Educación, ya que hubo una gran cantidad de inversiones financieras en esta área, como los programas de puertas abiertas en inglés y las oportunidades de becas de intercambio estudiantil. Ahora, en la escuela primaria, el problema es más evidente. Se ha convertido en un campo de enseñanza del inglés en constante expansión con poco apoyo del Ministerio de Educación. Por esta razón, la investigación busca analizar si un diseño de estrategia didáctica, que integra las TIC y un enfoque multisensorial, mejora la experiencia de aprendizaje en una clase de niños y niñas en segundo nivel de transición de inglés como lengua extranjera. El estudio contiene un diseño de metodología mixta con un nivel exploratorio, mediante el uso de dos grupos diferentes de niños en el jardín de infantes de la Escuela Antilen de Rengo. Antes de las cuatro intervenciones, se entrevistó al parvulario de los cursos participantes, se realizó a los niños una prueba de diagnóstico previo y se implementó un cuestionario a los padres de los niños participantes. Durante las intervenciones, las clases diseñadas se registraron para la recopilación de datos visuales y el investigador tomó notas de campo. Finalmente, se realizó una prueba posterior al diagnóstico en los niños del idioma aprendido a lo largo de las intervenciones. Los resultados de este estudio resultaron en favor de la nueva estrategia didáctica diseñada, ya que mejoró la experiencia de aprendizaje de los niños. Después del análisis de la información total recopilada, la estrategia demostró ser inclusiva y motivadora para los niños. Además, los resultados mostraron un aumento en las oportunidades de exposición del idioma dentro de cada sesión y un aumento en el vocabulario aprendido. Finalmente, una proyección futura de este estudio es profundizar en el diseño de la estrategia didáctica propuesta / The investigation begins by stating the existing problem of English language teaching in Chile. In a study done by EFI EPI (2016), the students in Chile demonstrated a low level of English proficiency. The results of this study were alarming to the Ministry of Education, since there has been a great amount of financial investments in this area, such as the English open doors programs and student exchange scholarship opportunities. Now, in primary school the problem is more apparent. It has become an ever-expanding field of English teaching with little support from the Ministry of Education. For this reason, the investigation seeks to analyze if the use of a didactic strategy design, which integrates ICT and a multisensory approach, improves the learning experience of boys and girls in an English as a foreign language kindergarten class of children. The study selected a mixed methodology design with a exploratory level, by using two different groups of children in kindergarten from Antilen School of Rengo. Before the four interventions, the student’s preschool teacher was interviewed, a pre-diagnostic test was conducted on the children and a questionnaire was implemented on the parents of the participating children. During the interventions, the classes designed were recorded for visual data collection and field notes were taken by the investigator. Finally, a post-diagnostic test was conducted on the children of the language learnt throughout the interventions. The results from this study resulted in favor of the new didactic strategy designed, for it improved the learning experience of the children. After the analysis of the total data collected, the didactic strategy demonstrated to be inclusive and engaging for the children. Also, the results showed an increase in language input within each session and a growth in target vocabulary learnt. Finally, a future projection of this study is to further elaborate on the design of the didactic strategy proposed

This longitudinal study investigates the factors at home and school that influence children's attainment and progress in writing at Key Stage 1. Sixty children between the ages of four and seven years in four Reading primaiy schools were tracked and data was collected in the term before they started school, at school entry, on a termly basis once in school and at the end of Key Stage 1. Semi-structured interviews, questionnaires, observation schedules, checklists and standardised assessments were used. Associations between measures and continuity over time were assessed using multiple regression analysis. Pre-school independent variables that were found to be significantly associated with writing proficiency at school entry included mother's educational level, family size, parental assessment of writing and a measure of home writing. Child characteristics, skills and competencies were measured at school entry and those found to be significantly associated with writing at outcome included season of birth, WPPSI-R vocabulary score, pre-reading skills and proficiency in writing their own name. The only pre-school variable that maintained its significant relationship to writing at outcome was home writing. Teacher assessments of pupil attitudes to writing were consistently found to be significantly associated with writing at outcome. Data from the termly writing samples indicated that only the handwriting assessment predicted general writing ability at seven years of age. Eight pupils were observed writing at two points in time and the records are discussed in terms of processes and products. Issues such as quality and quantity of writing generated are considered in relation to the development of component skills (e.g. handwriting, spelling, vocabulary), within the context of the curriculum and role of the teacher. The results confirm the complexity of learning to write for children at Key Stage I and developmental considerations are discussed in relation to policy and practice issues.

Dynamic assessment represents an opportunity for educational psychologists to utilise a play-based approach for assessing the functional behaviour of children who struggle to perform in formal testing situations (Tzuriel, 2000; Hill, 2015). A systematic literature review aims to evaluate available empirical research on the use of dynamic assessment approaches within the early years to provide a clearer view of the evidence for their use and to support educational psychologists' development of such approaches within their professional practice. The review of this evidence indicated mixed results for the usefulness of dynamic assessment in the early years phase and warranted closer inspection of the use of dynamic assessment by educational psychologists. In the empirical project, a purposive convenience sample was used. Two practising educational psychologists were interviewed using semi structured interview schedules and observed delivering dynamic assessment in the Early Years Foundation Stage. Interviews were analysed using thematic analysis and a content analysis was used to analyse the videoed observations. The findings of this empirical project highlight the type and level of mediation required for dynamic assessment of children in the Early Years Foundation Stage; how educational psychologists evaluate the usefulness of dynamic assessment for assessing and identifying the needs of children in the Early Years Foundation Stage; and the implications of dynamic assessment for intervention for children in the Early Years Foundation Stage. Implications are discussed for promoting the use of dynamic assessment among educational psychologists as a useful tool for assessment of children in the early years age phase.

This study is a response to shifts in literacy education produced by the new affordances of multimodal texts and changing social dynamics as a consequence of an increasingly digitised, networked communications environment. Acknowledging the powerful influence of the teacher on student outcomes, the study involved intervention in teacher professional learning as a means for influencing print based literacy pedagogy to incorporate multimodality literacy practices. This study is a case study of the professional learning of four teachers of primary school students over the course of eight months in a workplace based research project instigated by the researcher in her role reviewing early years literacy policy, programs and resources within the Department of Education, Victoria. Professional learning interventions deployed within a participatory action research methodology were found to be efficacious in involving case study teachers as researchers of their own practice and in enhancing teachers' professionalism in the operationalisation of multiliteracies. They also had the effect of impacting on professional knowledge, practice and identity. The study indicates that schemas emanating from the New London Group's multiliteracies theory acted as stimuli for expanding teacher repertoires of multimodality pedagogies, thereby addressing disjunctures between digitised multimodal literacy and the existing print based literacy pedagogical knowledge. The deployment of a 'multimodal schema' influenced teachers to expand the modes of meaning taught as literacy meaning-making resources. Deployment of a 'pedagogical knowledge processes schema' influenced teachers' reflective practices resulting in more knowing and purposeful pedagogical practices. Used as an analytical tool, a 'dimensions of meaning schema' also illustrated patterns in teachers' choices, revealing an arbitrary character in the development of a metalanguage for different modes of meaning making. Recommendations arising from the study addressed the areas of educational consultancy; educational filming; literacy policy development; multimodality; pedagogical knowledge processes; and participatory action research methodology. Future research agendas indicated by the findings were presented.

Inaug.-diss.--Würzburg. / Lebenslauf. Bibliography: p. 144-145.

Thesis (M.S.)--University of Wisconsin--Madison, 1963. / Typescript. Description based on print version record. Includes bibliographical references (leaves 173-177).

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Currently, attendance issues are prevalent in academic settings. When students do not attend school, it has an effect on their education and on the community at large. This study looked at the issue of truancy at the Early Years level and focused on studying one possible solution: the Walking School Bus Program. In this program two Community Outreach Workers were hired to walk students with attendance issues to school on a daily basis. A qualitative study was completed to obtain the perspectives of key individuals involved in the Walking School Bus program.

Currently, attendance issues are prevalent in academic settings. When students do not attend school, it has an effect on their education and on the community at large. This study looked at the issue of truancy at the Early Years level and focused on studying one possible solution: the Walking School Bus Program. In this program two Community Outreach Workers were hired to walk students with attendance issues to school on a daily basis. A qualitative study was completed to obtain the perspectives of key individuals involved in the Walking School Bus program.