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  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
1

The Effects of a Programmed Teaching Sequence and Response Card Use with Systematic Feedback on the Acquisition of Time Telling Behavior of 3 Students with Intellectual Disability

Weatherford, Matthew 05 1900 (has links)
Few studies have proposed or evaluated methods to teach telling time. The purpose of this study was to evaluate the effects of differential reinforcement of student responding in the form of response cards to teach three middle school students with intellectual disability to tell time. Participants worked through six training phases. Results showed that correct responding increased from pre-assessment (range of 5.71-14.29% correct) to post-assessment (range of 85-100% correct). Preliminary evidence shows promise in the application of these procedures to teach telling time to middle school students with intellectual disability.
2

Yngre elevers svårigheter för den analoga klockan : En intervjustudie i årskurs 2-3 / Younger students’ difficulties regarding the analogue clock: an interview study in grades 2–3

Schill, Johan January 2020 (has links)
För att på ett fördjupat sätt förstå innebörden i olika svårigheter som elever i årskurs 2–3 kan ha gällande tidsavläsning från den analoga klockan är detta en intervjustudie med sju elever som besvarar frågeställningen: vad urskiljer/urskiljer inte eleverna när de löser olika uppgifter som handlar om att avläsa tid från den analoga klockan? Som teoretisk utgångspunkt används variationsteorin då dess olika begrepp är centrala för att förstå hur en annan person uppfattar ett specifikt ämnesinnehåll. I resultatet redovisas de olika aspekter av innehållet kring tidsavläsning från den analoga klockan som eleverna urskilt eller inte urskilt som i sin tur leder till att olika svårigheter identifieras. Vidare diskuteras studiens styrkor och svagheter i relation till metodval samt hur resultatet förhåller sig till tidigare forskning, styrdokument och yrkesverksamheten. Sammanfattningsvis framgår det ur resultatet att en övergripande svårighet har att göra med att eleverna inte urskilt att klockan är uppbyggd på 60 minuter och till stor del förlitar sig på minnesassociationer vid avläsning av minutvisaren. / This is an interview study with seven students. To understand the deeper meaning of various difficulties that students in grades 2–3 may have regarding time telling on the analogue clock this study answers the question: what does the students discern/not discern when they solve different tasks involving time telling on the analogue clock? As a theoretical framework, the variation theory is used as its various concepts are central to understand how another person perceives a specific curriculum content. The result shows the different aspects of the content, regarding time telling on the analogue clock, that the students did discern or did not discern, which in turn leads to the identification of various difficulties. Furthermore, a discussion is being held regarding the strengths and weaknesses in relation to the chosen method as well as how the result relates to previous research, curriculum documents and the profession of education. In summary, it is clear from the result that an overall difficulty has to do with the students not discerning that the clock is built up in 60 minutes and largely relies on memory associations when reading the minute hand.

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