No description available.

This study aims to expand on the existing research regarding teachers’ oral feedback practices in third turns of initiation-response-feedback (IRF) sequences. There is a gap in the existing research on oral corrective feedback practices in third turns of IRF sequences in the context of Swedish upper secondary school. The aim of this study is to fill some of that gap by providing results and insights from the Swedish context of upper secondary school. A classroom audio recording of a teacher’s classroom talk from an English class with second year students was subjected to conversation analysis to discover general patterns of this teacher’s oral corrective feedback practices in the third turn of IRF sequences. It emerged that implicit corrective feedback practices were frequent, with conversational recasts being among the most common types of feedback. The result of this study thus turned out to be in line with what previous research had found to be common oral corrective feedback practices among teachers.

As características dos cursos de Publicidade e Propaganda na cidade de São Paulo foram observadas e analisadas através de um procedimento que envolveu etapas distintas. A definição do objeto a ser pesquisado (instituições de ensino superior) obedeceu a critérios de representatividade de classes econômicas e sociais discentes. A relação entre o poder aquisitivo dos alunos e sua escolha pela instituição e as possíveis implicações em sala de aula foram estudadas presencialmente, em pesquisa de campo. Assistimos a cerca de cinquenta horas de aulas em etapas iniciais e de conclusão dos cursos. As observações em classe foram categorizadas na tentativa de se criar uma tipologia das práticas de ensino, sem quaisquer intenções classificatórias ou constituintes de juízo de valor. Os dados que contam com as opiniões dos estudantes foram coletados por método misto, qualitativo (entrevistas, questionários abertos via internet e debates com alunos) e quantitativo (questionários fechados, com amostra definida). Buscamos identificar a formação oferecida e verificar se o discurso de cada universidade é, de fato, colocado em prática nas aulas. Algumas conclusões demonstram aspectos apreciados por alunos e adequados à formação do publicitário. Outras apontam para práticas de ensino em desacordo com os interesses discentes e, por vezes, com a formação exigida pelo mercado de trabalho publicitário. / The characteristics of the advertising courses in the city of São Paulo were observed and examined by a procedure involving distinct steps. The definition of the object to be researched (teaching institutions), followed, regarding students, criteria of representativeness of social and economic classes. The relationship between the students purchasing power and their choice for the institution and the possible implications in the classroom were studied in person, at field research. We have seen around fifty hours of classes in initial and final steps of the courses. The observations in classrooms were categorized in an attempt to create a typology of teaching practices, without any classificatory intentions or judgement. The data containing the students opinions were collected by mixed method, qualitative (open questionnaires, interviews via the Internet and \"debates\" with students) and quantitative (closed questionnaires with a defined sample). We have aimed to check the offered formation and verify if each university speech is, indeed, a practice in the classroom. Some conclusions demonstrate aspects appreciated by students and appropriate to the advertisers formation. Others show teaching practices that are not in agreement to the students interests and sometimes, to the demands of the advertisement business market.

Esta pesquisa foi dedicada a procurar nuances da construção do sentido de número no desenvolvimento e uso de estratégias de cálculo de adição e subtração. Tal procura se deu nas ações e práticas emergentes de interações no contexto de sala de aula dezessete aulas distribuídas ao longo de três meses durante as quais foram propostos jogos relacionados ao cálculo e às noções de número, além de problemas do campo aditivo presentes nos Cadernos de apoio e aprendizagem, material em uso na rede municipal de São Paulo. A análise das práticas matemáticas e interações em sala de aula teve como objetivos: a) procurar caminhos que pudessem levar a compreender em que medida o uso de certos procedimentos de cálculo favorece o desenvolvimento do sentido de número; b) discutir em que medida o aluno, ao comunicar seus procedimentos para o grupo, expressa conhecimentos sobre números e operações; e c) discutir as ações individuais como correlatas de aspectos sociais da microcultura da sala de aula e, ao mesmo tempo, a microcultura de sala de aula como um fenômeno emergente continuamente gerado pelas ações individuais (Cobb, Stephan, McClain e Gravemeijer, 2001). Da nossa incursão pelas teorizações de Cobb e outros, orientamos nossa análise pela via de três categorias prévias: 1) normas sociais e crenças dos alunos sobre o próprio papel, o papel do outro e a natureza geral da atividade matemática na escola; 2) normas sociomatemáticas e crenças e valores matemáticos e 3) práticas matemáticas e concepções e atividade matemática. Partindo dessa análise, procuramos discutir, em primeiro lugar, a ligação entre normas sociais, normas sociomatemáticas e práticas matemáticas como uma relação de estreita interdependência. Em segundo lugar, como a abordagem de conhecimentos procedimentais (aqui, estratégias de cálculo na adição e na subtração) pode colocar em pauta conhecimentos conceituais (aqui, a estrutura do sistema numérico). Por fim, refletimos as limitações do estudo em relação à promoção e análise do desenvolvimento do sentido de número dos alunos. Os resultados indicam que a consideração do trabalho em sala de aula sob a perspectiva emergente, analisando as ações dos alunos nos níveis das normas sociais, normas sociomatemáticas e práticas matemáticas pode guiar as intervenções do professor, favorecendo o foco em características específicas do conteúdo em pauta. Também sugerem que o trabalho com o objetivo de desenvolver o sentido de número dos alunos, que obviamente abarca a compreensão da estrutura do nosso sistema numérico, deve perpassar o trabalho de matemática ao longo de todo o ensino fundamental. / This research was dedicated to looking for nuances in the sense of number construction in the development and use of adding and subtracting calculation strategies. Such search happened based on actions and practices emerging from interactions in the classroom context seventeen classes distributed in the period of three months during which games related to calculation and to number notion were proposed, as well as addictive problems present in the Cadernos de apoio e aprendizagem [Support and learning notebooks], material in use at São Paulo City public schools. The analysis of mathematical practices and classroom interactions aimed at: a) looking for ways that could lead to understanding in which measure the use of certain calculation procedures favored the development of the sense of number; b) discussing in which measure the students, when communicating their procedures to the group, express knowledge about numbers and operations; and c) discussing individual actions as related to the classroom micro culture social aspects and, at the same time, classroom micro culture as an emerging phenomenon continually generated by individual actions (Cobb, Stephan, McClain e Gravemeijer, 2001). From our incursions into Cobbs and others theories, we oriented our analysis via three previous categories: 1) social norms and students beliefs about his/hers own roles, the roles of the others and the general nature of mathematical activity in the school; 2) socio mathematical norms and mathematical beliefs and values and 3) mathematical practices and conceptions and mathematical activity. Starting from this analysis, we tried to discuss, firstly, the link referring to social norms, socio mathematical norms and mathematical practices as a closely interdependent relation. Secondly, how the approach to procedure knowledge (in this case, adding and subtracting calculation strategies) can put on the agenda conceptual knowledge (in this case, numeric system structure). Lastly, we reflected the limitations of the study relating to the promotion and analysis of the development of the students sense of number. The results indicate that considering the classroom work by the emerging perspective, analyzing the students actions at the level of social norms, socio mathematical norms and mathematical practices can guide teachers interventions, favoring the focus on specific characteristics of the content on the agenda. They also suggest that the work aiming at the development of the students sense of number, which obviously comprehends the understanding of our numeric system structure, should pervade mathematical work throughout all primary and junior high school teaching.

The curricula that defines special needs education in Swedish grammar schools states that students with intellectual disabilities should be given the possibility to participate in the planning and shaping of teaching and learning activities. The purpose of the study is to examine conditions regarding special needs students’ influence and how this influence is mediated. The focus of the study is subject based classroom situations. The method for collecting data has been observations. The empirical data consists of around 16 hours of video recordings, in addition to field notes. The observations took place in two special schools and all together 10 pupils, 5 teachers, and two student assistants participated. The theoretical framework is based on sociocultural theory with a specific focus on mediation. By using the theoretical terms object and subject positioning, the study also focuses on how teachers and students position themselves and each other. The results show that the students with intellectual disabilities are given opportunities for influence, but not very frequently.   The most important mediating factors to promote influence are the teachers´ trust in the students´ abilities and skills, and the teacher’s keen responsiveness to the students’ expressed personal will. Influence is mediated both through the possibilities of participation that teachers offer, and the teachers’ affirmation of the students’ requests. Furthermore, the study shows that students are more likely to gain influence in one-to-one meetings with the teacher, where the focus is on the student’s individual interests and preferences. In order to provide increased levels of influence to all students with intellectual disabilities, teachers need to plan the education with focus on democratic processes. / I denna licentiatuppsats studeras förutsättningar för elevers inflytande i grundsärskolan och hur detta inflytande medieras i klassrumsinteraktionen i situationer med olika kunskapsinnehåll. Elevernas och lärarnas interaktion i klassrummet studeras genom videoobservationer. Studien utgår från ett sociokulturellt perspektiv. Studiens resultat visar att elevinflytande sker på två sätt, dels genom att läraren erbjuder inflytande, dels genom att eleverna uttrycker en önskan om inflytande. När lärarna erbjuder inflytande blir deras tillit till elevernas förmågor och kunskaper en resurs som medierar för inflytande. Elevernas vilja att använda det inflytande som erbjuds blir också medierande resurser. När eleverna själva uttrycker sina önskemål blir såväl samma medierande resurser synliga som lärares lyhördhet inför elevernas vilja. När eleverna önskar inflytande använder de sig av tre strategier: igenkänning, motstånd och självständighet. De artefakter som finns fysiskt tillgängliga i klassrummet möjliggör för ett ökat elevinflytande. Uppsatsens kunskapsbidrag handlar om lärares och elevers tillit, lyhördhet och vilja som förutsättningar för elevinflytande. Ökad kunskap om och förståelse för klassrumsinteraktionens betydelse kan bidra till ett stärkt inflytande för elever i grundsärskolan.

Over the past few decades, increasing research has examined the cognitions (knowledge and beliefs) of second language (L2) teachers. Such efforts have provided insight into what constitutes teachers' beliefs and knowledge about teaching, how these cognitions have developed and how they are reflected in classroom practice (see Borg, 2006). Although numerous studies have been conducted into the curricular areas of L2 grammar and, to a lesser extent, L2 literacy, far fewer have examined L2 teachers' cognitions concerning L2 pronunciation instruction. The purpose of the present study, therefore, was to explore some of the dynamic relationships that exist between L2 teachers’ cognitions and actual pedagogical practices, how these cognitions have developed over time, and what relationships exist between both students’ and teachers’ perceptions. In the study, the cognitions and practices - as they relate to the teaching of L2 pronunciation - of five experienced teachers in an Intensive English program were investigated. The teachers participated in three types of data collection procedures over one semester - three semi-structured interviews, five classroom observations, and two stimulated recall interviews. Also, their students completed questionnaires. Findings revealed that, in terms of the development of teachers' cognitions, a graduate course dedicated to pronunciation pedagogy had the greatest impact of the teachers’ cognitions. In addition, all teachers experienced some degree of insecurity about teaching pronunciation. This was especially true for teachers who had never taken a course in pronunciation pedagogy. Yet even those teacher with specific training in pronunciation pedagogy lacked confidence in certain areas, especially in how to diagnose and address problems with pronunciation. Furthermore, some of the teachers were hesitant to assess students' pronunciation, fearing that negative feedback might be damaging to the learners' identities. However, through viewing the results of the student questionnaires, the participant-teachers were surprised to learn that students favored receiving explicit feedback in class in front of their peers over other types of feedback. One final major finding was that the teachers predominantly employed controlled techniques when teaching pronunciation and that, of all the techniques used, guided techniques were used less frequently.

Despite claims that the use of corpus tools can have a major impact in language classrooms (e.g., Conrad, 2000, 2004; Davies, 2004; O'Keefe, McCarthy, & Carter, 2007; Sinclair, 2004b; Tsui, 2004), many language teachers express apparent apathy or even resistance towards adding corpus tools to their repertoire (Cortes, 2013b). This study examines from a teacher cognition perspective (Borg, 2006) how three EAP (English for Academic Purposes) writing teachers identified their most pressing needs and considered possible ways that corpus tools might address those needs. After having an individualized corpus working session, each teacher put into practice one or more corpus tools to address self-identified needs in their writing classes. The teachers reflected on the process across a series of interviews and in a stimulated recall session, which were analyzed using qualitative research methods. Each teacher discussed the degree to which the lesson met her objectives, and considered how she might use such corpus tools in the future, as one component in the development of her teaching beliefs, knowledge base, and practices. Through thematic analysis of the interviews and the individualized corpus working sessions, themes emerged that tell the story of these three teachers as they moved through this process, relating to the issues of time, student engagement, material analysis, selection and design, issues related to corpus tools, language, institutional factors, and collaboration. A new area of specialization on the pedagogical uses of corpus tools is discussed, based on the results of the three cases. Implications for researchers, material designers, corpus tools specialists, teacher educators, administrators and teachers are considered.

As características dos cursos de Publicidade e Propaganda na cidade de São Paulo foram observadas e analisadas através de um procedimento que envolveu etapas distintas. A definição do objeto a ser pesquisado (instituições de ensino superior) obedeceu a critérios de representatividade de classes econômicas e sociais discentes. A relação entre o poder aquisitivo dos alunos e sua escolha pela instituição e as possíveis implicações em sala de aula foram estudadas presencialmente, em pesquisa de campo. Assistimos a cerca de cinquenta horas de aulas em etapas iniciais e de conclusão dos cursos. As observações em classe foram categorizadas na tentativa de se criar uma tipologia das práticas de ensino, sem quaisquer intenções classificatórias ou constituintes de juízo de valor. Os dados que contam com as opiniões dos estudantes foram coletados por método misto, qualitativo (entrevistas, questionários abertos via internet e debates com alunos) e quantitativo (questionários fechados, com amostra definida). Buscamos identificar a formação oferecida e verificar se o discurso de cada universidade é, de fato, colocado em prática nas aulas. Algumas conclusões demonstram aspectos apreciados por alunos e adequados à formação do publicitário. Outras apontam para práticas de ensino em desacordo com os interesses discentes e, por vezes, com a formação exigida pelo mercado de trabalho publicitário. / The characteristics of the advertising courses in the city of São Paulo were observed and examined by a procedure involving distinct steps. The definition of the object to be researched (teaching institutions), followed, regarding students, criteria of representativeness of social and economic classes. The relationship between the students purchasing power and their choice for the institution and the possible implications in the classroom were studied in person, at field research. We have seen around fifty hours of classes in initial and final steps of the courses. The observations in classrooms were categorized in an attempt to create a typology of teaching practices, without any classificatory intentions or judgement. The data containing the students opinions were collected by mixed method, qualitative (open questionnaires, interviews via the Internet and \"debates\" with students) and quantitative (closed questionnaires with a defined sample). We have aimed to check the offered formation and verify if each university speech is, indeed, a practice in the classroom. Some conclusions demonstrate aspects appreciated by students and appropriate to the advertisers formation. Others show teaching practices that are not in agreement to the students interests and sometimes, to the demands of the advertisement business market.

Esta pesquisa foi dedicada a procurar nuances da construção do sentido de número no desenvolvimento e uso de estratégias de cálculo de adição e subtração. Tal procura se deu nas ações e práticas emergentes de interações no contexto de sala de aula dezessete aulas distribuídas ao longo de três meses durante as quais foram propostos jogos relacionados ao cálculo e às noções de número, além de problemas do campo aditivo presentes nos Cadernos de apoio e aprendizagem, material em uso na rede municipal de São Paulo. A análise das práticas matemáticas e interações em sala de aula teve como objetivos: a) procurar caminhos que pudessem levar a compreender em que medida o uso de certos procedimentos de cálculo favorece o desenvolvimento do sentido de número; b) discutir em que medida o aluno, ao comunicar seus procedimentos para o grupo, expressa conhecimentos sobre números e operações; e c) discutir as ações individuais como correlatas de aspectos sociais da microcultura da sala de aula e, ao mesmo tempo, a microcultura de sala de aula como um fenômeno emergente continuamente gerado pelas ações individuais (Cobb, Stephan, McClain e Gravemeijer, 2001). Da nossa incursão pelas teorizações de Cobb e outros, orientamos nossa análise pela via de três categorias prévias: 1) normas sociais e crenças dos alunos sobre o próprio papel, o papel do outro e a natureza geral da atividade matemática na escola; 2) normas sociomatemáticas e crenças e valores matemáticos e 3) práticas matemáticas e concepções e atividade matemática. Partindo dessa análise, procuramos discutir, em primeiro lugar, a ligação entre normas sociais, normas sociomatemáticas e práticas matemáticas como uma relação de estreita interdependência. Em segundo lugar, como a abordagem de conhecimentos procedimentais (aqui, estratégias de cálculo na adição e na subtração) pode colocar em pauta conhecimentos conceituais (aqui, a estrutura do sistema numérico). Por fim, refletimos as limitações do estudo em relação à promoção e análise do desenvolvimento do sentido de número dos alunos. Os resultados indicam que a consideração do trabalho em sala de aula sob a perspectiva emergente, analisando as ações dos alunos nos níveis das normas sociais, normas sociomatemáticas e práticas matemáticas pode guiar as intervenções do professor, favorecendo o foco em características específicas do conteúdo em pauta. Também sugerem que o trabalho com o objetivo de desenvolver o sentido de número dos alunos, que obviamente abarca a compreensão da estrutura do nosso sistema numérico, deve perpassar o trabalho de matemática ao longo de todo o ensino fundamental. / This research was dedicated to looking for nuances in the sense of number construction in the development and use of adding and subtracting calculation strategies. Such search happened based on actions and practices emerging from interactions in the classroom context seventeen classes distributed in the period of three months during which games related to calculation and to number notion were proposed, as well as addictive problems present in the Cadernos de apoio e aprendizagem [Support and learning notebooks], material in use at São Paulo City public schools. The analysis of mathematical practices and classroom interactions aimed at: a) looking for ways that could lead to understanding in which measure the use of certain calculation procedures favored the development of the sense of number; b) discussing in which measure the students, when communicating their procedures to the group, express knowledge about numbers and operations; and c) discussing individual actions as related to the classroom micro culture social aspects and, at the same time, classroom micro culture as an emerging phenomenon continually generated by individual actions (Cobb, Stephan, McClain e Gravemeijer, 2001). From our incursions into Cobbs and others theories, we oriented our analysis via three previous categories: 1) social norms and students beliefs about his/hers own roles, the roles of the others and the general nature of mathematical activity in the school; 2) socio mathematical norms and mathematical beliefs and values and 3) mathematical practices and conceptions and mathematical activity. Starting from this analysis, we tried to discuss, firstly, the link referring to social norms, socio mathematical norms and mathematical practices as a closely interdependent relation. Secondly, how the approach to procedure knowledge (in this case, adding and subtracting calculation strategies) can put on the agenda conceptual knowledge (in this case, numeric system structure). Lastly, we reflected the limitations of the study relating to the promotion and analysis of the development of the students sense of number. The results indicate that considering the classroom work by the emerging perspective, analyzing the students actions at the level of social norms, socio mathematical norms and mathematical practices can guide teachers interventions, favoring the focus on specific characteristics of the content on the agenda. They also suggest that the work aiming at the development of the students sense of number, which obviously comprehends the understanding of our numeric system structure, should pervade mathematical work throughout all primary and junior high school teaching.

Examining the use of the MotivAider self-monitoring device to increase special education teacher candidates’ use of evidence-based practices and classroom research for students with learning and behavior disorders It is critical that practitioners and those in training be informed of and strongly committed to the use of evidence-based practices. This study aims to provide valuable instruction and data collection on special education teacher candidate use of the MotivAider, a self-monitoring device for research and improvement of student behavior.