Genom min verksamhetsförlagda tid (VFT) upptäckte jag att matematikundervisningen huvudsakligen bestod av lärargenomgång och enskild räkning. Denna form av undervisning stämde inte med min bild av hur man skapar en bra lärandesituation för eleverna. Syftet med detta arbete har varit att hitta en undervisningsmetod som stämmer överens med min syn på effektivt lärande. Jag fann cooperative learning som är en undervisningsmodell som bygger på interaktion mellan elever och där alla elever är beroende av varandra för att lyckas. Med hjälp av enkätundersökningar ville jag se om cooperative learningmetoden STAD kunde förändra elevernas attityd till matematik samt vilken attityd eleverna hade till undervisningsmetoden. Resultaten i min undersökning pekar på att eleverna får en positivare attityd till matematik och att de har en positiv inställning till metoden.

A quasi-experimental multiple time series design was used to analyze and compare the impact of two types of instructional coaching, face-to-face and virtual covert audio provided with Bluetooth technology, on teacher transfer of knowledge learned in professional development into classroom practice. Teacher transfer across baseline, intervention, and maintenance phases was analyzed. The study was conducted at a public elementary school in a Florida suburban school district with approximately 750 students. Twelve teachers were randomly selected from teachers who volunteered to attend professional development. Six teachers (one from each grade level K-5) in the treatment group received virtual covert audio coaching. Six teachers (one from each grade level K-5) in the control group received face-to-face coaching. Professional development was on RallyCoach™, a Kagan cooperative learning structure, which allows students to interact and practice procedural learning such as calculating math algorithms, defending a point of view, or editing writing. This structure was chosen to provide teachers with an instructional tool to teach and provide students practice for the speaking and listening strand of the Common Core State Standards. RallyCoach™ was also chosen to increase student engagement. Data analysis included descriptive statistics and visual analysis methods. Both the control and treatment groups increased the mean (level) percentages of RallyCoachTM components implemented across time from baseline to intervention and from intervention to maintenance. There was an increasing trend line for implementation of RallyCoachTM iv components across phases for both study groups. The decreasing standard deviation across phases represented a decreasing variability of data and can be considered to show a treatment affect for both types of coaching. Teachers who received both types of coaching continued increased implementation into the maintenance phase when the coaching intervention was removed. Data analysis revealed an increasing percentage of student pairs providing positive student-to-student interaction with an increasing trend line and a decreasing standard deviation (reduced variability) across time over phases. Face-to-face and virtual coaching had a positive impact on student-to-student positive interaction.

Incorporating technology into learning has brought major benefits to learners and has greatly changed higher education. Since there is limited number of experimental research investigating the effectiveness of applying wikis, this study collected experimental data to investigate its effectiveness. The purpose of the study was to examine the effectiveness of applying wikis in terms of students' learning outcomes, to investigate the changes regarding students' attitude towards language learning, to explore the communication channels in wikis that facilitate students' interaction in the e-learning environment as well as students' experience of using wikis. Results showed that there existed statistically significant difference between the group with and without wikis, which means the group applying wikis performed better in listening and reading abilities. When compared with the non-wiki group, the wiki group had a more favorable attitude towards the class, their English ability improvement, and cooperative learning. Moreover, the students agreed that wikis helped them complete their assignment, they felt comfortable in the wiki environment, and it was easy for them to use wikis. From the experiences of using wikis shared by the students, they provided recommendations about the interface and the edit functions in the wiki environment. Their interaction with other team members and the course material increased but they expressed that the main interaction was through face-to-face and instant message software. Finally, the wiki environment allowed students to fulfill their role duties, cooperate, negotiate, manage their contribution, and modeling from each other.

The purpose of the study was to examine general music teachers’ practices of cooperative learning in two elementary music classrooms. Using the intrinsic case study method, I examined elementary general music teachers’ perspectives on cooperative learning, the utilization of cooperative learning in their general music classrooms, and the challenges the music educators faced in creating and implementing cooperative learning. I selected one general music classroom in two elementary schools in Boston, Massachusetts—totaling two general music teachers from different schools. I conducted eight class observations and three interviews for each participant during the fall 2016 semester. From separate and cross-case analyses, I found the following: (1) the two teachers’ instructions were linked to the characteristics of cooperative learning, (2) they believed that cooperative learning provided opportunities to improve students’ academic development in music and promote positive interpersonal relationships, and (3) both teachers used their own strategies for cooperative learning in order to maximize students’ learning. These findings provided evidence that cooperative learning engaged students in the process of learning music and, in addition, fostered positive interpersonal relationships. Moreover, this study suggested that music educators might undertake an effort to thoroughly understand students’ cognitive development when they wish utilize cooperative learning. Although this study was subject to a number of limitations due to its scope, the findings may contribute to the body of research on cooperative learning in elementary music education.

Syftet med studien är att undersöka hur svenska som andraspråkslärare inom språkintroduktionsprogram arbetar för att stödja nyanlända elever som lider av posttraumatisk stress (PTSD) för att främja deras andraspråksinlärning. För att uppnå studiens syfte valdes en kvalitativ ansats och semistrukturerade intervjuer som metod. Informanterna utgörs av sex lärare i svenska som andraspråk som alla arbetar med nyanlända elever på språkintroduktionsprogram (både på gymnasiet och i grundskola). Resultatet visar att lärarna är överens om att PTSD kan ha en påverkan på andraspråksinlärningen och inlärning generellt. Detta är något som även tidigare forskning visar på stämmer. Det framkommer även att lärarnas kunskaper om PTSD hos elever ser olika ut beroende på vilken kommun de arbetar i. Studiens slutsats landar i att lärarna ser PTSD som en diagnos som hämmar andraspråksinlärningen. Trots detta tycks lärares kompetens i frågan om undervisning av elever med PTSD generellt sett vara låg. Lärarna menar att de gärna hade sett större satsningar på att fortbilda lärare i hur man kan arbeta med dessa elever, i syfte att gynna deras andraspråksinlärning.

The aim of this study is to attain a deeper understanding of how English teachers approach the incorporation of gender equality in their English teaching, and the challenges and successes encountered in their pedagogical method. The study takes a qualitative approach, where the research examines the attitudes, teaching strategies and practical experiences of English teachers through semi-structured interviews. Six upper secondary English teachers were interviewed, and the results show a positive attitude towards including gender equality into their teaching. The results also present several ways to include gender equality in English teaching, emphasizing common discussions in the classroom. Some challenges were also identified, including the management of strong opinions, navigating cultural differences, limitations in language skills and long term-impact. The conclusions are that English teachers show a positive outlook towards including gender equality, highlighting the importance of collaborative dialogue in the classroom. The challenges mentioned by the teachers are addressed through open communication, and students are engaged through approaches such as games and audiovisual media, connecting language learning with learning about gender equality.

Syftet med föreliggande studie är att synliggöra gymnasielärare i svenska som andraspråks syn på och användning av elevers flerspråkighet som resurs för att främja elevers inlärning av svenska som sitt andraspråk. Forskningsansatsen är kvalitativ genom intervjuer och observationer och det teoretiska perspektiv som används för studien är teorin om transspråkande. Resultaten visar på en koppling mellan lärares syn på elevers flerspråkighet och didaktiska val, vilket bekräftar tidigare forskning om ämnet. Trots lagstadgat stöd på olika nivåer gällande vikten av ett flerspråkighetsperspektiv, visar några av lärarnas uppfattningar och praktiska undervisning snarare på en utgångspunkt från en enspråkighetsnorm, vilket i sin tur missgynnar flerspråkiga elever och bidrar till en ojämlik utbildning. Lärare som ser på elevers flerspråkighet som en resurs, använder sig av undervisningsstrategier som gynnar och stärker elevers flerspråkighet. Studiens slutsatser visar på att lärarna har en varierad syn gällande elevers flerspråkighet, där vissa betraktar det som en resurs medan andra förespråkar en användning av endast svenska i klassrummet med en syn på flerspråkighet som utmaning. Studien indikerar ett behov av fortbildning hos lärare för att implementera ett flerspråkigt perspektiv i undervisningen, i form av en transspråkande praktik, för att säkerställa en jämlik utbildning.

Biochemistry has continued to be one of the most complex and important subjects in science education. The purpose of this research is to investigate active learning implementation methods in a Biochemistry I context to determine the most effective means of preparing current science undergraduates. Two Biochemistry I classes over two semesters were analyzed in this study, with class A using a variable active learning schedule and class B using a consistent active learning schedule. Four aspects were analyzed to determine active learning validity: perception of different active learning properties, standardized final exam grades, class grade, and teaching implementation. The consistent schedule of daily active learning in class B showed an increase in mean final exam score by 12.72%, significantly improved mean student grade in the class from a high C to a low B (p= 0.0038), and comparing student perception of active learning data, showed a significant decrease in student desire for passive learning (p= 0.025), increased desire for active learning (p= 0.022), and increased desire for flipped classrooms (p= 0.042) after first experiencing opposite results in the first semester of implementation which had increased desire for passive learning (p= 0.003) and teacher-centric learning (p= 0.026). A variable active learning schedule showed no significant values besides an increase in individual learning desire (p= 0.037) and a marginally significant increase in desire for passive learning (p= 0.053) both in its second semester of implementation. This research supports that a consistent, daily active learning curriculum making up approximately 40-50% of daily instruction is preferable compared to a variable lecture schedule with active learning days in between lecture days in undergraduate Biochemistry I large-class instruction given that professors perform it over multiple semesters.

No description available.

No description available.