Esta tese objetiva descrever a constituição e o papel de unidades fraseológicas presentes em tutoriais de ambientes virtuais de aprendizagem da Educação a Distância (EAD). O surgimento do ensino-aprendizagem mediado por ambientes virtuais de aprendizagem na internet foi um marco para o domínio da EAD, em que pese a mudança conceitual de sua terminologia. Desse modo, percebeu-se que, a partir da inclusão do computador e da internet, a EAD passou a criar, a adaptar e a tomar de empréstimo termos e fraseologias específicas de áreas correlatas, principalmente da informática. A pesquisa se apoia nos fundamentos teóricos da Teoria de Valências, especialmente na classificação sintático-semântica dos verbos proposta por Borba (1996), bem como na Fraseologia Especializada, considerando a denominação de Cabré, Estopà e Lorente (1996) e as concepções de Gouadec (1994), Desmet (2002) e Bevilacqua (2004). Partiu-se do entendimento basilar que as unidades fraseológicas especializadas correspondem aos modos de expressão essenciais de uma dada área de especialidade, visto que têm a função de transmitir conhecimento especializado. O corpus da pesquisa é constituído de tutoriais de ambientes virtuais de aprendizagem. Cumpre salientar que estes textos objetivam primordialmente a instrumentalização de professores, tutores e alunos para a utilização de um sistema informatizado baseado em conceitos da EAD. Executou-se a análise do corpus com o auxílio da ferramenta AntConc 3.2.3w, a fim de identificar e descrever os padrões lexicais, gramaticais e linguísticos dos dados. Em seguida, as informações foram armazenadas em fichas elaboradas em uma base de dados construída no programa Microsoft Access 2010. Mediante o desenvolvimento da investigação, pôde-se definir as unidades fraseológicas presentes em tutoriais como operacionais-pedagógicas, considerando as ações e procedimentos que elas expressam. Através desse resultado, foi possível estabelecer subcategorias para essas unidades fraseológicas especializadas, segundo seu grau de importância no ambiente virtual e sua utilização pelos usuários, o que possibilitou à proposição de um sistema classificatório. / This thesis aims at describing the composition and the role of phraseological units found in virtual environment tutorials of Distance Education (DE) courses. The emergence of education mediated by virtual learning environments on the Internet was a milestone for the DE field, in spite of the conceptual change of its terminology. Therefore, the widespread of computers and the Internet facilitated the expansion of DE and gave rise to the creation, adaptation and borrowing of specific terms and phraseologies from related areas, especially informatics. This research is grounded on the theoretical assumptions of the Valency Theory, and mostly the syntactic-semantic classification of verbs proposed by Borba (1996), as well as on Specialized Phraseology, considering the denomination found in Cabré, Estopà and Lorente (1996) and the concepts found in Gouadec (1994), Desmet (2002) and Bevilacqua (2004). The understanding that specialized phraseological units correspond to the essential modes of expression of a given specialty area was the point of departure for this study, as these units play an important role in transmitting expert knowledge. The corpus used for this research is comprised by tutorials found virtual learning environments. It is also relevant to note that the texts are primarily directed to the instrumentalization of professors, tutors and students for the utilization of a computerized system based on DE concepts. In order to identify and describe the lexical, grammatical and linguistic patterns found in the data, the corpus was analyzed with the aid of a tool called AntConc 3.2.3w. Afterwards, the data was stored in files in a database built using Microsoft Access 2010. By considering the actions and procedures which are expressed by the phraseological units present in the tutorials, the ones classified as operational-pedagogical were defined. Through this result, it was possible to establish subcategories for these specialized phraseological units according to their level of importance in the virtual environment and its utilization by the users, which, in turn, made it possible to propose a classification system. / El objetivo principal de esta tesis es describir la formación y el papel de las unidades fraseológicas presentes en los tutoriales de los ambientes virtuales de aprendizaje de la Educación a Distancia (ED). El surgimiento de la enseñanza – aprendizaje mediada a través de ambientes virtuales de aprendizaje en Internet constituyó un hito de la Educación a Distancia, a pesar del cambio conceptual de su terminología. Así, se observó que, a partir de la inclusión del computador e Internet, la ED comenzó a crear, adaptar y tomar prestados términos y unidades fraseológicas específicas de dominios afines, especialmente del dominio de la informática. Esta investigación se enmarca en los fundamentos de la Teoría de las Valencias, específicamente en la clasificación sintáctico-semántica de los verbos propuesta por Borba (1996), así como la Fraseología Especializada planteada por Cabré, Estopà y Lorente (1996) y los estudios realizados por Gouadec (1994), Desmet (2002) y Bevilacqua (2004). Esta investigación parte de la base de que las unidades fraseológicas especializadas corresponden a modos de expresión específicos de un dominio de especialidad, debido a que tienen la función de transmitir conocimiento especializado. Para llevar a cabo esta investigación, se recopiló un corpus de tutoriales de ambientes virtuales de aprendizaje. Cabe resaltar que los textos que conforman el corpus cumplen con el objetivo de instruir a profesores, tutores y estudiantes para utilizar un sistema informatizado basado en conceptos de la ED. El análisis del corpus se realizó con la ayuda de la herramienta AntConc 3.2.3w, con el fin de identificar y describir los patrones lexicales, gramaticales y lingüísticos de los datos, los cuales se organizaron en una base de datos elaborada con el programa Microsoft Access 2010. El desarrollo de la investigación permitió definir las unidades fraseológicas presentes en los tutoriales como operaciones pedagógicas, teniendo en cuenta las acciones y procedimientos que dichas unidades expresan. A partir de este resultado se establecieron subcategorías para las unidades fraseológicas especializadas, de acuerdo con su grado de importancia en el entorno virtual y su utilización por parte de los usuarios, lo cual permitió la propuesta de un sistema de clasificación.

Esta tese objetiva descrever a constituição e o papel de unidades fraseológicas presentes em tutoriais de ambientes virtuais de aprendizagem da Educação a Distância (EAD). O surgimento do ensino-aprendizagem mediado por ambientes virtuais de aprendizagem na internet foi um marco para o domínio da EAD, em que pese a mudança conceitual de sua terminologia. Desse modo, percebeu-se que, a partir da inclusão do computador e da internet, a EAD passou a criar, a adaptar e a tomar de empréstimo termos e fraseologias específicas de áreas correlatas, principalmente da informática. A pesquisa se apoia nos fundamentos teóricos da Teoria de Valências, especialmente na classificação sintático-semântica dos verbos proposta por Borba (1996), bem como na Fraseologia Especializada, considerando a denominação de Cabré, Estopà e Lorente (1996) e as concepções de Gouadec (1994), Desmet (2002) e Bevilacqua (2004). Partiu-se do entendimento basilar que as unidades fraseológicas especializadas correspondem aos modos de expressão essenciais de uma dada área de especialidade, visto que têm a função de transmitir conhecimento especializado. O corpus da pesquisa é constituído de tutoriais de ambientes virtuais de aprendizagem. Cumpre salientar que estes textos objetivam primordialmente a instrumentalização de professores, tutores e alunos para a utilização de um sistema informatizado baseado em conceitos da EAD. Executou-se a análise do corpus com o auxílio da ferramenta AntConc 3.2.3w, a fim de identificar e descrever os padrões lexicais, gramaticais e linguísticos dos dados. Em seguida, as informações foram armazenadas em fichas elaboradas em uma base de dados construída no programa Microsoft Access 2010. Mediante o desenvolvimento da investigação, pôde-se definir as unidades fraseológicas presentes em tutoriais como operacionais-pedagógicas, considerando as ações e procedimentos que elas expressam. Através desse resultado, foi possível estabelecer subcategorias para essas unidades fraseológicas especializadas, segundo seu grau de importância no ambiente virtual e sua utilização pelos usuários, o que possibilitou à proposição de um sistema classificatório. / This thesis aims at describing the composition and the role of phraseological units found in virtual environment tutorials of Distance Education (DE) courses. The emergence of education mediated by virtual learning environments on the Internet was a milestone for the DE field, in spite of the conceptual change of its terminology. Therefore, the widespread of computers and the Internet facilitated the expansion of DE and gave rise to the creation, adaptation and borrowing of specific terms and phraseologies from related areas, especially informatics. This research is grounded on the theoretical assumptions of the Valency Theory, and mostly the syntactic-semantic classification of verbs proposed by Borba (1996), as well as on Specialized Phraseology, considering the denomination found in Cabré, Estopà and Lorente (1996) and the concepts found in Gouadec (1994), Desmet (2002) and Bevilacqua (2004). The understanding that specialized phraseological units correspond to the essential modes of expression of a given specialty area was the point of departure for this study, as these units play an important role in transmitting expert knowledge. The corpus used for this research is comprised by tutorials found virtual learning environments. It is also relevant to note that the texts are primarily directed to the instrumentalization of professors, tutors and students for the utilization of a computerized system based on DE concepts. In order to identify and describe the lexical, grammatical and linguistic patterns found in the data, the corpus was analyzed with the aid of a tool called AntConc 3.2.3w. Afterwards, the data was stored in files in a database built using Microsoft Access 2010. By considering the actions and procedures which are expressed by the phraseological units present in the tutorials, the ones classified as operational-pedagogical were defined. Through this result, it was possible to establish subcategories for these specialized phraseological units according to their level of importance in the virtual environment and its utilization by the users, which, in turn, made it possible to propose a classification system. / El objetivo principal de esta tesis es describir la formación y el papel de las unidades fraseológicas presentes en los tutoriales de los ambientes virtuales de aprendizaje de la Educación a Distancia (ED). El surgimiento de la enseñanza – aprendizaje mediada a través de ambientes virtuales de aprendizaje en Internet constituyó un hito de la Educación a Distancia, a pesar del cambio conceptual de su terminología. Así, se observó que, a partir de la inclusión del computador e Internet, la ED comenzó a crear, adaptar y tomar prestados términos y unidades fraseológicas específicas de dominios afines, especialmente del dominio de la informática. Esta investigación se enmarca en los fundamentos de la Teoría de las Valencias, específicamente en la clasificación sintáctico-semántica de los verbos propuesta por Borba (1996), así como la Fraseología Especializada planteada por Cabré, Estopà y Lorente (1996) y los estudios realizados por Gouadec (1994), Desmet (2002) y Bevilacqua (2004). Esta investigación parte de la base de que las unidades fraseológicas especializadas corresponden a modos de expresión específicos de un dominio de especialidad, debido a que tienen la función de transmitir conocimiento especializado. Para llevar a cabo esta investigación, se recopiló un corpus de tutoriales de ambientes virtuales de aprendizaje. Cabe resaltar que los textos que conforman el corpus cumplen con el objetivo de instruir a profesores, tutores y estudiantes para utilizar un sistema informatizado basado en conceptos de la ED. El análisis del corpus se realizó con la ayuda de la herramienta AntConc 3.2.3w, con el fin de identificar y describir los patrones lexicales, gramaticales y lingüísticos de los datos, los cuales se organizaron en una base de datos elaborada con el programa Microsoft Access 2010. El desarrollo de la investigación permitió definir las unidades fraseológicas presentes en los tutoriales como operaciones pedagógicas, teniendo en cuenta las acciones y procedimientos que dichas unidades expresan. A partir de este resultado se establecieron subcategorías para las unidades fraseológicas especializadas, de acuerdo con su grado de importancia en el entorno virtual y su utilización por parte de los usuarios, lo cual permitió la propuesta de un sistema de clasificación.

After the democratic election of 1994, a new and integrated education system was developed in South Africa in accordance with international trends and the stipulations of the South African Bill of Rights with regard to equality, human dignity, basic education and equal access to education. According to the inclusive education system, learners with learning and developmental barriers should be accommodated within the mainstream of education. In order for inclusive education to succeed, a network of support was developed on departmental, provincial, district and school level. At school level, the school-based support team is directly responsible for supporting learners with learning and developmental barriers, educators and parents/caregivers. The effectiveness of these school-based support teams will, eventually, determine the quality of this inclusive education approach. The question which guided this research, is: How effectively does the school-based support team fullfil its function in the teaching and learning of learners with learning and developmental barriers within the framework of inclusive education? A qualitative research design was chosen which is exploratory, descriptive and explanatory. After an initial literature study in which international and national trends in this field were investigated, five primary mainstream schools were selected in the Western Cape according to certain criteria. A pilot study was conducted in another school to refine data collection strategies. Information was then gathered in the five schools by means of structured questionnaires, individual and focus group interviews, field notes and the study of appropriate documents. In order to evaluate these teams, eleven criteria were designed to serve collectively as an evaluation instrument. The effectiveness of the school-based support teams in the five schools were subsequently assessed and placed in various categories according to a conceptual framework. It was found that the school-based support teams function relatively effectively in most areas. The composition of the teams is effective. However, the teams function ineffectively with regard to the orientation and training of their members, as well as of the teachers and parents/caregivers of learners with learning and developmental barriers / Thesis (PhD (Educational Psychology))--University of Pretoria, 2008. / Educational Psychology / unrestricted

”Varje människa bär på en samling utav kunskap. Tänk om man kunde skapa en miljö där alla människor kunde få slå upp dörrarna till sitt lilla magasin. En miljö där man ser varje människa som en möjlighet. En möjlighet till att lära sig mer. En resurs i Kunskapsfabriken.” Kunskapsfabriken slår upp dörrarna i kvarteret Kronan och välkomnar stadens människor. Som en del utav Sundbyberg centrum bidrar byggnaden med ett center för det icke-formella lärandet där kreativitet, skapande och gemenskap är i fokus. Kunskapsutbytet, praktisk kunskap och tron på att alla människor är en möjlighet till att lära sig mer genomsyrar projektet. Kunskapsfabriken arbetar aktivt med integration och ger plats åt SFI-utbildning i programmet. Den traditionella språkundervisningen kan på så sätt kombineras med ett program för det praktiska lärandet där språket inte är en nödvändighet. Där kroppen och framförallt händerna blir det viktigaste verktyget för lärande. / ”Every individual carries a collection of knowledge. What if you could create a space where everyone could open the doors to their own little depository? A space where every individual is seen as an opportunity. An opportunity to learn more. A resource in the Factory of Knowledge.” The Factory of Knowledge opens its doors and welcomes the people of the city. As a part of central Sundbyberg it acts as a center for non-formal education where creativity, creation and community are the focal points. The sharing of knowledge, practical knowledge and the belief in every individual as an opportunity to learn more permeates the project. The Factory of Knowledge actively strives towards integration and makes space for ”Swedish for Immigrants”-education. The traditional language pedagogy can therefore becombined with a program for practical learning where language is not a necessity. Where our body and above all our hands become the most important tool for learning.

Ziel dieses Beitrages ist es, aufzuzeigen und an einem Beispielszenario exemplarisch darzustellen, wie mit Hilfe von an Hochschulen verfügbaren Standardtechnologien flexible kooperative und kollaborative Lehr- und Lernumgebungen je nach Bedarf und Möglichkeiten generiert und in Anwendungsszenarien mit vielen verschiedenen Lehr- und Lernprinzipien, Lehrmethoden, Lehrtechniken sowie Lehrressourcen eingesetzt werden können. Gleichzeitig soll mit den Möglichkeiten solcher Netzwerke auf die neuen Anforderungen der Arbeitswelt, den veränderten gesellschaftlichen und technischen Rahmen- bzw. Lehr- und Studierbedingungen reagiert und Mehrwerte generiert werden können. Zur Verdeutlichung des Ansatzes soll ein Anwendungsszenario aus der Ausbildung von Landschaftsarchitekten (Semesterprojekt „Landschaftsplanerische Studie“ sowie „Objekt- und Ausführungsplanung“) vorgestellt werden. Dieses Szenario kann auf andere Planungs- und Anwendungsdisziplinen der Ingenieurdisziplinen und vor allem dem Bau- und Anlagewesen übertragen werden. [... aus Punkt 1]

With the aim of designing tools, processes and means to support secondary school teachers in maintaining a sense of presence, closeness and immediacy when interacting with their pupils remotely in rapidly appropriated digital learning environments due to Covid-19, this thesis examined the meaning, importance and possibilities of creating a sense of presence, closeness and immediacy in remote digital teaching.The process was based on research for design, encompassing literature study, field research and methods of interaction design to reach conclusions on meaningful tools, processes and means of supporting secondary-school teachers in remote digital teaching.Main findings unveiled a sense of presence as a prerequisite for closeness and immediacy and real-time video lessons as the main approach to remote digital teaching, potentially creating an illusion of presence, closeness and immediacy due to pupils’ choice of black screens and muted microphones.Potentially meaningful approaches to achieving a sense of presence, closeness and immediacy identified in this thesis include the use of digital representations, representational correspondence and the concept of testimony in designing for a sense of presence, closeness and immediacy in remote digital environments.

Syftet med denna studie är att synliggöra det interprofessionella samarbetet mellan specialllärare i matematikutveckling, specialpedagog och matematiklärare i relation till särskilda utbildningsbehov i matematik, SUM. Studien belyser samarbbetet genom begreppen interprofessionellt lärande, inkludering och tillgänglig lärmiljö. Som teoretiskt ramverk för studien har Engeströms (2001) aktivitetsteori använts. Tre verksamheter i två olika kommuner användes som studieobjekt. En kvalitativ forskningsansats valdes som metod för studien och datainsamlingen genomfördes med hjälp av fokusgruppsintervjuer samt observationer av samtal mellan matematiklärare, speciallärare i matematikutveckling och specialpedagog. Sammantaget framkommer att samarbete mellan professionerna förekommer i stor utsträckning. Dock sker samarbetet ofta mer genom information och enskilda lösningar där professionerna arbetar skilt från varandra än genom gemensam undervisning. Det upplevs mer effektivt att ta ut elever ensklit än att båda professionerna samarbetar i klassrummet samtidigt för att på så sätt lära av varandra och arbeta med en tillgänglig, inkluderande lärmiljö i relation till SUM. Samarabetet stannar på individnivå för såväl professionerna som eleven och utvecklar således varken professionerna eller den inkluderande lärmiljön i stort. / This study aims to identify interprofessional collaboration between special educational needs teachers in mathematics, special educational needs coordinators and mathematics teachers in relation to special educational needs in mathematsics. The stdy has focused on collaboration from the perspective of interprofessional learning, inclusion and an accessible learning enviroment. The research apporoach is qualitative and interviews in focus goups have been conducted as well as observations. The activity theory has functioned as the theoretical framwork through this study. Three public schools from two different municipalities were chosen for this study. The results show that collaboration between the different professions occurs frequently. However, the collaboration tends to relate more to presenting information or producing individual solutions where professins work side by side rather than together in the classroom. It is considered more efficient to extract students frpm ordinary education to provide extra support, than to collaborate within the classroom to develop the learning environment towards inclusion and learn from other professions in relation to special educational needs in mathematics. Thus, the collaboration remains on an individual level both professionally and for the students as opposed to generating new knowledge within the professions as well as an inclusive, learning environment.

I detta examensarbete utforskar jag hur en kan arbeta med en designprocess i möbler för en skolmiljö med ett bredare fokus än vad möblerna på marknaden är idag. Genom att utgå från barn i klassrummet med varierande behov, hoppas jag på att designa skolmöbler som passar fler individer. Med det har jag utgått i designprocessen med perspektivet och arbetsmetoden – Design for all och tagit fram en möbel som kan placeras in en skolmiljö i dagens klassrum. Min förhoppning är att kunna formge skolmöbler som inkluderar hjälpmedel som stimulerar och hjälper till i elevens arbete. Syftet med att fördjupa mig i ämnet skolmöbler är att jag vill fördjupa mig i skolans värld och lära känna miljöerna som möblerna sätts in i. Detta med en önskan att sedan i arbetslivet arbeta med att ta fram anpassade möbler. Arbetet inleds med en teoretisk undersökning där jag gör platsbesök på skolor, har samtal med pedagoger och med en fysioterapeut vid namn Ulrika Myhr som jag har samarbetat med samt dialog med handledare. Med ett valt fokus på mellanstadiet arbetar jag utifrån ett befintligt klassrum tillhörande en fyra bestående av två mentorer och 34 elever. Där har jag en dialog med eleverna och pedagogerna om hur de ser på och arbetar i sin miljö. Därefter gör jag egna analyser från de resultaten och gör ett förslag på möbler tänkta för det klassrum jag arbetat med. Därpå går jag över till en praktisk undersökning där jag har en kontinuerlig dialog om ergonomi med Ulrika Myhr samt jag testar hur ergonomi och design möts tillsammans i en form som till slut blir min design. Min slutsats visar på att det är svårt att få in alla funktioner i en möbel och tillgodose alla elever även ifall om man designar utifrån perspektivet design for all. Men däremot går det att designa för fler och för fler än vad det görs nu. Jag drar också slutsatsen att ha involverat eleverna själva i designprocessen har visat på att de har tydligt själva vet vad de vill ha och deras åsikter har gjort att mitt arbete har gett ett så gott resultat. / In this degree project, I explore how one can work with design processes in furniture for a school environment with a broader focus than the furniture on the market today. By focusing on children in a classroom, all with a broad spectrum of different needs, I hope to design school furniture that suits more individuals. I have started this particular design process with the perspective, and working method, of "design for all"; and produced a piece of furniture that can be placed in a school environment in today's classroom. My hope is to be able to design school furniture that includes features which can stimulate and assist the student's work. The further purpose of this project is that I want to immerse myself in the world of today's pupils, getting to know the environments that the furniture they use is placed in. My hope is that this will aid me in my further desire to then work on creating customized furniture in my professional working life. My working process begins with a theoretical investigation where I make on-site visits to schools, have conversations with educators and with a physiotherapist named Ulrika Myhr, with whom I have also collaborated, as well as dialogue with supervisors. With a chosen focus on the ages of 9-12, which constitutes the Swedish school system's later primary school years, I work on-site with access to a fourth-grade class and classroom, consisting of two mentors and 34 students. There, I have a dialogue with the students and teachers about how they view and use their working environment. I then make my own analyzes from those results which leads to a proposal for new furniture intended for the classroom I worked with. I then move on to a practical investigation where I have an on-going dialogue about ergonomics with Ulrika Myhr, and I test how ergonomics and design meet in the form that ultimately becomes my design. My conclusion shows that it is difficult to include all necessary functions in a piece of furniture while still satisfying the needs of all students, even if you design it from the perspective of "design for all". But on the other hand, it is possible to design for more people than is currently being done. I also conclude that having involved the students themselves in the design process has shown that they clearly know what they want, and their opinions have given the results of my work a greater legitimacy in its relevance.

In der Dissertation wurden Effekte der zuwanderungsbezogenen Klassenzusammensetzung auf verschiedene Leistungsmaße und psychosoziale Schülermerkmale im Rahmen von drei Zeitschriftenbeiträgen untersucht. In Teilstudie eins wurden Effekte der sozialen und zuwanderungsbezogenen Zusammensetzung auf das Leseverständnis im Verlauf der neunten Klasse und deren Vermittlung durch Merkmale der Unterrichtsqualität analysiert. Der Klassenanteil von Heranwachsenden mit Zuwanderungshintergrund war unter Kontrolle des mittleren sozioökonomischen Status nicht mit der Leseleistung assoziiert. Es zeigten sich Hinweise einer partiellen Vermittlung des Effekts sozialer Zusammensetzung durch das Ausmaß herausfordernden Sprachunterrichts. Teilstudie zwei beschäftigte sich mit Effekten der Zusammensetzung auf die Lernmotivation im Verlauf der neunten Klasse und deren Vermittlung durch das Ausmaß schülerorientierten Unterrichtsklimas. Heranwachsende mit Zuwanderungshintergrund berichteten höhere Motivation, wenn sie Klassen mit einem höheren Anteil von Heranwachsenden mit Zuwanderungshintergrund besuchten. Es zeigten sich keine vermittelten Effekte durch Merkmale des Unterrichtsklimas. In Teilstudie drei wurden der Anteil von Kindern mit Zuwanderungshintergrund und Maße zuwanderungsbezogener Heterogenität in ihrer Assoziation mit Mathematik- und Leseleistung sowie dem Verbundenheitsgefühl mit Peers von Kindern der vierten Klasse verglichen. Es bestanden stärkere negative Effekte des Klassenanteils im Vergleich zu Heterogenitätsmaßen. Bei simultaner Berücksichtigung von Klassenanteil und Heterogenitätsmaßen waren Heterogenitätseffekte größtenteils nicht mehr signifikant. Es zeigten sich jedoch leicht positive Heterogenitätseffekte auf die Mathematikleistung. Es bestanden keine Effektunterschiede zwischen Heterogenitätsmaßen. Die Befunde verweisen auf die Bedeutung der Schulklasse für die akademische Entwicklung sowie für die Erklärung zuwanderungsbezogener Disparitäten im Bildungssystem. / The thesis at hand explored effects of the language-related and ethnic makeup of classrooms on several achievement outcomes as well as psychosocial outcomes in three research articles. The first article investigated effects of socioeconomic and language minority classroom composition on ninth graders’ reading achievement across two measurement points and explored the mediating role of instructional quality. The proportion of minority students had no effect on achievement after controlling for the socioeconomic composition. The results suggest that the effect of the socioeconomic composition on achievement may be mediated partially by the teacher’s focus on language during instruction. The second article focused on effects of the proportion of language minority students on the development of ninth graders’ motivation and the mediating role of a student-oriented climate. The analyses revealed that minority students were increasingly motivated in classrooms with a higher proportion of minority students. The compositional effect was not mediated by the instructional climate. The third article explored various measures of the ethnic makeup of classrooms and their relationship with student outcomes. The proportion of minority students and measures of diversity were compared in their prediction of fourth graders’ achievement in math and reading as well as the feeling of belonging with one’s peers. The proportion of minority students showed stronger negative effects on student outcomes than the diversity measures. Including diversity measures and the proportion of minority students, the diversity effects mostly lost their significance. However, students showed slightly higher levels of math achievement in more diverse classrooms. The various measures of diversity led to similar results. The findings add to the evidence indicating that the classroom learning environment affects students’ academic development and contributes to ethnic disparities in the education system.

本研究旨在探討如何設計以建構主義為基礎的網際網路合作學習環境，以研發二次函數網際網路課程，並藉由實驗研究法分析在網際網路合作學習情境中，不同的學習型態與認知風格對於學習成效之影響，最後以質性研究法探討學生合作互動歷程之認知模式及相關影響因素，並分析學生學習二次函數易犯之錯誤類型。 本研究使用之研究方法包括學習軟體研發、實驗研究法、問卷調查法、晤談法、及內容分析法。研究者首先研發及評量「二次函數網際網路課程」，並隨機選擇國民中學二年級學生60名為研究對象，依學習型態及學生認知風格分成內控單獨組、外控單獨組、內控合作組、外控合作組、內外控混合合作組等五組進行教學實驗。俟教學實驗後進行紙筆測驗、問卷調查、及晤談，研究者並搜集學生在電子白板上的對話進行內容分析。根據研究結果分析，本研究主要之結論如下： 一、網際網路合作學習環境有助於學生學習數學二次函數概念在網際網路合作學習環境中，提供合作的視覺學習環境，協助學習者多重轉化代數表徵成為幾何表徵的動態網頁，使學習者在不同條件脈絡中進行比較、反思，以了解二次函數中代數與幾何的關係，已有具體的教學成效。 二、 在網路學習環中，不同認知風格的學生在個別學習效果上有差異存在在網際網路個別學習環境中，內控組的學習成效顯著優於外控組。即在網際網路學習環境中，採用個別學習策略，具外控取向特質的學習者，學習成效不佳；而具內控取向特質的學習者，有較佳的學習成效。 三、在網路學習環境中，不同認知風格的學生在合作學習效果上未有顯著差異存在在網際網路合作學習環境中，內控合作組、外控合作組、及內外控混合合作組的學習成效無顯著差異。研究顯示透過合作學習可提升外控取向學習者的學習成效，淡化認知風格對學習者的影響。 四、 網際網路合作學習互動歷程為個人建構、群體澄清、知識重構、群體重構的認知改變模式在網際網路合作學習互動歷程中，個人先形成自我的知識概念，並將個人建構的基模公開呈現與他人分享，當個體的認知概念間產生差異時，合作群體間即產生質疑，並提出澄清，經澄清後合作群體彼此協商，重構知識、統合意見並產生共識，即成為合作小組的認知概念。 五、 同儕模式的網際網路合作學習方式缺少高支持性鷹架結構以同儕為基礎的網際網路合作學習環境中，因學生的先備知識不足及溝通技巧的缺乏，容易產生錯誤概念的學習及習得片斷的知識。是以，針對年齡小或能力低的學習者所設計的網際網路合作學習課程，教師的參與討論與互動是必要的，以能提供學習者高支持性鷹架結構。 六、 在網際網路合作學習環境的互動歷程中，外控取向學習者佈題的行為多於內控取向學習者研究中發現外控取向學習者佈題的行為多於內控取向學習者，內控取向學習者解題的行為多於外控取向學習者。 根據研究結果，本研究提出下列建議，以供教學者、教學媒體設計者、教育行政單位、及後續研究者之參考： 一、應整合學科專家、教育專家、電腦網路程式設計師、美術專業人士以研發更符合學習者需求的網路課程。 二、宜針對學習者特性提供不同的網路教學策略，使建構的網際網路課程更符合學習者的需求。 三、在網際網路合作學習環境中，課程設計應以討論情境、分享知識、及解決問題為主，始能提升合作成效。 四、宜訂定網路界面設計標準及評鑑指標，以做為網路課程發展的依據。 五、在網際網路合作學習環境中，教師應適度參與學生的討論活動，提供鷹架支持的功能。 六、應加強國家整體網路基礎建設，使能改善網路教學品質，提高學習成效。 / The Purpose of this study is threefold.　One is to explore how to design a quadratic function internet curriculum in the internet computer-based collaborative learning environment, based on constructivism. Second, learning effects of different learning styles and cognitive styles in the internet collaborative learning context are analyzed through empirical research methods. Third, the students' cognitive modes and other relative factors in the collaborative learning interaction process, as well as the students' frequent error types in learning quadratic functions, are identified and analyzed through qualitative research methods. The research methods adopted in this study include the development of learning software, empirical research methods, questionnaires, interviews, and content analysis. The researcher first developed and assessed the "internet curriculum of quadratic functions", and selected 60 second graders of a junior high school as research subjects, according to the students' learning and cognitive styles, and categorizing them into the group of internal locus of control with individual learning, the group of external locus of control with individual learning, the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning to implement teaching experiments. After the experiments were finished, the research conducted a written test, questionnaire surveys, and interviews. Besides, the students' dialogue data on Bulletin Board System was collected and analyzed. Based on the analysis results of this study, the main conclusionsare as follows: 1. Internet collaborative learning environment facilitates students learning the concepts of quadratic functions. In the environment of the internet collaborative learning, interactive web pages provide visualized collaborative learning context, assist learners to transform algebraic representation into geometric representation, and give learners opportunities to compare and rethink in different conditions about the relations of algebra and geometry in quadratic functions.　All of which have been proved to have concrete learning effects. 2. In the environment of the internet learning, individual learning effect differences exist among students of different cognitive learning styles. In the environment of the internet individual learning, learning effects of the external control group are better than those of the internal control group. In other words, learners with external locus of control, using individual learning strategies do not have good learning effects.　However, learners with internal locus of control have better learning effects. 3. In the environment of the internet learning, there is no significant differences among students with different cognitive styles. In the environment of the internet collaborative learning, the learning effects among the group of internal locus of control collaborative learning, the group of external locus of control with collaborative learning, and the group of mixing internal-external locus of control with collaborative learning show no significant differences.　This study shows collaborative learning help improve the learning effects of learners with external locus of control, and ease the impacts of cognitive styles on learners. 4. The interaction process of the internet collaborative learning is a cognitive revolution of individual construction, group clarification, knowledge reconstruction, and group reconstruction. In the interaction process of the internet collaborative learning, individuals form self knowledge concepts, and shares their self-constructed sckema with other people. When individual cognitive differences occur, there will be questioning, clarifying, negotiating, reconstructing the knowledge, integratingopinions, and reaching common agreements, which will become the cognitive concepts of the collaborative group. 5. Peer collaborative learning on the internet lacks highly-supportive scaffolding structures. In the context of peer collaborative internet learning, it is easy for students to learn incorrect concepts and incomplete knowledge content, owning to their insufficient prior knowledge and communication skills. Therefore, in designing the internet collaborative learning curriculum for young or incompetent learners, it is a must to involve the teachers to join the discussion and interaction, in order to provide learners highly-supportive scaffolding structures. 6. In the interaction process of the internet collaborative learning, learners with external locus of control have more problem posing behaviors than those with internal locus of control. The study finds that learners with external locus of control have more problem posing behaviors than those with internal locus of control. On the other hand, learners with internal locus of control have more problem solving behaviors than those with external locus of control. Based on the research results, this study proposes the following suggestion for the reference of teachers, educational media designers, education admonitions, and future researchers: 1. Discipline experts, education experts, internet engineers, computer programmers, art designers should cooperate to develop the internet curricula which meet learners' needs more perfectly. 2. Different internet teaching strategies should be provided based on learners' characteristics, in order to make the constructed internet curricula meet learners' needs more perfectly. 3. In the environment of internet collaborative learning, syllabus design should be mainly on discussing situations, sharing knowledge, and solving problems, in order to facilitate collaboration effects. 4. It is better to set the internet interface design standards and evaluation indexes to provide a basis for the internet curricular development. 5. In the environment of the internet collaborative learning, teachers should attend students' discussions when needed, functioning as scaffolding support. 6. National Information Infrastructure should be improved to have higher internet learning quality and thus to enhance learning effects.