A partir da análise de pesquisas sobre as propostas de ciclos e progressão continuada no Brasil, foi realizado um estudo de caso em uma escola da rede pública municipal de São Paulo ao longo do ano letivo de 2006. Segundo a revisão de estudos, a postura dos docentes se mostra um dos aspectos vitais para a implementação de medidas de não repetência em diferentes redes de ensino. Para os estudiosos, a discordância em relação aos ciclos, manifesta por grande parte dos professores, fez com que estes mantivessem práticas caracterizadas pelo regime seriado. Isso constituiria um complicador para a efetivação de propostas que visam essencialmente a flexibilização dos tempos e espaços escolares, como forma de superar o fracasso escolar de alunos na rede pública. Esta pesquisa teve como objetivo revelar a postura dos docentes a partir de suas práticas e das reflexões que fazem sobre seu trabalho, inserido num contexto de ciclos. O trabalho de campo realizou-se por meio de observação participante, análise documental e de entrevistas semi-estruturadas com sete professoras do primeiro ciclo do ensino fundamental. A pesquisa aborda aspectos da prática docente como o planejamento curricular, a avaliação dos alunos, as relações de poder na escola, o trabalho coletivo, a formação docente e os projetos implementados na rede de ensino no ano da realização do trabalho de campo. Verificou-se que os docentes, a despeito de serem em geral contrários à proposta de ciclos, têm, ao longo dos anos, mudado a postura em relação aos alunos diante das novas realidades criadas pelos ciclos, reconstruindo suas práticas como forma de adaptar antigas concepções de ensino à estrutura que foi gerada. Essas mudanças partem da necessidade de atender os alunos com dificuldades de aprendizagem, incluídos no sistema de ensino a partir da implantação do regime de ciclos. A análise revela que as condições de trabalho não têm contemplado demandas importantes como a formação docente, a participação da comunidade escolar, a articulação do trabalho coletivo e a criação de instrumentos de apoio aos alunos nos diferentes anos do ensino fundamental. / According to recent studies on the performance of learning cycles with age promotion in Brazil, the present research carried out a case study in a school of Sao Paulo municipal public system during the 2006 academic year. As it was found in those studies, teachers\' posture is one of the vital aspects for the implementation of non-repetition policies in different teaching systems. Researchers conclude that many teachers disagree with these changes and this makes them keep using practices associated with graded schools. This fact brings an obstacle for the complete implementation of proposals oriented to make time and space more flexible in schools, as a way to overcome the fail of public systems. This research aimed to reveal the teacher\'s posture through the observation of their practices and by the dialogue with teachers about their work on learning cycles.The field work included participant observation, documental analysis and performance of semi-structured interviews with seven teachers of ensino fundamental I (elementary level). The research deals with important aspects of teaching practice as curricular planning, students assessment, power relations in school, collective work, teachers\' education and the projects implemented by the municipal system on 2006, which benefited part of the students of elementary level. It was verified that, in spite of refusing official learning cycles proposal, teachers have reconstructed practices as a way to adapt old teaching concepts to the new created structure. These changes intended to provide teacher with tools for dealing with students on difficulty which have being included in school by the implementation of learning cycles. The analysis reveals that the teachers\' working conditions do not satisfy important demands as teachers\' education, school community participation, articulation of collective work and the creation of supportive tools for the students in the elementary level.

Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever. Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk. Utgångspunkt för uppsatsen är följande frågeställningar: -        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna? -        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet? Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning. / This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students. The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level. The questions at issue are: -        Which factors influences teachers at upper elementary level when choosing fictional literature for their students? -        How do teachers regard the use of a literary canon when teaching Swedish? -        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring? -        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish? -        To what extent does the curriculum affect the teaching of literature in the subject Swedish? The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.

<p>Detta är en undersökning angående de faktorer som styr svensklärarnas val av skönlitteratur till elever på högstadiet. Syftet med uppsatsen är att undersöka vilka faktorer svensklärare på högstadiet utgår från när de väljer skönlitteratur till sina elever.</p><p>Undersökningen är baserad på nio kvalitativa intervjuer. Informanterna är lärare på högstadiet och undervisar i svenska eller svenska som andraspråk.</p><p>Utgångspunkt för uppsatsen är följande frågeställningar:</p><p>-        Huvudfråga:Utifrån vilka faktorer väljer svensklärare på högstadiet skönlitteratur till eleverna?</p><p>-        Underfrågor: Hur ställer sig lärare till att ha en litterär kanon inom svenskämnet? Hur har debatten om en litterär kanon inom svenskämnet påverkat lärares undervisning? Hur påverkas lärarens skönlitterära val till eleverna av lärarens konstruktion av svenskämnet? Hur påverkar styrdokumenten litteraturundervisningen i svenskämnet?</p><p>Resultatet visar att svensklärare påverkas av en mängd olika faktorer i litteraturvalet såsom eleven, arbetsplatsen, personliga åsikter, läsningens syfte, samhället, styrdokument, samt lärarens konstruktion av svenskämnet. Resultatet visar att lärarna är både negativa och positiva till en litterär kanon i svenskämnet och att kanondebatten inte har påverkat deras undervisning.     </p> / <p>This study with its purpose concerns factors that influence teachers, who specialize on the subject Swedish, when choosing fictional literature for their students.</p><p>The gathering of empirical facts is done through nine qualitative interviews. The informants are nine teachers with Swedish as major who teaches at upper elementary level.</p><p>The questions at issue are:</p><p>-        Which factors influences teachers at upper elementary level when choosing fictional literature for their students?</p><p>-        How do teachers regard the use of a literary canon when teaching Swedish?</p><p>-        How has the debate concerning the use of a literary canon in the teaching of Swedish affected the teachers tutoring?</p><p>-        To what extent is the teachers’ choice of fictional literature affected by the teachers’ own construction of the subject Swedish?</p><p>-        To what extent does the curriculum affect the teaching of literature in the subject Swedish?</p><p>The result of this study shows that teachers of Swedish are affected by several factors when they are choosing fictional literature for their students. Factors that influence the teachers’ choice of literature are: The teachers’ own construction of the subject, student preferences, workplace, personal preferences, the purpose of the reading, society and the curriculum. The result also shows that the teachers both have negative and positive attitudes towards using a literary canon in their tutoring of Swedish. The debate concerning the use of a literary canon has not affected their teaching of Swedish.</p>

A partir da análise de pesquisas sobre as propostas de ciclos e progressão continuada no Brasil, foi realizado um estudo de caso em uma escola da rede pública municipal de São Paulo ao longo do ano letivo de 2006. Segundo a revisão de estudos, a postura dos docentes se mostra um dos aspectos vitais para a implementação de medidas de não repetência em diferentes redes de ensino. Para os estudiosos, a discordância em relação aos ciclos, manifesta por grande parte dos professores, fez com que estes mantivessem práticas caracterizadas pelo regime seriado. Isso constituiria um complicador para a efetivação de propostas que visam essencialmente a flexibilização dos tempos e espaços escolares, como forma de superar o fracasso escolar de alunos na rede pública. Esta pesquisa teve como objetivo revelar a postura dos docentes a partir de suas práticas e das reflexões que fazem sobre seu trabalho, inserido num contexto de ciclos. O trabalho de campo realizou-se por meio de observação participante, análise documental e de entrevistas semi-estruturadas com sete professoras do primeiro ciclo do ensino fundamental. A pesquisa aborda aspectos da prática docente como o planejamento curricular, a avaliação dos alunos, as relações de poder na escola, o trabalho coletivo, a formação docente e os projetos implementados na rede de ensino no ano da realização do trabalho de campo. Verificou-se que os docentes, a despeito de serem em geral contrários à proposta de ciclos, têm, ao longo dos anos, mudado a postura em relação aos alunos diante das novas realidades criadas pelos ciclos, reconstruindo suas práticas como forma de adaptar antigas concepções de ensino à estrutura que foi gerada. Essas mudanças partem da necessidade de atender os alunos com dificuldades de aprendizagem, incluídos no sistema de ensino a partir da implantação do regime de ciclos. A análise revela que as condições de trabalho não têm contemplado demandas importantes como a formação docente, a participação da comunidade escolar, a articulação do trabalho coletivo e a criação de instrumentos de apoio aos alunos nos diferentes anos do ensino fundamental. / According to recent studies on the performance of learning cycles with age promotion in Brazil, the present research carried out a case study in a school of Sao Paulo municipal public system during the 2006 academic year. As it was found in those studies, teachers\' posture is one of the vital aspects for the implementation of non-repetition policies in different teaching systems. Researchers conclude that many teachers disagree with these changes and this makes them keep using practices associated with graded schools. This fact brings an obstacle for the complete implementation of proposals oriented to make time and space more flexible in schools, as a way to overcome the fail of public systems. This research aimed to reveal the teacher\'s posture through the observation of their practices and by the dialogue with teachers about their work on learning cycles.The field work included participant observation, documental analysis and performance of semi-structured interviews with seven teachers of ensino fundamental I (elementary level). The research deals with important aspects of teaching practice as curricular planning, students assessment, power relations in school, collective work, teachers\' education and the projects implemented by the municipal system on 2006, which benefited part of the students of elementary level. It was verified that, in spite of refusing official learning cycles proposal, teachers have reconstructed practices as a way to adapt old teaching concepts to the new created structure. These changes intended to provide teacher with tools for dealing with students on difficulty which have being included in school by the implementation of learning cycles. The analysis reveals that the teachers\' working conditions do not satisfy important demands as teachers\' education, school community participation, articulation of collective work and the creation of supportive tools for the students in the elementary level.

To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative and surveys were used to collect data from the teachers (N=10) and the pupils (N=142). The results show that the teachers regard their own behavior and a stimulating, varied teaching as most important, whilst the pupils prioritize clear and understandable instructions and are concerned with a pleasant classroom climate, where humour is present and where it is safe to make mistakes. In addition, the results indicate that teachers, as well as pupils, are not particularly interested of a transmission of responsibility from the teachers to the pupils. / <p>Engelska</p>

To master English is a clear advantage in Swedish society and throughout compulsory school, the English subject is mandatory in each grade. Language learning is a lengthy and demanding task that requires effort and determination. Consequently, it is crucial to sustain motivation among the learners, which requires motivational and conscious teaching. There are a number of strategies that through research have indicated motivational capacity. In this empirical study, teachers’ and pupils’ perception of the motivational influence of different strategies were examined. The method was quantitative and surveys were used to collect data from the teachers (N=10) and the pupils (N=142). The results show that the teachers regard their own behavior and a stimulating, varied teaching as most important, whilst the pupils prioritize clear and understandable instructions and are concerned with a pleasant classroom climate, where humour is present and where it is safe to make mistakes. In addition, the results indicate that teachers, as well as pupils, are not particularly interested of a transmission of responsibility from the teachers to the pupils. / <p>Engelska</p>

<p>Ciljevi nastave engleskog kao stranog jezika u Japanu prolaze kroz velike promene dolaskom globalizacije i informacionih tehnologija, a jedna takva promena jeste uvođenje engleskog jezika na osnovno&scaron;kolskom nivou. Engleski kao strani jezik postaje obavezan u japanskom obrazovnom sistemu. Prema japanskoj obrazovnoj politici učenici počinju da uče engleski jezik u 5. razredu. U Srbiji situacija je drugačija u tom smislu da je engleski jezik obavezan predmet od 1. razreda osnovne &scaron;kole.<br />U ovoj doktorskoj disertaciji poku&scaron;aćemo da saznamo koje su to metode i tehnike u upotrebi u nastavi engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i u Srbiji. Isto tako, poku&scaron;ačemo da utvrdimo njihovu adekvatnost u smislu postizanja zadatih ciljeva, a samim tim i zaključaka u vezi sa ispunjeno&scaron;ću ciljeva nastave stranih jezika &ndash; plana i programa propisanih od strane Ministrastva prosvete u obe države.<br />Cilj ovog istraživanja jeste definisanje aktivnosti koje se koriste na časovima, interakcije između učenika i nastavnika, upotreba maternjeg jezika na času, kao i komunikacije na osnovu savremenih metodolo&scaron;kih težnji u nastavi engleskog jezika Na osnovu teorijsko-metodolo&scaron;kog okvira, ova studija ima za poku&scaron;aj da defini&scaron;e i uporedi način na koji nastavnici uvode aktivnosti na časovima engleskog, a koje se u smislu komunikacije odnose na osnovno&scaron;kolske politike u Japanu i Srbiji. Relevantno istraživanju, kori&scaron;ćen je metod triangulacije, te su podaci sakupljani putem opservacije časova, intevjua i ankete za nastavnike u elektronskom obliku. Takođe, izvr&scaron;ena je i komparativna analiza udžbenika odobrenih od strane oba ministarstva, a koji su u upotrebi u obe države.</p><p>Opservacije časova engleskog jezika u osnovnim &scaron;kolama u Japanu, kao i anonimno anketiranje nastavnika i intervjui pokazali su kod učenika motivaciju za učenje na visokom nivou, ali metode i aktivnosti kori&scaron;ćene na časovima zajedno sa visokim procentom upotrebe maternjeg jezika (japanskog) dovode do nedostatka komunikacije na času, a samim tim i nedostatka prave komunikacije na engleskom jeziku. Istim istraživanjem u Srbiji do&scaron;lo se do zaključka da je motivacija učenika za učenje engleskog jezika na visokom nivou, kao i da nastavnici teže &scaron;to manjoj upotrebi maternjeg jezika na času, osim kada je to zaista neophodno, kao &scaron;to su obrade gramatičkih jedinica i njihova obja&scaron;njenja, te da se u &scaron;kolama u Srbiji na časovima engleskog jezika teži animaciji učenika, podizanjem motivacije na najvi&scaron;i nivo.<br />Na osnovu dobijenih podataka izneti su zaključci i sugestije kako bi se pomoglo nastavnicima engleskog jezika, kao i implikacije za dalja istraživanja.</p> / <p>The goals of EFL teaching in Japan have<br />recently undergone drastic change, with<br />globalization and information technology&rsquo;s<br />arrival, one such change being the introduction<br />of English at the elementary-school level.<br />English as a foreign language (EFL) in Japan is<br />becoming a mandatory subject in compulsory<br />educational system. According to Japanese<br />educational policy, students are required to start<br />learning the English language in the fifth grade.<br />In Serbia, the situation is different, meaning that<br />EFL has been introduced as a mandatory subject<br />from the first grade of elementary school.<br />In this doctoral thesis we are primarily<br />interested in discovering the methods and<br />techniques used in English language teaching in<br />elementary schools in Japan, as well as in<br />Serbia, and their adequacy in terms of achieving<br />the aims, and therefore fulfillment of the<br />curricula and syllabi regulated by Ministries of<br />education in both countries.<br />The aim of this study is to define the<br />activities used in the classes, interaction<br />between students and teachers, the use of the<br />mother tongue in class, as well as<br />communication on the basis of contemporary<br />methodological aspirations in EFL Teaching.<br />Based on the theoretical-methodological<br />framework, this study attempts to define and<br />compare the ways teachers introduce classroom<br />activities in English that are communicative in<br />their given policy contexts in elementary<br />schools in Japan and Serbia. Using a qualitative<br />descriptive &ndash; triangulation method, relevant to<br />this study, data were gathered by classroom observations, interviews and also a survey for</p><p>teachers in electronic form were conducted. In<br />addition, comparative analysis of textbooks<br />approved by the Ministries and in use in both<br />countries, was conducted.<br />Observations of English lessons in<br />primary schools in Japan, as well as an<br />anonymous survey of EFL teachers revealed the<br />students&rsquo; motivation to learn English is at high<br />level, but the methods and activities used in<br />classes with a high percentage of use of the<br />mother tongue (Japanese) lead to the lack of real<br />English communication in the classroom. Other<br />findings in Serbia revealed the students&rsquo; high<br />motivation for learning English and teachers<br />tending to reduce the use of the mother tongue<br />in class, except when necessary, for presenting<br />and explaining grammar, thereof, English<br />classes in Serbian schools tend to animate<br />students, raising their motivation to the highest<br />level.<br />According to the data obtained,<br />conclusions and suggestions were made in order<br />to help EFL teachers, and recommendations for<br />future research and practice in both countries<br />were also given.</p>

No description available.

This study compared cohesive devices in texts written by Japanese second-year junior high school learners with those in texts that appeared in the textbook they were studying. The purpose of the study was to determine which cohesive devices were being used in the textbook and which were used in the learners’ writing. The study used both quantitative and qualitative analysis. The quantitative analysis began by determining whether there was any significant difference between the textbook readings and the learners’ writing in terms of the frequency of cohesive devices. It then examined the kinds of devices that were used by both groups of texts. The qualitative analysis compared the patterns of reiteration in two textbook readings with those in a sample of six student texts of different levels of success. The results showed no significant differences between the student texts and the textbooks in terms of the overall frequency of cohesive devices. Among the individual devices, however, there was a significantly higher frequency of ellipsis and synonyms in the textbook readings than in the student texts. There was also a significantly higher frequency of conjunction and reference in the student texts relative to the textbook readings. In all other devices, there was no significant difference between the textbook readings and the student texts. The qualitative study revealed the importance of strong opening sentences, reinforcement of the main topic through repetition, as well as of linking new topics with the main topic in the textbook readings. However, the presence of these features varied in the selected student texts. Accordingly, stronger texts contained all these features, average texts contained some of them, and weaker texts contained few or none. This study consequently supports other studies that have shown that the way in which cohesive devices are used is far more important in determining text quality than the number of devices used. The findings of this study showed the strengths and weaknesses in the students’ writing, and highlighted the need for a greater awareness of cohesion by focusing more on sentence building, and the use of a greater variety of cohesive devices / English Studies / M. A. (Teaching English to Speakers of Other Languages)

The early stage of piano students' training is one of the most important, because it is then that they establish their habits for life. Those who teach beginners need clear principles for developing a solid technical foundation and for preventing bad technical habits. One of the most difficult principles to inculcate in young students is that of tone production and quality. The primary purpose of this study is to provide a pedagogical guide to help piano teachers teach tone production to elementary-level students. To accomplish this purpose, the strategies of the twentieth-century pedagogues Josef Lhévinne, Josef Hofmann, and Heinrich Neuhaus are examined, and applied to the elementary-level piano literature. This study offers practical training suggestions to teachers of elementary piano students as well as musical examples from high-quality piano literature to accompany these suggestions.