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The purpose of this study was to determine the perceptions of ninth-grade students and their teachers and parents/guardians with regard to the transition from middle school to high school. A mixed-method approach with both qualitative and quantitative measures assessed attitudes toward this transition. Student focus groups were also conducted toward this end. Parents and school staff were surveyed to gain insight into the problems associated with the student transition.Data gathered from students, parents, and school faculty were also analyzed to facilitate the design of a school-transition program for the local high school serving as the study site in this research. The findings support research that has indicated academic and social problems confronted by students transitioning into high school. All three study groups agree that developing a program to effectuate early adjustment by students and parents to this transition will “pave the way” toward ultimate student success.

This study was designed to determine the relative effectiveness of a group-study approach to the teaching of spelling as compared with an individual-study approach to the teaching of spelling in the seventh grade of a school with a large number of students of Latin American extraction.

This study examines how two common ways of studying, mandatory Group study and Individual study, affects students’ mental health. 45 Swedish University students were scouted on the web and linked to an online questionnaire where they rated themselves during two conditions: working in group projects and working individually. A Student's t-test showed a strong significant difference between stress levels during Group study and Individual study, with Group study generating higher levels of distress among the participants. These findings are relevant to the discourse of stress and stressors in the educational environment as well as in work settings.

In this thesis, the results of a survey regarding grade progression between secondary and upper secondary school in a municipality in the north of Sweden serve as the starting point for a study of the experiences and expectations of a number of 16 year old girls who are in the first year of upper secondary school. The study is performed by means of focus group interviews with female pupils from the three largest upper secondary schools in said municipality in an attempt to gauge their experiences of grades, grade assessment, teacher practices and perceived differences in how boys and girls are treated. The results show that most of the girls are disappointed with upper secondary school so far. Many of them feel that secondary school was both more fun and more rewarding in a sense of learning. Their appreciation of how this more rewarding atmosphere affected their grades differed between the various groups. One group considered lower demands in upper secondary school to be a good thing since it made good grades easy to achieve, whereas one of the other two groups considered the lower demands to be demotivating at best.

O profissional da educaÃÃo no contexto atual tem que atender as demandas por mais conhecimento, porÃm, de um conhecimento que conduza o estudante ao senso crÃtico e lhe permita ampliar oportunidades de continuar aprendendo e desenvolvendo sua capacidade de assimilar mudanÃas. Como conseqÃÃncia, tambÃm se faz necessÃrio uma mudanÃa de comportamento do professor em sala de aula, que, com novos mÃtodos pedagÃgicos se aproxima dos estudantes. Neste contexto, o presente trabalho teve como objetivo uma anÃlise da eficÃcia do mÃtodo de estudo em grupo como ferramenta pedagÃgica de aprendizagem de QuÃmica no Ensino MÃdio. Participaram da pesquisa 12 estudantes do 3 ano do Ensino MÃdio, subdividido em 4 grupos de 3 estudantes reunidos por afinidade. Os conteÃdos abordados foram: propriedades da matÃria; substÃncia e mistura; fracionamento de misturas heterogÃneas e fracionamento de misturas homogÃneas. A pesquisa se iniciou com a aplicaÃÃo de uma avaliaÃÃo para definir o conhecimento prÃvio dos alunos sobre os temas, seguido de encontros para o desenvolvimento inicial, onde o pesquisador utilizou 4 desses para apresentaÃÃo dos temas citados utilizando diferentes metodologias, entre as quais, estudo individual de material didÃtico distribuÃdo, discussÃo em grupo, elucidaÃÃo de dÃvidas e aplicaÃÃo da avaliaÃÃo na forma de resumo. Os grupos utilizaram 2 encontros, para apresentaÃÃo de material por eles desenvolvidos sem ajuda do professor pesquisador. Nova avaliaÃÃo foi aplicada para comparaÃÃo com relaÃÃo ao crescimento do aprender a aprender e aprender a fazer do aprendiz. No Ãltimo encontro foram analisadas em conjunto as aulas apresentadas pelos estudantes e foram dadas sugestÃes de como melhorar o trabalho desenvolvido. Os estudantes elaboraram materiais pedagÃgicos de apoio aos conteÃdos usados, como vÃdeos e jogos. O pesquisador fez um confronto dos resumos apÃs sua exposiÃÃo e a apresentaÃÃo da equipe de estudantes. Observou-se que nÃo sà Ãqueles que apresentaram os conteÃdos estudados como os estudantes ouvintes, demonstraram evoluÃÃo na absorÃÃo de conhecimentos atravÃs dos resumos elaborados, constatando desta forma, que no estudo em grupo o aprender a aprender e aprender a fazer. O Produto Educacional foi desenvolvido no formato de "Texto de Apoio" para professores do ensino mÃdio, e elaborado a partir das aulas preparadas e dos materiais pedagÃgicos desenvolvidos. / The educational professional in the nowadays context has to meet some demands for acquiring more knowledge, nevertheless, the sort of knowledge that leads our students towards critical thinking and also towards a broadening of opportunities in order for their continuation of their learning and developing their ability to assimilate the ongoing technological changes. As a consequence, it is necessary to change the teacher himself in the environment of the classroom by means of new teaching methods for the students getting close to his methodology. In this context, this paper aims at having an analysis of the effectiveness of the method in the study of teamwork as a pedagogical tool for learning Chemistry in our high schools. We used a group of twelve students of the 3rd year of our high school system, which was divided into 4 smaller groups of 3 students each of them put together by affinity. The chosen subjects were: Properties of Matter; Substance and Mixture; Fractioning of Heterogeneous Mixtures and of Homogeneous Mixtures. The research took place within 7 meetings for its initial development, whereas the researcher used the presentation of these four aforementioned themes using different methodologies, individual study of the distributed educational materials, group discussion, clarification of doubts and application of assessment by means of summary essays. The groups used two meetings for the presentation of material developed by them without the assistance of the research teacher. New pieces of evaluation were also applied for comparison regarding the increase of learning how to learn and of learning how to do by the student themselves. At the very last meeting, we discussed together all the lessons which were presented by the students and they were given some suggestions on how to improve their assignments. The students developed some instructional materials to be used for the support of the many contents such as videos and games. The researcher made a comparison of the summary essays after the exposing of their group presentation not only to those students who had studied the contents as well as by students in the audience who demonstrated some progress in the absorption of the new knowledge through the summary essays which were prepared. And finally, the learning how to learn and learning how to do was effectively observed in the study of teamwork. The Educational Product which was prepared out of the prepared lessons and the developed teaching materials

The aim of this study is to gain understanding of students’ experiences of assessment and the study strategies they adopt in the context of Higher Education in Rwanda. The study is governed by questions on how students conceive their experiences with assessment in their courses, how they determine study strategies, and how they reflect on alternative ways of assessment. The theoretical framework is based on socio-cultural approaches and on earlier research on assessment and theories of learning. The participants were drawn from third year and former geography students in two tertiary institutions. A four panel-wave design guided the data collection: a survey, focus groups, a follow-up questionnaire and individual interviews. The findings show that the majority of the students conceived assessment as course lecturers’ ways of collecting evidence from students to be used as benchmarks for grading, ranking and promotion at course level and for monitoring and controlling both students and teachers. Assessment was usually summative and could be both course-oriented in line with the curriculum and teacher-oriented in line with teachers’ course-notes. Moreover, the findings reveal that students rely heavily on senior students’ information about teachers’ styles of assessing, as a source for adopting study strategies. The participants experienced that learning took place under contextual pressure, which created fear for repetition or even expulsion. However, the students responded to this by adopting a combination of individual work and group work strategies. In contrast to the experienced modes of summative assessment, the participants had visions about formative assessment such as authentic and problem-solving assessment, and self- and peer- assessment, which they suggest could be employed as integral parts of the teaching and learning process. This is discussed in terms of assessment for learning as a cycle of events or as assessment of learning at the end of a course. / Syftet med denna avhandling är att söka förståelse för studenters erfarenheter av bedömning och vilka studiestrategier de använder sig av inom högre utbildning i Rwanda. Studien vägleds av frågor om hur studenter upplever sina erfarenheter av bedömning i sina kurser, hur de bestämmer studie strategier och hur de reflekterar över alternativa bedömningssätt. Det teoretiska ramverket har sin grund i sociokulturell teori och tidigare forskning om bedömning och lärande. I datainsamlingen deltog studenter från två olika institutioner för högre utbildning inom ämnesområdet geografi, dels under deras tredje studieår, dels en tid efter det att de var nyexaminerade. Insamlingen pågick under fyra perioder och började med en enkät. Därpå följde samtal i fokusgrupper och en uppföljningsenkät med öppna frågor. Studien avslutades med intervjuer med en mindre grupp efter deras examen. Resultaten visar att majoriteten av studenterna uppfattade bedömningen som lektorernas sätt att samla bevis att användas som underlag för systematisk mätning av studenternas resultat och för att kunna rangordna dem. De användes även som underlag för uppflyttning till nästa kursnivå och för att kontrollera att kursen genomförts. Bedömningen var oftast summativ och kunde vara både kursorienterad och följa målen i kursplanen och lärarorienterad där målen var de som angavs i lärarens kurskompendier. Resultaten visar att när studenterna ska välja studiestrategi förlitar de sig i hög grad på information från tidigare studenters uppfattningar om lärares sätt att ställa frågor. Deltagarna uppfattade att lärandet skedde under press från omgivningen vilket skapade rädsla för att de skulle behöva repetera kursen eller bli relegerade om de inte blev godkända. Studenterna hanterade sin oro genom att använda sig av en kombination av individuellt arbete och grupparbete. När de redovisade sina visioner om bedömning föreslog de att formativa bedömningssätt skulle användas som integrerade delar av lärandeprocessen och gav exempel som autentisk bedömning, självvärdering och bedömning av en kamrat. Detta diskuteras i termer av bedömning för lärande under en pågående kurs eller bedömning av lärande i slutet av en kurs.

Submitted by ROSILAINE CRISTINA DA SILVA null (rosilainecrs@gmail.com) on 2016-12-19T10:29:04Z No. of bitstreams: 1 DISSERTAÇÃO ROSILAINE CRISTINA DA SILVA.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-12-21T10:38:20Z (GMT) No. of bitstreams: 1 silva_rc_me_mar.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) / Made available in DSpace on 2016-12-21T10:38:21Z (GMT). No. of bitstreams: 1 silva_rc_me_mar.pdf: 1299067 bytes, checksum: 9a5ef0023fabfe8e317ee2828092673b (MD5) Previous issue date: 2016-02-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Nos últimos anos muito se tem discutido acerca das questões que envolvem a formação de professores, principalmente a partir da perspectiva da educação inclusiva, que busca garantir a todos os alunos o seu desenvolvimento integral. Diante desse contexto, cabe à escola se reorganizar para trabalhar com a diversidade dos estudantes, entre os quais encontram-se os alunos precoces com comportamentos de superdotação; certamente esta não é uma tarefa fácil, mas necessária em um sistema que caminha para ser cada vez mais inclusivo. Sabe-se que para a reestruturação do sistema de ensino, todas as condições para a efetivação da inclusão devem ser garantidas, principalmente a formação de professores, mesmo porque não há como oferecer uma educação de qualidade para todos os alunos sem que a formação continuada do docente seja repensada e adequada aos desafios da política de inclusão, visto que a inclusão escolar pressupõe uma nova perspectiva de Educação. Diante dessas considerações, o presente estudo teve por objetivo investigar e analisar se as Horas de Estudo em Conjunto (HEC) e as Aulas de Trabalho Pedagógico Coletivo (ATPC) do Ensino Fundamental da Rede Estadual de Ensino de São Paulo têm se caracterizado como espaço de formação continuada de professores. Participaram desta pesquisa professores e coordenadores de escolas do Ensino Fundamental, cujos participantes se dispuseram a colaborar com a pesquisa, sendo que os professores deviam ter alunos precoces com comportamentos de superdotação. Como recursos para coleta de dados foram utilizados questionários, Escala Likert de Atitudes Sociais em relação à inclusão do aluno superdotado de Mushoriwa, bem como análise documental. Os resultados indicam que há formação continuada nos momentos de HEC e ATPC, mas não há estudos na área das Altas habilidades ou Superdotação, nesses momentos. / In the recent past years, a lot of discussion about teacher professional training has been held, especially from the perspective of inclusive education, aimed at ensuring every student their integral development. In this context, the school role is to organize and work towards the diversity of students, including early students who present gifted behaviors. It is not an easy task, surely, but necessary in a system that is already becoming increasingly inclusive. It is known that, in order to restructure the education system, every condition for effective inclusion must be guaranteed, especially teacher training, because the only manner to provide quality education for all students is by means of reconsidering ongoing teacher training teaching and by making it suitable to the challenges of inclusion policy, since school inclusion requires a new perspective on education. Given these considerations, the present study aims to investigate and analyze whether Group Study Time (HEC - Horas de Estudo em Conjunto) and Classes on Collective Pedagogical Worktime (ATPC - Aulas de Trabalho Pedagógico Coletivo) on basic education in São Paulo state schools have been defined as a time for ongoing teachers training. Thus, the present survey involved teachers and coordinators of basic education schools who were willing to participate in the study, and teachers were required to have early students with gifted behaviors. As a resource for data collection, it was used questionnaires such as the Likert Scale of Social Attitudes towards inclusion of the gifted student by Mushoriwa and documental analysis. Results indicate that there is ongoing training when HEC and ATPC are being held, but no studies in the field of high abilities or giftedness are carried out.