The purpose of the current study was to investigate the difference in pro-social behavior, self-regulation, overall reading performance, Lexile levels, and teachers’ perception of classroom climate of kindergarten students who received the Ready to Learn (RTL; Brigman, Lane, & Lane, 2008) classroom guidance program (treatment group: n = 173) and kindergarten students who did not receive the intervention (comparison group: n = 124). The study followed a quasi-experimental, comparison group design in which teachers completed the Child Behavior Rating Scale (CBRS) and Teacher My Class Inventory-Short Form (TMCI-SF) measures as well as collected reading data from individual students. Descriptive statistics for each of the measures, the findings from the analysis of covariance (ANCOVA) on the CBRS and TMCI-SF data, along with the multivariate analysis of covariance (MANCOVA) using the i-Ready data, and partial eta squared (ηp2) effect sizes were calculated. The ANCOVA was conducted to determine if differences existed on the participants’ pro-social behavior and self-regulation by condition. The findings revealed a statistically significant difference on the pro-social skills but did not show a statistically significant difference in self-regulation. The MANCOVA revealed statistically significant differences in overall reading performance between the treatment and comparison group; however, did not reveal statistically significant differences on the Lexile levels for the students who participated in the intervention. Finally, the ANCOVA reported a statistically significant difference in the perceived impact of the school counselor by the treatment group kindergarten as compared to the teachers in the comparison group; however, no other differences were found on the TMCI-SF scales. With these results, there is a need for further empirical research to determine the impact of the RTL program on students’ academic and SEL development. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2017. / FAU Electronic Theses and Dissertations Collection

The probe method (PM) is a learning model that equips students with essential learning strategies and skills so they can be successful and competitive in a highly diverse technological global workforce. Although research indicates this learning model was successful at the elementary school level with improving students' motivation to learn, their critical thinking skills, and their ability to solve complex problems, little research has examined the impact of this method at the high school level for students who participated in a career and technical education (CTE) program. The purpose of this qualitative case study was to fill a gap in knowledge about the role and function of the PM on high school students' motivation to learn and their critical thinking skills in a CTE program. Guided by the conceptual framework of constructivism, data were collected through surveys, reflective journals, interviews with 17 students, and a teacher interview. Data were analyzed through descriptive and content analysis using open coding to determine what active learning was taking place, whether authentic project-based and problem-based learning strategies were implemented, and what 21st century workforce skills were being taught. Findings indicated that the PM had a positive impact on high school students' motivation to learn and their ability to think critically in a CTE program. This study supports positive social change by providing high school CTE teachers with a valuable learning model that infuses reflective thought, collaboration, communication, problem solving, and critical thinking into the learning process while at the same time motivating students to learn.

I conducted a content analysis to examine the treatment of the surface area and volume concepts within four published middle-grades mathematics textbook series. In particular, I examined the treatment of the surface area and volume concepts in terms of the location of surface area and volume lessons in the textbook and the number of pages and lessons devoted to these concepts. I also investigated the sequence of the instructional blocks of surface area and volume lessons. In addition, I evaluated the tasks included in these lessons in regards to the performance expectations of students, the types of visual representations of 3D objects, and the level of mathematical complexity. At last, I examined the extent to which the content of surface area and volume lessons address the Common Core Content Standards (CCCS) for 6-8 geometry that are aligned with these topics. I used content analysis to analyze relevant content in a total of twelve middle-grades student edition mathematics textbooks from two popular textbook series, Go Math!(GM) and Glencoe Math (GMC); and two alternative textbook series, Connected Mathematics 3 (CM) and University of Chicago School Project (UCSMP). First, I used Flanders’ (1994) counting method to examine the physical characteristics of textbooks, such as the location of the surface area and volume lessons in the textbook, the number of pages and lessons devoted to these concepts. Second, I analyzed the sequence of the instructional blocks of surface area and volume lessons by using content analysis. Third, I adapted the Trends in International Mathematics and Science Study [TIMSS] (2002) Performance Expectations for Mathematics Framework to examine the performance expectations of students within tasks. Fourth, I developed and used the Visual Representations of 3D Objects Framework to examine the types of visual representations of 3D objects included in the tasks. Fifth, I employed the Mathematics Framework for the 2007 National Assessment of Educational Progress (NAEP) to examine the level of mathematical complexity of tasks. Finally, I created the CCCS for 6-8 Geometry Components guideline to examine to what extend the surface area and volume lessons address the geometry content standards. Results indicated that the majority of textbooks place the concepts of surface area and volume towards the end of the textbook. Small percentages of instructional pages and lessons are devoted to these concepts in all textbooks. Findings also revealed great similarities among the instructional blocks of lessons within three textbook series (GM, GMC, and UCSMP). The majority of tasks within all textbook series contain miniscule amounts of important performance expectations such as justifying and proving and visual representations of 3D objects such as nets and pictures. A significant amount of tasks are of moderate complexity across all textbook series. Analysis also showed that the CM textbook series offers the greatest opportunity for students to generate visual representations of 3D objects and contains the largest amount of high complexity tasks. At last, nearly all lessons address the appropriate geometry content standard among all textbook series. Limitations of the study, implications for mathematics education, as well as recommendations for future research are also presented.

<p>In this essay, I have interviewed four pedagogues from three preschools whit different pedagogical purposes. The purpose was to find out how they work with mathematics outdoor. In addition to interviews, I have conducted observations at each preschool. The different preschools are one traditional, one Reggio Emilia and one “all weather” (Friluftsfrämjandet) preschool. All the preschools were often out and then they used the natural materials like stones, sticks, leaves and fir cones when they were in the forest or in the play yard. During wintertime they used the snow too stamp and looked at the pattern that showed under the shoes. Did the pattern vary depending on shoe type? It is important that the pedagogues work on the supposition of the child and their interests and curiosity. When they are using different things that the children recognizes it is easier for them to go from the concrete to the abstract. The children’s learning and development occur in interaction with the pedagogue and the other children. All of these take place in the everyday consistency that the children can relate too. This is supposed to lead to lifetime learning (Lpfö 98). One of my conclusions is that it is a difference between the preschools in what they consider the important mathematical activities. There is a difference in whether they focus on counting, geometry, or pattern. </p>

Resumé Studiens syfte var att se om det fanns möjligheter till att kunna anpassa undervisningen i ett klassrum för alla de individuella behov som ryms där. För att finna ett lämpligt svar på ovanstående fundering, beslutade författarna sig för att ta reda på vilka olika undervisningsätt det finns för de elever som lär kinestetiskt, alltså genom att få röra på sig i undervisningen. Detta gjordes genom att lärarna fick ett fiktivt case att utgå ifrån. Studien genomfördes med en kvalitativ inriktning mot ett fenomenografiskt angreppsätt. Författarna valde att göra kvalitativa intervjuer med lärare i skolan. Författarnas tolkningar av lärarnas svar är att de gärna skulle vilja arbeta mer i grupper inom klasserna för att kunna tillgodose alla elevers lärande. Detta gäller inte enbart det kinestetiska lärandet. Arbetssättet av lärarna skiljde sig inte nämnvärt åt, eleverna med det kinestetiska lärandet skulle ha tillgång till en stor mängd konkret material som både lockar till att bygga, fritt eller efter ritningar, samt till att konstruera mönster, vilket är matematikens bas. Lärarna försökte göra undervisningen så varierande som möjligt för att ta tillvara på elevernas förmågor. I olika teman vävdes matematiken in och användes även utomhus. Där kunde eleverna sortera föremål, leta siffror, uppskatta antal och leta efter geometriska former som var av vikt för de som lär kinestetiskt. Resultatet visar att det var läraren som måste använda en undervisnings stil som passade eleverna med det kinestetiska lärandet, det vill säga att undervisningen inte skulle ske på lärarens villkor utan på elevernas. Det var även viktigt att använda olika metoder som läraren själv trodde på, för annars tror inte eleverna att de kommer att lyckas i sitt lärande. / Abstract The purpose of the study was to study if there are some possibilities for adjust teaching in a classroom for all individual needs. To find a suitable answer for the above thoughts, the authors decided to find out more about which different teaching methods there are for student who learn kinesthetic, in other words the students who needs to budge in the teaching. This was done through a fictitious case which was left to the teachers to assume from. The study was done with a qualitative direction with a phenomenographics approach. The authors conducted qualitative interviews with some teachers in school. The authors’ interpretation from the teachers’ answer is that they want to work more within groups in the classes for satisfying all the students learning. These were pertaining not to only the student who learns kinesthetic according to the interviews. The way of teaching didn’t differ between the teachers, and, the students, who learn by the kinesthetic way, should have access to a big part of concrete material, entice to build, free or after plan, and they entice to design model, which is the mathematics basis. The teachers tried to do the teaching as rich of variation as possible to take care of the students’ abilities. In different themes the mathematics was interweaved and used outdoors. There the students could classify object, look for figure, estimate quantity and look for forms of geometry. This was very important for those who learn by the kinesthetic way. The result shows that it is the teachers who have to use teaching styles which fits the student, who learn by the kinesthetic way. It means that the teaching should concern more to the students’ conditions than the teachers. It is also important that the teachers use different methods which the teacher believes in, otherwise the student don’t believe neither and don’t success in their learning.

As educational professionals strive to help students become efficient and effective learners, they must assist in the development of student learning strategies and a greater understanding of the learning process. The purpose of this study was to analyze and compare the learning pattern preferences of middle and high school students in general education and special education settings. The results of this study were intended to help guide teachers and other education professionals to make informed decisions about differentiating instruction in a way to reach more, if not all, students in their classroom. The results could furthermore assist educators in fostering greater self-knowledge and self-advocacy in students, which then can assist them to become active participants of their own learning experiences. Archival data was examined using scores of middle and high school students on the Learning Connections Inventory (LCI), the survey associated with the Let Me Learn Process®. 251 students LCI scores were studied on the basis of grade level and special education classification.&lt;br&gt;Research questions utilized one-way MANOVA's in order to determine preference for particular individual patterns on the LCI. The first set of research questions compared students in special education and students in general education. The second set of questions compared students in special education broken down by classification, specifically, Other Health Impairment and Specific Learning Disability. Analyses revealed preference for certain LCI patterns between the groups examined. This study was intended to be a starting point for the analysis of the learning patterns of special education students. Once pattern preferences and the interactions between preferences are identified, and the utility of the Let Me Learn Process® is examined, a greater understanding of learning will occur in combination with the development of self-advocacy skills in the classroom. Overall, the Let Me Learn Process® has been shown to have promise in utilizing cognition, conation and affectation approaches in order to assist in developing effective learning strategies. As each of these elements is taken into consideration, this process can allow learners to become active participants in their own learning process. / School of Education; / School Psychology / PhD; / Dissertation;

I den här studien undersöks sambandet mellan motorik och lärande. Syftet är att teoretiskt och empiriskt få ökad förståelse för hur elevers motoriska utveckling påverkar lärande. Studien utförs med hjälp av litteraturstudie och lärarintervjuer. Mina frågeställningar är:Hur utvecklar barn sin motorik? Vad betyder motorik för lärandet? Hur arbetar förskolelärare och klasslärare med motorik? Lärare har en viktig uppgift att arbeta med motorik både i förskolan och i skolan för att barnen ska utveckla sin motorik. I resultatanalysen jämförs lärarnas intervjusvar för att hitta det gemensamma och generella. I resultatet framgår det att det finns samband mellan motorik och inlärning då perception har en viktig del. Lärarna använder sig av motorik både i undervisningen och som avbrott i undervisningen. Den motoriska utvecklingen bidrar t.ex. till bättre koncentrationsförmåga, balans och kroppsuppfattning vilka har betydelse för lärande. Genom att barnen får röra på sig utvecklar de sin motorik, då naturen är en stimulerande miljö. En slutsats är att barn behöver röra sig för att underlätta lärandet. Däremot krävs det mer kompetens hos lärare för att se det viktiga med motoriken.

In this essay, I have interviewed four pedagogues from three preschools whit different pedagogical purposes. The purpose was to find out how they work with mathematics outdoor. In addition to interviews, I have conducted observations at each preschool. The different preschools are one traditional, one Reggio Emilia and one “all weather” (Friluftsfrämjandet) preschool. All the preschools were often out and then they used the natural materials like stones, sticks, leaves and fir cones when they were in the forest or in the play yard. During wintertime they used the snow too stamp and looked at the pattern that showed under the shoes. Did the pattern vary depending on shoe type? It is important that the pedagogues work on the supposition of the child and their interests and curiosity. When they are using different things that the children recognizes it is easier for them to go from the concrete to the abstract. The children’s learning and development occur in interaction with the pedagogue and the other children. All of these take place in the everyday consistency that the children can relate too. This is supposed to lead to lifetime learning (Lpfö 98). One of my conclusions is that it is a difference between the preschools in what they consider the important mathematical activities. There is a difference in whether they focus on counting, geometry, or pattern.

The purpose of this study was, based on Keller¡¦s ARCS motivational model, to develop and design feasible instruction in order to improve college students¡¦ motivation to learn and achievement toward information technology and society course. Participants were 220 college students from four classes and two teachers in a technical and vocational college. Each teacher taught two classes, and every teacher was randomly assigned to one experimental group and one control group from those two classes. Data was collected through the administration of Learning Motivation Inventory (LMI) which was developed by the researcher. In addition, students¡¦ midterm and final exam scores were collected. The collected data was analyzed by using the statistical methods of t-test, One-Way ANOVA, and Pearson Product-Moment Correlation. The conclusions of this study are as follows: 1. There was no significant relationship between students¡¦ motivation to learn and achievement. 2. There was no significant difference on students¡¦ motivation to learn of experimental group and control group. 3. There was no significant difference on students¡¦ achievement of experimental group and control group. Although the results had no significant difference between the two groups. The researcher reviewed the instructional design during courses, and also addressed the status quo for these students¡¦ learning situation. Based on the above conclusions, this research proposed concrete suggestions for educators to promote technical and vocational college students¡¦ motivation to learn and achievement.

<p>Resumé</p><p>Studiens syfte var att se om det fanns möjligheter till att kunna anpassa undervisningen i ett klassrum för alla de individuella behov som ryms där. För att finna ett lämpligt svar på ovanstående fundering, beslutade författarna sig för att ta reda på vilka olika undervisningsätt det finns för de elever som lär kinestetiskt, alltså genom att få röra på sig i undervisningen. Detta gjordes genom att lärarna fick ett fiktivt case att utgå ifrån.</p><p>Studien genomfördes med en kvalitativ inriktning mot ett fenomenografiskt angreppsätt. Författarna valde att göra kvalitativa intervjuer med lärare i skolan.</p><p>Författarnas tolkningar av lärarnas svar är att de gärna skulle vilja arbeta mer i grupper inom klasserna för att kunna tillgodose alla elevers lärande. Detta gäller inte enbart det kinestetiska lärandet. Arbetssättet av lärarna skiljde sig inte nämnvärt åt, eleverna med det kinestetiska lärandet skulle ha tillgång till en stor mängd konkret material som både lockar till att bygga, fritt eller efter ritningar, samt till att konstruera mönster, vilket är matematikens bas. Lärarna försökte göra undervisningen så varierande som möjligt för att ta tillvara på elevernas förmågor. I olika teman vävdes matematiken in och användes även utomhus. Där kunde eleverna sortera föremål, leta siffror, uppskatta antal och leta efter geometriska former som var av vikt för de som lär kinestetiskt.</p><p>Resultatet visar att det var läraren som måste använda en undervisnings stil som passade eleverna med det kinestetiska lärandet, det vill säga att undervisningen inte skulle ske på lärarens villkor utan på elevernas. Det var även viktigt att använda olika metoder som läraren själv trodde på, för annars tror inte eleverna att de kommer att lyckas i sitt lärande.</p> / <p>Abstract</p><p>The purpose of the study was to study if there are some possibilities for adjust teaching in a classroom for all individual needs. To find a suitable answer for the above thoughts, the authors decided to find out more about which different teaching methods there are for student who learn kinesthetic, in other words the students who needs to budge in the teaching. This was done through a fictitious case which was left to the teachers to assume from.</p><p>The study was done with a qualitative direction with a phenomenographics approach. The authors conducted qualitative interviews with some teachers in school.</p><p>The authors’ interpretation from the teachers’ answer is that they want to work more within groups in the classes for satisfying all the students learning. These were pertaining not to only the student who learns kinesthetic according to the interviews. The way of teaching didn’t differ between the teachers, and, the students, who learn by the kinesthetic way, should have access to a big part of concrete material, entice to build, free or after plan, and they entice to design model, which is the mathematics basis. The teachers tried to do the teaching as rich of variation as possible to take care of the students’ abilities. In different themes the mathematics was interweaved and used outdoors. There the students could classify object, look for figure, estimate quantity and look for forms of geometry. This was very important for those who learn by the kinesthetic way.</p><p>The result shows that it is the teachers who have to use teaching styles which fits the student, who learn by the kinesthetic way. It means that the teaching should concern more to the students’ conditions than the teachers. It is also important that the teachers use different methods which the teacher believes in, otherwise the student don’t believe neither and don’t success in their learning.</p>