Présentement, au Canada, environ 75% des délinquants admis dans des établissements correctionnels fédéraux n’ont pas atteint leur cinquième secondaire ou l’équivalent (SCC, 2015). Il semble que suivre un programme d’éducation en détention permette d’éviter la récidive chez un grand nombre de détenus. Très peu d’études se penchent sur ce que ces personnes vivent pendant le suivi de tels programmes. C’est-à-dire, comment composent-ils avec un environnement tel que la prison pour étudier et à quel point doivent-ils travailler fort compte tenu de certaines difficultés dans le contexte carcéral. Ce mémoire propose donc de comprendre l’expérience de l’éducation d’ex-détenus fédéraux canadiens et de faire ressortir le regard qu’ils posent sur celle-ci. Dans le but d’atteindre nos objectifs, nous nous sommes intéressés au vécu de onze hommes ayant purgé une peine fédérale canadienne et ayant suivi un programme d’éducation durant leur incarcération. C’est par l’entremise d’entrevues semi-dirigées que nous avons pu mettre en lumière le fait que le suivi d’un programme d’éducation en détention ne se faisait pas sans difficulté d’ordre personnel, psychologique ou institutionnel. Nous verrons que cette expérience est vécue de manière différente selon les motivations à se prêter à l’exercice de l’éducation en détention, et qu’elle permet d’offrir à ces personnes des avantages sous plusieurs aspects. Ces bénéfices se font ressentir tant en détention qu’au retour dans la communauté. / Nowadays in Canada, approximately 75% of the offenders admitted in federal correctional facilities have not reached the 11th grade or it equivalent (SCC, 2015). Following an education program while in detention seems to contribute to the prevention of crime recidivism for a great number of inmates. Very few studies focus on the experience of inmates while following these programs. Thus, this study aims to understand the education experiences of Canadian federal ex-inmates and to expose their perspective on said education. To achieve our objectives, we explored the experiences of eleven men who served a Canadian federal sentence and who followed an education program during their incarceration. By conducting semi-directed interviews, we could shed light on the fact that following an education program as an inmate was not done without personal, psychological and institutional difficulties. We shall see that this educational experience is lived differently according to the motivation to participate. We shall also see that it offers its participants advantages through many forms. These advantages can be felt both during incarceration and upon return to the community. / Actualmente en Canadá, hay aproximadamente 75% de los delincuentes admitidos en las instituciones correccionales federales que tienen su diploma de quinto grado de secundaria o el equivalente. Ofrecer un programa de educación en detención permite evitar la reincidencia de un gran número de reclusos. Pocos estudios investigan sobre lo que viven los reclusos durante estos programas. Esta tesis ofrece una mejor comprensión de la experiencia de educación de los ex-convictos federales canadienses y permite conocer sus apreciaciones de los programas. Para alcanzar nuestros objetivos, nos hemos centrado sobre la realidad de once hombres que han cumplido una sentencia federal canadiense y que han seguido un programa de educación durante su encarcelamiento. Con entrevistas, en parte dirigidas, podemos destacar que los que hacen un programa de educación durante la detención pueden vivir dificultades personales, psicológicas e institucionales. Veremos que esta experiencia se vive de manera distinta según las motivaciones en relación con la educación en detención. También, esta tesis de maestría expone todos los beneficios que la experiencia de educación en prisión puede darle a los delincuentes. Estos beneficios son provechosos tanto durante la detención que al regresar a la comunidad.

This study is concerned with how competent mathematics teachers develop pedagogical content knowledge (PCK) in statistics teaching. Pedagogical content knowledge was used as the theoretical framework that guided the research and data collection. The study’s methodology consisted of two phases. In the first phase, the six identified mathematics teachers undertook a conceptual knowledge written exercise. The result of this exercise was used to select the best four performing teachers for the second phase of the study. The second phase consisted mainly of lesson observations, interviews, written documents in the form of completed questionnaires, written diaries or reports, document analysis designed to produce rich detailed descriptions of participating teachers’ PCK in the context of teaching statistics concepts at school level. The concept mapping exercise was used to indirectly assess participating teachers’ content knowledge and their conceptions of the nature of school statistics and how it is to be taught. The qualitative data obtained were analysed to try to determine individual teachers’ content knowledge of school statistics, related pedagogical knowledge, knowledge of learners’ conceptions in statistics teaching, knowledge of learners’ learning difficulties as well as how they developed their PCK in statistics teaching. The analysis was done based on iterative coding and categorisation of responses and observations made to identify themes, patterns, and gaps, in school statistics teaching. Commonalities and differences if any, in the PCK profiles of the four participating teachers were also analysed and determined. The results of the study showed that overall, individual teachers develop their PCK in school statistics teaching by: (a) formally developing their knowledge of the subject matter in a formal undergraduate educational programme, as well as subject matter content knowledge during classroom practice; (b) using varied topic-specific instructional skills such as graphical construction skills in teaching statistical graphs; (c) using diagnostic techniques (oral questioning and pre-activity, class discussions and questioning) and a review of previous lessons to introduce lessons, and to determine learners’ preconceptions in statistics teaching ; (d) Using teaching strategies that can help to identify learners’ learning difficulties as well as intervention to address the difficulties; (e) continually updating their knowledge of school statistics by attending content knowledge workshops and other teacher development programmes designed to improve content knowledge and practice. / Thesis (PhD)--University of Pretoria, 2012. / Science, Mathematics and Technology Education / unrestricted

Many high school math teachers are not trained for teaching students with mild disabilities. Math curriculum is not typically developed with the needs of students with mild disabilities in mind. Teachers may not be aware of the unique barriers for students with mild disabilities, and strategies to help them master mathematics. The purpose of this study was to identify research-based techniques used by general education and special education teachers for teaching math to high school students with mild disabilities. The study also investigated teachers’ perceptions of and willingness to implement specific strategies to teach math skills to students with mild disabilities. Academic research articles were reviewed to identify strategies. A survey was taken by nine high school general education and five special education teachers who teach math. The results showed a reasonable degree of knowledge, experience, and positive perceptions of evidence-based strategies, especially co-teaching. There were significant differences between the responses of teachers with math teaching licenses compared to those with special education licenses. Based on the existing literature and the survey results, a handbook of resources was created for teachers of secondary math classes to support learning for students with mild disabilities.

The topic of the thesis is education of children in COVID 19 period from the point of view of Roma mother. In the theoretical part the author presents the history of Roma population in Czech republic and their cultural specifics. Special focus is given to education. Practical part then focuses on analysis of interviews and observations of Roma mothers. Focus will be given to their perception of online education of their children including evaluation of what possible support was offered to them by the state and what obstacles they met in online education.

This study aims to investigate and compare in-service and pre-service teachers confidence and knowledge regarding dyslexia. In order to investigate this, two research questions are formulated: 1) We seek to identify differences in the way that in-service and pre-service teachers perceive their own competency in dealing with and accommodating the needs of students with dyslexia in the English classroom. 2) We seek to identify differences in the knowledge that in-service and pre-service teachers have in the areas touched upon in the first research question. In addition to these two research questions two hypotheses are made regarding the expected results. (a) That in-service teachers will have greatly larger knowledge regarding dyslexia while, (b) teacher educations does not provide pre-service teachers with enough information and tools to aid dyslexic students. To find an answer to these research questions, a questionnaire is created and sent to in-service teachers working in southern Skåne and pre-service teachers currently enrolled in Malmö University’s teachers’ education. The results show that pre-service teachers do not feel confident in their ability to detect students with dyslexia. In comparison, in-service teachers feel more confident in this area. However, several of the participants from the in-service teacher demographic present that they, in alignment with the pre-service teacher demographic did not feel confident in their ability to detect dyslexic students in their class. From both demographics the results show that participants feel highly unconfident regarding teaching EFL to dyslexic students.

The overall aim of this thesis was to explore the role of different assessment tools and training regimens in assessment and remediation for children with special educational needs in school. A central purpose of assessment explored was that it should inform remediation, teaching and instruction. The concepts of working memory, complex executive function and metacognitive strategy training for children with special educational needs were specifically explored in relation to this purpose of assessment. Complex executive function refers to planning and metacognitive ability, that many children with special educational needs struggle with, and which they are expected to handle in learning during school day. Of particular interest in the thesis was the contrast between working memory and complex executive function and how these concepts inform assessment and remediation practices. In this context, special attention was given to mathematical learning difficulties. The thesis was based on four studies (I‑IV). Study I explored the prevalence of different assessment tools, and dilemmas and challenges as perceived by assessment professionals, teachers and parents, in the work with children with special educational needs in Europe. In Study II, a metacognitive strategy training framework was developed as a training regimen, guided by research on complex executive function, and applied on working memory training. Effects of working memory training were compared between the two training regimens, with and without metacognitive strategy training, and also the overall effect of working memory training on cognitive functioning and the school related skills of reading, writing and arithmetic. In Study III, different types of measures of working memory and their predictive capacities in relation to mathematics achievement in national curriculum assessments were explored, as well as the effects of working memory training on mathematics achievement. In Study IV the role of working memory and complex executive function in identifying risk for mathematical learning difficulties in children with special educational needs was explored. The results from Study I suggested that assessment and remediation practices can contribute to a deficiency‑oriented outlook on children with special educational needs. In contrast parents and teachers in Sweden also reported that assessment could help them to better understand the needs of the child. Results from studies II-IV showed that only the use of a metacognitive strategy training regimen targeting complex executive function resulted in improvements following working memory training. The results also indicated that working memory training strongly predicted mathematical performance in national curriculum assessments of mathematics in school, and that a more complex change measure of working memory was a better predictor than simple working memory measures in this regard. Finally, the results also showed that complex executive function, defined as planning ability, was a better predictor than simple working memory in the assessment of risk for mathematical learning difficulties. The results from the studies were discussed in relation to the purpose of assessment to inform remediation, teaching and instruction for children with special educational needs. It was concluded that, in addition to working memory, as complex executive function – planning and metacognitive ability - seems to be an important cognitive function related to learning, this should be addressed both in the assessment of children with special educational needs as well as in the remediation when designing training regimens and interventions for children with special educational needs in general, and children at risk for mathematic learning difficulties in particular. It was also highlighted that in remediation, the role of the teacher as a mediator of metacognition and complex executive function seems vital. / Det övergripande syftet med avhandlingen var att undersöka den roll som olika utredningsverktyg och begrepp spelar i utformandet av utrednings‑ och stödinsatser för barn i behov av stöd i skolan. Ett centralt syfte med utredningar som utforskades är att de ska bidra med kunskaper vid utformande av stödinsatser och undervisning. I relation till detta syfte utforskades specifikt begreppen arbetsminne, komplex exekutiv funktion och metakognitiv strategiträning för barn i behov av stöd. Komplex exekutiv funktion syftar till planerings- och metakognitiv förmåga, något som många barn i behov av stöd upplevs ha svårigheter med, och som de förväntas kunna hantera i lärandet i skolans vardag. Av särskilt intresse i avhandlingen var kontrasten mellan arbetsminne och komplex exekutiv funktion och hur dessa begrepp bidrar till en förståelse i utformandet av utrednings- och stödinsatser. I detta sammanhang uppmärksammades särskilt matematiksvårigheter hos barn i behov av stöd. Avhandlingen bygger på fyra studier (I-IV). I Studie I undersöktes förekomsten av olika utredningsverktyg, samt utredares, lärares och föräldrars uppfattningar av dilemman och utmaningar i arbetet kring barn i behov av stöd, i Europa. I Studie II utformades ett koncept för metakognitiv strategiträning med utgångspunkt från forskning kring komplex exekutiv funktion och tillämpades i arbetsminnesträning. Effekten av arbetsminnesträning med och utan metakognitiv strategiträning jämfördes, liksom effekten av arbetsminnesträning på kognitiva funktioner och skolrelaterade färdigheter inom läsning, skrivning och aritmetik. I Studie III undersöktes olika mått på arbetsminne, och deras prediktiva kapacitet i relation till matematisk förmåga mätt genom nationella prov i matematik, samt effekten av arbetsminnesträning på matematisk förmåga. I Studie IV undersöktes vilken roll arbetsminne och komplex exekutiv funktion har i identifiering av barn i behov av stöd i riskzon för matematiksvårigheter. Resultaten från Studie I visade att utrednings- och stödinsatser kunde bidra till att förstärka ett brist-orienterat synsätt på barn i behov av stöd. I kontrast till detta, delgav lärare och föräldrar i Sverige att utredningar kunde hjälpa dem att förstå barnets behov på ett bättre sätt. Resultaten från studie II-IV visade att enbart den metakognitiva träningen, fokuserad på komplex exekutiv funktion, bidrog till förbättringar efter arbetsminnesträning. Resultatet indikerade också att arbetsminnesträning predicerar matematisk prestation i nationella prov i matematik, och att ett mer komplext arbetsminnesmått var en bättre prediktor än enklare arbetsminnesmått. Slutligen visade resultaten också att komplex exekutiv funktion i form av planeringsförmåga var en bättre prediktor än enkelt arbetsminnesmått vid utredning av risk för matematiksvårigheter. Resultaten från studierna diskuterades i relation till syftet med utredning: att bidra med kunskaper vid utformande av extra anpassningar, särskilt stöd och undervisning för barn i behov av stöd. Eftersom komplex exekutiv funktion –planerings- och metakognitiv förmåga - verkar vara en viktig kognitiv funktion i lärandet, bör man ta hänsyn till detta både i utrednings- och stödinsatser kring barn i behov av stöd generellt, och särskilt kring barn i riskzon för matematiksvårigheter. Det belystes också att i stödinsatser är lärarens roll som mediator av metakognition och komplex exekutiv funktion viktig. / <p>Vid tidpunkten för disputationen var följande delarbeten opublicerade: delarbete 3 (inskickat), delarbete 4 (inskickat)</p><p>At the time of the doctoral defence the following papers were unpublished: paper 3 (submitted), paper 4 (submitted)</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal.

La rétroaction corrective (RC) est une indication offerte aux scripteurs apprenants sur leur emploi erroné de la langue en apprentissage (Lightbown et Spada, 2006). Exposés à la RC écrite, ces apprenants réagissent de différentes manières lors de la révision de leur texte. La révision est alors une « tentative des scripteurs à améliorer un plan ou un texte » (traduction libre, Hayes, Flower, Schriver, Stratman et Carey, 1987, p.177). Cette recherche s’est penchée sur la relation entre les différentes techniques rétroactives utilisées par six enseignants de classes d’accueil à Montréal et sur la manière dont les élèves participants (N=64) ont réagi à ces RC lors de la révision de leur texte. L’intégration de la RC à l’étape de la révision est influencée par différentes variables modératrices, c’est-à-dire l’ordre d’enseignement (les niveaux de scolarité : primaire ou secondaire), le profil des élèves (les niveaux langagiers débutants et avancés ainsi que la présence de difficultés d’apprentissage chez les élèves) et les catégories d’erreurs. Les résultats confirment que les enseignants de français langue seconde (L2) différencient leur RC selon les variables modératrices et que la RC a un effet positif à court terme, c’est-à-dire lors de la révision. / Corrective feedback (CF) is defined as “an indication to a learner that his or her use of the target language is correct” (Lightbown and Spada, 2006, p.197). When the written product is revised, the learner reacts to corrective feedback in different ways. This study focuses on two aspects: it focuses on the various CF techniques used by teachers of French as a second language in six ‘accueil’ classrooms in Montreal, and it focuses on the reaction of 64 students in these classrooms, to these techniques in their revision process. How the teacher’s corrective feedback was incorporated in the revision process varied according to the student’s proficiency level (weak or strong), their grade level (elementary or secondary), their learning difficulties, their error types and the CF techniques used. The student’s written product, composed of 150 words, was analyzed. The results indicate that the teachers of French as a second language vary their CF techniques according to the variables. Corrective Feedback, overall, effected the student’s revision.

Esta investigação tem como propósito, por um lado, revisar as principais teorias que analisam a aquisição e a aprendizagem de língua estrangeira (LE) e os principais conceitos e modelos que abordam especificamente a aquisição e a aprendizagem dos sons em LE os conceitos de surdez fonológica de Polivanov (1931) e de crivo fonológico de Trubetskoy (1939); o Modelo de Aprendizagem da Fala (SLM, Speech Learning Model de Flege (1981, 1991, 1995); o Modelo de Assimilação Perceptiva (PAM, Perceptual Assimilation Model de Best (1993, 1994, 1995); e o Modelo do Imã da Língua Materna (NLM, Native Language Magnet de Kuhl e Iverson (1995) , no marco da interrelação entre a fonética, a fonologia e as várias disciplinas linguísticas, desde princípios do século XX; época em que são formuladas as teorias estruturalistas, até as últimas décadas, quando se incorporou a contribuição da neurolinguística. Por outro lado, tem como objeto de estudo refletir sobre as dificuldades dos estudantes brasileiros de E/LE, com base em toda a argumentação teórica dos autores acima nomeados. Tal reflexão compreende desde uma visão genérica dessas dificuldades, apresentadas em uma tipologia, a uma mais específica, privilegiando a análise das características acústico-articulatórias da produção dos sons aproximantes [, ð, ] e nasais [m, n, ] da língua espanhola, por estudantes universitários brasileiros de E/LE do centro da cidade de São Paulo. Considera-se semelhante investigação relevante para os estudos das dificuldades dos estudantes brasileiros de E/LE no aspecto fônico, sobretudo por versar sobre as dificuldades não somente do ponto de vista contrastivo. Contempla sobremaneira os vários elementos implícitos no referido processo como as estratégias cognitivas próprias do período de interlíngua dos estudantes bem como a análise das características acústicas e articulatórias dos sons aproximantes e nasais, permitindo identificar, compreender e apresentar estratégias de correção no âmbito da produção dos sons em E/LE. / This paper aims at two goals: reviewing mainstream theories which analyze both foreign language learning and acquisition and chief concepts and models that specifically approach the learning and acquisition of Spanish soundsthe concepts of phonologic deafness (POLIVANOV, 1931), phonological sieve (TRUBETSKOY, 1939), SLM - Speech Learning Model (FLEGE, 1981, 1991, 1995), PAM - Perceptual Assimilation Model (BEST, 1993, 1994, 1995), and the NLM - Native Language Magnet (KUHL & IVERSON, 1995)interrelating phonetics, phonology and areas of linguistics from the beginning of the 20th century until current views, such as neurolinguistics; reflecting upon the learning difficulties faced by Brazilian students of Spanish. This reflection will range from a more generic view of these challenges, following a given typology, to a more detailed examination, emphasizing the analysis of acoustic-articulatory characteristics of Spanish approximants [, ð, ] and nasals [m, n, ] uttered by Brazilians who are university students of Spanish, from downtown Sao Paulo City. The investigation and its results are considered highly relevant to Brazilian learners of Spanish as it approaches common pronunciation problems through different aspects besides contrastive analysis. It contemplates several elements such as typical interlanguage cognitive strategies and the acoustic and articulatory analysis mentioned above in order to identify and understand mispronunciation phenomena as well as present (self-)correction strategies to reach standard production of Spanish sounds.