New literacies in reading research demand for the study of comprehension skills using multiple modalities, through a more complex, multi-platform view of reading. Taking into account the robust roll of technology in our daily lives, research suggests that educators need activities to connect students' lack of reading skills with their growing multimodal literacy. During the post-reading phase of a directed reading activity (DRA), students were engaged in digital storytelling, where they created digital videos and slideshows based on information text read during DRA. Previous studies highlighting the use of digital storytelling have been limited to narrative formats and the influence that participation in this activity has on self-esteem and identity. This activity has been widely recommended for improving writing among teachers and in teaching journals, but it has not been empirically studied in the classroom as a comprehension activity. The theoretical framework that supported this study was Vygotsky's Cultural Historical Activity Theory (CHAT). The researcher used the CHAT framework and Burke's Pentad of Analysis (1969) to study the nature of student interactions. Research questions for this study were answered through both quantitative and qualitative methods. The questions being asked by the researcher were: 1.What were the effects of participation in directed reading activity (DRA) modified to include digital storytelling in the post-reading phase of DRA on 6th graders' comprehension of information text? 2. Did the interactions observed during participation in directed reading activity modified to include digital storytelling reflect the principles promoted by Cultural-Historical Activity Theory? Eighty sixth-grade students were randomly assigned to their digital storytelling groups. The subjects participated in whole-class DRA on two information texts, with the treatment group creating digital stories based on the texts. Cloze scores indicated that there was no significant difference in comprehension due to the treatment. However, there was ample evidence to support the claim that participation in digital storytelling instantiates the principles of CHAT. Overall, digital storytelling does show promise as a multimodal instructional activity, and the discussion expands to several implications and recommendations of future research on this instructional activity.

Thesis (M.S.)--Florida State University, 2003. / Advisor: Dr. Lois Wright Hawkes, Florida State University, College of Arts and Sciences, Dept. of Computer Science. Title and description from dissertation home page (viewed Sept. 25, 2003). Includes bibliographical references.

The purpose of this study was to explore preservice teachers’ lived experiences in a lesson study focused on teaching and learning nature of science (NOS). The body of knowledge about shifting pre- and in-service novice NOS understandings is substantial. The focus of science education research is now exploring ways to move these informed NOS understandings into classroom practice (Abd-El-Khalick & Lederman, 2000b). The research questions guiding the study were (a) how do preservice teachers’ understandings of NOS shift as a result of the lesson study experience?, and (b) how does the reflective practice that occurs in lesson study influence preservice teachers’ transition of NOS tenets into classroom practice? The participants in this study represented a sample of graduate preservice teachers, who were part of a middle and secondary science teaching alternative certification program in a southeastern university. In the first summer semester of this certification program, the participants were immersed in reform based science instruction; a section of which included NOS teachings (INTASC, 2002). In the following semester, participants were placed in a practicum setting; where the exploration of the preservice teachers’ teaching of NOS was supported through the modified lesson study framework. Data sources included the Views on Nature of Science – Form B (VNOS-b), interviews, and lesson study portfolios. Analysis of NOS understandings was guided by instruments found in literature associated with the VNOS-b (Lederman et al., 2002) and reflection (Ward & McCotter, 2004). Results showed successful transfer of NOS into classroom practice using the modified lesson study framework, with less success in the deepening of participants’ NOS understandings. Of particular significance was that results indicated a deepening of NOS pedagogical content knowledge for those participants functioning at higher levels of reflection. The study’s results’ contributes to two knowledge bases. First it provides insight to how lesson study can be used in the United States in alterative teacher preparation programs. Second, it contributes to what is understood about how to support the transition of NOS understandings into classroom practice.

Music affects us humans. Marketing has long made use of music as a means to enable customers to identify with a brand, and thus increase sales. The Influence of music is obvious, but can you use this on students, and how effective is it to use in a classroom? I will answer the question: how does soft music provide reassurance/create a harmoniums learning environment at the beginning of a lesson? By observing how students react and behave to the playing of soft music. My aim is to create different strategies that teachers can effectively use to get students to “jump in” to their lessons without wasting 5-15 minutes of class time. Professor Lennart Grosin conducts research into what is in Sweden called PESKO. Education and social climate. It´s guidance for directors (Grosin 1998) he presents the importance of the teacher and the principal and how they have a consistent structure ofhow one should start and end a theory lessons. Even though the scientist Kivy written that it is not the music that provokes emotions, but the person listening to the music who provides feelings! I observe in a study of a class group, that students were stimulated by the music at the start of the lesson but that the majority did not reflect on the experience or recognise the impact of it afterwards.

Thesis (M.A.)--Creighton University, 2009. / Bluebrary (DSpace). Title from title screen (viewed Mar. 12, 2010). Abstract. Bibliography: leaves 153-155.

Η παρούσα διπλωματική εργασία έχει ως στόχο να διερευνήσει με ποιον τρόπο και σε ποιο βαθμό μπορεί να βελτιωθεί η διδασκαλία και η επαγγελματική ανάπτυξη των εκπαιδευτικών με την ερευνητική διαδικασία της μελέτης μαθήματος. Παράλληλα ερευνάται πώς μπορεί να λειτουργήσει η συνεργασία των εκπαιδευτικών σαν ερευνητική ομάδα στη δημιουργία σχεδίων μαθημάτων στους λόγους και τις αναλογίες. Πιο συγκεκριμένα ερευνάται, όσον αφορά στη διδασκαλία των λόγων και των αναλογιών, ποιες δραστηριότητες είναι κατάλληλες για τους στόχους της κάθε διδασκαλίας, πόσο αποτελεσματικές ή μη είναι και πώς αναδιαμορφώνονται μετά τον αναστοχασμό της ομάδας. Επιπλέον ερευνάται ποιες παρανοήσεις εμφανίζονται στην τάξη που διδάσκονται οι λόγοι και οι αναλογίες και πώς αυτές αντιμετωπίζονται. Επίσης ποιες στρατηγικές επιλέγονται από τους μαθητές, κατά πόσο είναι αποτελεσματικές ή με ποιον τρόπο αλλάζουν. Επιλέξαμε να διερευνήσουμε τις συγκεκριμένες έννοιες των λόγων και αναλογιών διότι θεωρούνται δύο από τις πιο δύσκολες έννοιες να διδαχθούν αλλά από τις πιο απαιτητικές σε γνωστικό περιεχόμενο καθώς και απαραίτητες για την επιτυχία στα μαθηματικά. Το ιδιαίτερο χαρακτηριστικό των λόγων και των αναλογιών είναι ότι είναι πάρα πολύ προσιτά παρά τη δυσκολία τους. Πριν από τις διδασκαλίες γινόταν η συνάντηση της ομάδας για να σχεδιαστούν οι διδασκαλίες. Κατά τη διάρκεια των συναντήσεων παρακολουθούνταν οι βιντεοσκοπήσεις των διδασκαλιών που προηγήθηκαν και συζητούνταν τα κρίσιμα σημεία των διδασκαλιών. Συλλέχθηκαν ποικίλα δεδομένα τόσο από τις συναντήσεις της ομάδας όσο και από τις διδασκαλίες. Βιντεοσκοπήθηκαν και ηχογραφήθηκαν όλες οι διδασκαλίες καθώς και οι συναντήσεις των εκπαιδευτικών και συλλέχθηκαν όλα τα φύλλα εργασίας των μαθητών. Κατά τη διάρκεια των αναστοχασμών εμφανίστηκαν τα κρίσιμα σημεία των διδασκαλιών που αφορούσαν τις παρανοήσεις των μαθητών, τη διαχείριση του εκπαιδευτικού, την αποτελεσματικότητα των δραστηριοτήτων που είχε επιλέξει η ομάδα καθώς και οι στρατηγικές και η συλλογιστική των μαθητών. Πολλές φορές η ομάδα αναδιαμόρφωσε τους στόχους της επόμενης διδασκαλίας και τις δραστηριότητες με βάση τα δεδομένα που συνέλεξε από την παρακολούθηση των βιντεοσκοπημένων διδασκαλιών. Συζητήθηκαν τα αδύνατα σημεία και έγιναν προσπάθειες για τη βελτίωση τόσο των δραστηριοτήτων που προηγήθηκαν όσο και αυτών που θα αποτελούσαν το επόμενο σχέδιο μαθήματος. Οι εμπειρίες και τα ευρήματα της εργασίας αυτής αναδεικνύουν την αξία της συνεργασίας των εκπαιδευτικών καθώς και ποια είναι τα κύρια χαρακτηριστικά που έχουν σημασία στη διδασκαλία των λόγων και των αναλογιών. / The present study aims to investigate in what way and extend the teaching and professional development of educators can be improved through the research procedure of a Lesson Study. Additionally, another thing that is explored is the educators’ cooperation as an investigating team and how this can work in the creation of lesson plans in ratios and proportions. More specifically, as far as teaching of ratio and proportion is concerned, which activities are appropriate for the targets of every teaching, how effective or not they are and how they can be reformulated after the team’s reconsideration. Furthermore, we research which misunderstandings appear in the class where ratios are taught and how they can be dealt with. Also, which strategies are chosen by the students, how effective they are and in what ways they change. We chose to investigate the specific concepts of ratio and proportion as they are considered to be not only two of the most difficult concepts to be taught but also two of the most demanding in cognitive context and essential for success in Maths. The special characteristic of ratio and proportion is that they are easily approachable despite their difficulty. The meetings of the team took place before the teachings in order for them to be planned. During the meetings, the video recordings of the previous teachings were watched and the critical points were discussed. Various data were collected from the team meetings as well as the teachings. All the teachings and the teachers meetings were videotaped and recorded and all the students’ working sheets were collected. The teachings’ critical points concerning the students’ misunderstandings, the teacher’s management, the effectiveness of the activities chosen by the group, the students’ strategies and reasoning emerged during the reconsiderations. The team often reformulated the aims of the following teaching and the activities based on the data collected by watching the recorded teachings. The weak points were discussed and efforts were made to improve the previous activities as well as the the ones of the following lesson plan. The experiences and findings of this study show the value of the teachers’ cooperation and point the main characteristics that matter in teaching ratios and proportions.

Temos aktualumas – Mokytojai susiduria su mokinių mokymosi motyvacijos stoka, tad vis dažniau bandoma ieškoti naujų mokymo organizavimo formų: išbandomos pamokos netradicinėje erdvėje, naujos priemonės, organizuojamos netradicinės pamokos savo turiniu, metodais. Temos problema – Darbe bandoma aiškintis kaip skatinti motyvaciją mokytis. Šio tyrimo problema yra kaip skatintų mokinių vizualinės raiškos motyvaciją netradicinės pamokos. Tyrimo tikslas – Išsiaiškinti ar netradicinės pamokos skatintų mokinių vizualinės raiškos mokymosi motyvaciją. Tyrimo objektas – Mokinių mokymosi motyvacija ir jos kėlimas netradicinėmis pamokomis. Tyrimo hipotezė – Netradicinės pamokos kelia mokinių vizualinės raiškos mokymosi motyvaciją. Tyrimo uždaviniai: 4. Išnagrinėti literatūrą nagrinėjamu klausimu. 5. Išsiaiškinti mokinių ir mokytojų požiūrį į netradicines pamokas. 6. Ištirti, kaip mokytojų nuomone, netradicinės pamokos veikia mokinių mokymosi motyvaciją. Tyrimo imtis. Tyrimas atliktas V, VI, VIII, X ir XII klasėse anketomis apklausiant 155 mokinius ir 43 mokytojus iš skirtingų Vilniaus mokyklų. Anketomis siekta išsiaiškinti, kaip mokiniai įsivaizduoja pamokas, kurios juos nuteiktų dirbti ir skatintų labiau domėtis pamokomis, kaip mokytojai įsivaizduoja mokymosi motyvacijos skatinimą pamokų metu. Tyrimo metodai: 2. Mokslinės literatūros analizė. 3. Mokinių ir mokytojų anketinė apklausa. 4. Atlikto tyrimo matematinė analizė. Išvados: 1. Netradicinės pamokos skatina aktyvų įsitraukimą į... [toliau žr. visą tekstą] / Topicality of the theme. Teachers face lack of pupils’ learning motivation often, thus teachers increasingly often look for new teaching organisation forms; they try to take lessons in untraditional spaces, try using new teaching means and organise lessons of unconventional content and using unconventional methods. The problem of the theme. The greatest attention has so far been paid to what is taught during art lessons and how composition skills are developed. The paper tries to analyze ways to induce teaching motivation. The problem of this research is how unconventional lessons would encourage pupils’ visual expression motivation. The aim of the research. To ascertain whether unconventional lessons would encourage pupils’ visual expressions learning motivation. The object of the research. Pupils’ motivation and its inducement during unconventional lessons. Hypothesis of the research. Unconventional lessons encourage pupils’ learning motivation. The objectives of the research: 1. To discuss and analyse literature according to the issue stated above. 2. To ascertain pupils’ and teachers’ point of view to unconventional lessons. 3. To discuss ways, according to teachers’ opinion, on the influence of unconventional lessons on pupils’ learning motivation. Scope of the research. The research was carried out while surveying 155 pupils of 5, 6, 8, 10 and 12 forms and 43 teachers from different schools in Vilnius. The questionnaires show how pupils imagine lessons that... [to full text]

En ce qui concerne les objectifs du mémoire, j‘ai décrit les fonctions du plan pédagogique en se rendant compte de l‘utilité du plan et de la planification en générale tant pour le professeur, tant pour les élèves. Une grande partie du mémoire est destinée aux méthodes pédagogiques et aux formes d’évaluation nombreuses et diverses dont chaque professeur devrait prévoir d’avance en planifiant la leçon. Pourtant, il y a des situations où l‘enseignant doit être prêt à changer le plan spontanément en éliminant ou en introduisant certaines éléments par rapports aux conditions ou aux capacités des apprenants. En s‘appuyant sur la théorie exposée, j‘ai décrit la leçon réalisé en classe de la langue française. / Magistriniame darbe „Pamokos planavimas“ apibūdinama pamokos plano sąvoka, aprašomas pamokos planavimo reikšmingumas mokymo procese, išdėstoma rekomenduojamo pamokos plano seka ir pagrindiniai elementai. Aptariami įvairių metodų ypatumai. Akcentuojami tam tikri psichologiniai ir socialiniai faktoriai, kurie įtakoja pamokos planą pakeisti kiek kita linkme nei buvo numatyta. Praktinėje dalyje, vadovaujantis pateikta teorija, detaliai aprašoma prancūzų kalbos pamoka. / In the report « Planing of the lesson », I described the functions of the teaching plan important for the professor and for the pupils. A great part of the report is intended for the teaching methods and the many and various forms of evaluation whose each professor should envisage in advance by planning the lesson. However, there are situations where professor must be ready spontaneously to change the plan eliminating or by introducing some elements when pupils have some difficulties. Based on the exposed theory, I described s the lesson realized in class of the french language.

Darbo tema: Meninės fotografijos integravimo prielaidos į dailės pamokas 11-12 klasėse. Dailės istorijos ir fotografijos sąsajos leidžia tyrinėti jų raidos paraleles ir ieškoti pedagoginių šių paralelių pritaikymo būdų. Kadangi egzistuoja tiek meninis, tiek pedagoginis fotografijos tyrimų aktualumas, kurį būtų įdomu pritaikyti ir dailės pagrindų pažinimui, kuris neretai būna vangus, sausokas, stokojantis „gyvybės“ ir suvokimo kaip buvo konstruojamas vienoks ar kitoks vaizdas, kaip sukurtos vienai ar kitai stilistinei epochai priklausančios matymo schemos. Dar viena, ne mažiau svarbi, tokios temos pasirinkimo priežastis edukologinių tyrimų, atskleidžiančių meninės fotografijos panaudojimo dailės pamokose galimybes ir rezultatus stoka. Iki šiol fotografija dailės mokyme funkcionavo kaip reprodukcija, kūrinių vizualinio fiksavimo ir reprezentavimo priemonė. Šiame darbe keliamas klausimas ar ji gali būti panaudojama dar plačiau ir giliau – kaip paties meninio vaizdo konstravimo ir suvokimo instrumentas. Būtent tai ir sudaro šio darbo naujumą. Tyrimo tikslas: Atskleisti meninės fotografijos integracijos prielaidas dailės pamokose 11-12 klasėse. Hipotezė: Jei dailės pamokų metu mokiniai supažindinami su istorinėmis meninės fotografijos linkmėmis ir tipais, gilėtų mokinių teorinių dailės pagrindų pažinimas. Tyrimo objektas: meninės fotografijos integracijos prielaidos dailės pamokose. Tyrimo uždaviniai: 1. Pateikti istorinį fotografijos ir meninės fotografijos sklaidos vaizdą. 2... [toliau žr. visą tekstą] / Thesis topic: Assumptions Regarding the Integration of Artistic Photography into Art Classes of the 11 and 12-Grade High School Students. The relation between art and photography allows searching for parallels in the process of their development as well as looking for the ways in which these parallels could be applied in education. There are both artistic and educational aspects in terms of the significance of photography studies, which could be possibly applied in the process of getting familiar with the fundamentals of photography and which is frequently rather dull and tedious; which lacks vigor and understanding how one or another image was constructed and how the visual schemes of one or another period were created. Another equally important reason for choosing this subject is the lack of studies which would investigate the possibilities and outcome of the integration of artistic photography into art classes. Until present day, the role of photography in art studies was that of a reproduction, a means for visual fixation and representation of artistic works. The present paper raises the question whether it could serve more purposes by being integrated into art classes as a means of construction and understanding of the artistic image. All this contributes to the originality of the present study. The goal of the study is to present the assumptions regarding the integration of artistic photography into art classes of the 11 and 12-graders. Hypothesis: the introduction... [to full text]

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