Thesis (Ph. D.)--Oregon State University, 2010. / Printout. Includes bibliographical references (leaves 122-126). Also available on the World Wide Web.

Thesis (M.S.)--University of North Texas, Dec., 2009. / Title from title page display. Includes bibliographical references.

Thesis (Ph. D.)--Texas Woman's University, 2003. / Includes bibliographical references (leaves 210-223). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Thesis (Ph. D.)--Texas Woman's University, 2003. / Includes bibliographical references (leaves 210-223).

Thesis (M.S.)--Western Washington University, 2006. / Includes bibliographical references (leaves 63-69). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Studiens syfte är att undersöka förskollärares förhållningssätt till den estetiska uttrycksformen drama, samt synliggöra förskollärares upplevelser av drama i undervisningen. Studien tillämpar en kvalitativ ansats med semistrukturerade intervjuer som datainsamlingsmetod. Analysen bygger på det sociokulturella perspektivet. I resultatet framkommer att förskollärare har ett positivt förhållningssätt relaterat till drama i deras undervisning. Drama anses stimulera barns utveckling och lärande i en positiv riktning. Trots det poängterar förskollärarna flera utmaningar i arbetet med drama och det finns skillnader i hur lärande begreppet relateras till deras dramaundervisning. Återkommande dramastrategier som förskollärarna använder i sin undervisning är; dramatisera med karaktärer och drama genom gestaltning. Studiens slutsats är att drama är ett brett begrepp med en komplex innebörd. Förskollärarna är positivt inställda till drama, men deras egen kunskap om ämnet påverkar hur de väljer att arbeta med drama. Det finns skillnader i hur lärande begreppet beskrivs utifrån ett arbete med drama.

The purpose of this study is to examine the importance of a working laboratory in mathematics education, how it influences students’ learning and the confidence the teacher has in the laboratory component. Focus has been placed upon the advantages and disadvantages that could follow in the working method. The method used in this essay is qualitative in order to answer all the questions that arise along the way, and in order to use this method in interviews. The interviews that has taken place has been with five class teachers that are currently teaching at a elementary school between the years of 1-5. The purpose of this study has been answered by using its literature and the qualitative method with the class teachers. The results of the research show that teachers express gratitude towards the method in use for mathematics studies. The study also proves that students get more interested in learning and continuous learning. This contributed to a more flexible way of learning. By working in a laboratory, the students get to work with concrete materials in order to clarify mathematical concepts. The only downside seems to be the fact that students appear to become attached to this method, refusing any other learning techniques. This, however, should not stand in the way of using the laboratory method with children.

Thesis (Ph.D.)--Tufts University, 1988. / Submitted to the Dept. of Child Study. Includes bibliographical references. Access restricted to members of the Tufts University community. Also available via the World Wide Web;

The purpose of this study was to compare the effectiveness of a context approach to learning reading vocabulary with the effectiveness of the context approach accompanied by illustrations. Subjects were 152 fourth graders from 19 reading classes in 8 elementary schools. Materials included illustrated and nonillustrated vocabulary cards, a researcher-made multiple-choice instrument, and a widely used achievement test, which was used to identify the subjects as good or poor readers. The researcher made instrument was administered as a pretest during the first week of the study. Forty-eight vocabulary words were taught during the second through fifth weeks. The instrument was given again as a posttest during week six and as a delayed posttest during week twelve. Results were analyzed with the analysis of covariance procedure.

Made available in DSpace on 2016-03-15T19:38:16Z (GMT). No. of bitstreams: 1 Guilherme Barbosa Ratola.pdf: 3591408 bytes, checksum: b662d7a7502b7acdc8da651cb636cb76 (MD5) Previous issue date: 2010-03-09 / Fundo Mackenzie de Pesquisa / The learning of computer programming is fundamental in the formation of a computing professional. However, its learning is difficult and longlife, considering that every day new languages and environments appear in the labor market. In the Computer Science courses, many students have difficulties programming, the activity requires the learning of complex concepts. The development of computational environments to support the learning of programming is of great value in this scenario, which involves students, teachers and professionals. Many researches and studies have been developed and they provide important contributions in the construction of learning computing environments. This dissertation proposes the development of a tool to support the process of teaching and learning of programming to students, prioritizing interdisciplinary, with an approach based on the Method of Learning by Competence. It presents also a mechanism of Concept Pyramid as an alternative to the planning of learning for a student. To support teaching of computer programming, the tool, presented in this work, uses the Java programming language, motivated by the high demand for use in undergraduate courses. The students are classified by their prior knowledge of each concept and it is expected that from this information and the measure of the student s Conceptual Gap regarding Conceptual Pyramid of a concept is possible to develop a learning plan for each student. It is expected that the use of this tool, helping the process of teaching and learning in the classroom, contribute to make the representation of concepts, exercises and skills related to each discipline from an appropriate course. / O aprendizado de programação de computadores é fundamental na formação de um profissional de computação. No entanto, esta atividade é de aprendizagem difícil, contínua e permanente, uma vez que a cada dia novas linguagens e ambientes surgem no mercado de trabalho. Nos cursos da área de computação, muitos estudantes apresentam dificuldades para aprender a programar, pois a atividade requer alto nível de competência e o aprendizado e domínio de conceitos complexos. O desenvolvimento de ambientes computacionais que apóiem a aprendizagem de programação é de grande valia nesse cenário, que envolve estudantes, professores e profissionais. Muitas pesquisas e trabalhos têm sido desenvolvidos nessa área, na medida em que fornecem contribuições importantes na construção de ambientes computacionais. Este trabalho apresenta uma ferramenta de suporte ao processo de ensinoaprendizagem de programação a alunos de graduação, priorizando a interdisciplinaridade, com uma abordagem baseada no método de aprendizagem por competências. Apresenta-se aqui também o mecanismo de Pirâmide Conceitual como uma alternativa ao planejamento de aprendizagem para o aluno. Como suporte ao ensino de programação, este trabalho utiliza a linguagem de programação Java, motivado pela alta demanda de utilização nos cursos superiores. Os estudantes são classificados por seus conhecimentos prévios em cada um dos conceitos e é esperado que a partir dessas informações e com a medida do Conceptual Gap com relação a Pirâmide Conceitual de determinado conceito seja possível desenvolver um plano de aprendizagem para esse aluno. Espera-se que a utilização desta ferramenta, auxiliando o processo de aprendizagem, contribua no sentido de tornar a representação de conceitos, exercícios e competências relacionados às disciplinas de um curso de Computação adequada.