本文旨在檢視口語活動時，構思時間對第二語言學習者口語表達之影響，進而探討學生如何運用構思時間，期許對學生構思時的認知過程有所了解，並對教師進行口語相關活動時有教學上的啟示。 本研究以構思時間的不同將實驗學生分為四組：(1) 無構思、(2) 活動前構思、(3) 活動時構思、(4)活動前及活動時構思。探討四組學生語言表達流利度、複雜度、及正確度的差異。實驗結果顯示活動前構思有助於語言表達流利度，活動時構思則有損語言表達流利度。活動前構思傾向增加語言表達複雜度，但活動時構思一組則未顯現清楚影響。正確度方面，四組中只有活動前及活動時構思一組略有助益。由此推論學生首先利用構思時間構思口語表達之內容，語言正確度則需在學生認知處理時間及能力許可時，方能兼顧。此外，本研究發現口語活動困難度、學生語言能力及口語習慣均影響了構思時間對語言表達複雜度及正確度所造成的影響。 / Previous research on the impact of planning on L2 learners’ oral production has lent general support to the claim that pre-task planning facilitates the fluency and complexity aspects of oral production. However, due to lack of consistency in methodology, there has not been a conclusive result of the effects of planning. Besides, mixed results have been found for language accuracy. It remains uncertain whether pre-task planning or on-line planning enhances accuracy. The purpose of this study was to investigate the effects of both pre-task planning and on-line planning on the fluency, complexity and accuracy aspects of oral production. In this study, 40 participants were asked to narrate a picture story and were divided into groups under four conditions: (1) no-planning, (2) pre-task planning, (3) on-line planning, and (4) pre-task planning plus on-line planning. The results showed that pre-task planning improved fluency while on-line planning impeded fluency. Pre-task planning showed a tendency to facilitate complexity while on-line planning did not. It was also found that neither pre-task planning nor on-line planning evidently contributed to accurate language use. This finding contradicts with previous research which claimed that accuracy was more dependent on on-line planning. It appears that during on-line planning time, participants’ first priority remains the propositional content of the oral production. Most of the results in this study fail to reach statistical significance. It may be due to the task difficulty and participants’ proficiency level. The impacts of these two variables on the results of planning studies are in need of more future research.

1 leaf folds out. Photos glued in. / Digitized by Kansas State University Libraries

Co-teaching is an approach that is frequently used by schools when students both with and without disabilities are taught in an inclusive classroom. With co-teaching, a general education teacher and a special education teacher share the responsibility of planning and teaching students. This study examined the perceptions of elementary special education co-teachers (n=81) regarding their collaboration with the general educator and their involvement in instruction in the inclusive classroom. In addition, the special education teachers' satisfaction with the co-teaching assignment was investigated. Findings showed that special education co-teachers shared an average of 30 minutes of co-planning a week, teachers who volunteered to co-teach were more likely to plan more often than teachers who were assigned to co-teach, teachers in their first 3 years of the co-teaching relationship tended to have scheduled planning time compared to the spontaneous planning time of co-teachers with long-term relationships. Co-teachers shared the management of the behaviors of all of the students in the classroom. The primary role of the co-teacher was "floating and assisting" with all students rather than focusing solely on the students with disabilities. However, many co-teachers taught small groups of students comprised of students both with and without disabilities. Overall, co-teachers were satisfied with their assignment and career.

I vår vetenskapliga essä har vi valt att skriva om planeringstiden på förskolan. Anledningen till att vi har undersökt skillnaderna kring disponerandet av planeringstiden är den att vi sett sådana skillnader trots att vi arbetar i samma kommun. Att skriva i par har gett oss möjlighet att på ett mer objektivt sätt belysa våra frågeställningar genom både dialog och reflektion. Med våra enskilda berättelser som utgångspunkt har vi reflekterat över begrepp och teorier som berör hur planeringstiden används i praktiken. Vi har reflekterat över hur vi som blivande förskollärare ska räcka till för barngruppen samt kunna leva upp till läroplanens strävansmål, med den pedagogiska dokumentationen och reflektionen som det innebär. Begrepp som vi fördjupar oss i är praktiskt kunskap, systemteori, kommunikation och samarbete i arbetslagen. / In our scientific essay, we have chosen to write about the disposition of planning time at preschool. The reason we have investigated the differences regarding disposition of the planning time is that we have seen such differences, even though we work in the same municipality. Writing together in pair has given us the ability to provide a more objective or at least multi-perspectival way to highlight our issues through both dialogue and reflection. With our individual stories as a starting point, we have reflected on different concepts and theories that affect how planning time is used in practice. We have reflected on how we as prospective pre-school teachers should be sufficient for the children's group and be able to live up to the curriculum strut goals, with the pedagogical documentation and reflection that it brings. Concepts that we immerse ourselves in is practical knowledge, systems theory, communication and collaboration in teams.

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The purpose of this study was to explore the relationship between the physical activity levels and the time management practices of selected university students, and to identify the differences between physical activity levels and time management practices in terms of gender. The subjects of this study were 128 male (55,9%) and 101 female (44,1%) university students from six universities in istanbul, Turkey which were selected on a volunteer basis. The Physical Activity Assessment Questionnaire (PAAQ) and the Time Management Questionnaire (TMQ) were used to gather data. The data were analyzed by employing a Statistical Package for Social Statistics. Both descriptive and inferential statistics were used to analyze the data. The level .05 of significance was selected. There was significant correlation between total hours spend in a week and time planning, and negative correlation between time wasters. There was significant correlation between total MET spend in an hour and time attitudes, between total MET intensities and time attitudes. According to Chi-squared analysis gender difference is dependent of the PA levels in terms of &ldquo / sport MET&rdquo / and &ldquo / total MET&rdquo / intensities. Multivariate analysis of variance (MANOVA) indicated a significant main effect. Subsequent unvaried analysis indicated differences in Time Management in terms of gender.

The purpose of this study was to assess the impact of the common planning time for a team of middle school teachers by comparing the standardized test scores of middle school students selected from two school districts located in North Texas. An analysis of variance (ANOVA) 2 * 4 design was utilized to measure the Texas Assessment of Knowledge and Skills (TAKS) math and reading scale score for 7th grade students from the test administered in spring 2005. The data for this study were compared by the variables of school, gender, and ethnicity. The measuring tool utilized in this study determined the ratio of the amount of variance of the scores for individuals of between-groups as opposed to the amount of variance of within-groups, indicating if there were a statistically significant difference on the scores in any one particular variable compared to the variances of scores for the other variables in this study. The statistical results indicated that there were no statistical significant differences in the scores of students attending a middle school where the teachers received a common planning time. However, there was a noted difference in the percentage ratings on the Academic Excellence Indicator System (AEIS) report published by TEA for the African American students who attended the school with the common planning time. These students had higher scores on the TAKS reading test. The TAKS math scores did not indicate any notable differences.

Inledning År 2016 kom Skolverket ut med nya avsnitt i grundskolans läroplan. Bland annat förtydligades uppdrag och syfte för lärare i fritidshem. Ändringarna trädde i kraft första juli samma år. I och med att dessa ändringar torde lärare i fritidshems roll och status förbättras, exempelvis genom att de fått mer tid till fritidshemmets verksamhet. Syfte Syftet med denna undersökning är att ta reda på om lärare i fritidshem anser att deras dagliga arbete har förändrats sedan de nya avsnitten i läroplanen kom ut, för att se hur implementeringen av nyss nämnda avsnitt har fungerat och ska fortsätta fungera, samt att undersöka hur lärare i fritidshem uppfattar att deras status har ökat eller minskat, jämfört med tidigare år. Metod Vi använde oss av en kvantitativ metod genom en enkätundersökning, det inkom 324 svar. Resultat Det som framkommer från våra resultat är att statusen uppfattas att öka sakta men säkert. För att kunna stärka professionen så behövs det mer planeringstid, högre lön samt bättre insyn i verksamheten från kollegor och rektorer/huvudmän. Det som även framkommer är att lärare i fritidshem har en mängd olika uppdrag under skoldagen, men det skulle behövas mer tid till fritidshemmet för att klara läroplanens nya kapitel. Slutsats Det finns fortfarande inte tillräckligt med tid till fritidshemsverksamheten. Vi kommer även fram till att statusen är på väg att förbättras. / Introduction In 2016, the National Agency for Education issued new sections in elementary school curricula. Among other things, assignments and purposes were clarified for teachers in the extended school. The amendments take an effect on the first of July of the same year. By these changes the role and status should be improved for the teachers, by giving them more time to the extended school. Purpose The purpose of this survey is to find out if teachers in the extended school consider that their daily work has changed since the new sections of the curriculum came out, to see how the implementation of the section paragraphs has worked and will continue to work, as well as to investigate how teachers in the extended school, if their status has increased or decreased compared with previous years. Method We used a quantitative method through a survey, there were 324 replies. Results What emerges from our results is that the status is perceived to increase slowly but surely. In order to strengthen the profession, more planning time, higher pay and better insight into the activities of colleagues and principals / mandator are needed. What is also evident is that teachers in the extended school have a variety of assignments during the school day, but more time would be needed for the extended school to complete the new chapter of the curriculum. Conclusion There is still not enough time for the extended school activities. We also think that the status is going in a positive direction.

This master´s thesis focuses on the area of Czech electronic commerce, where it deals with one of the biggest Internet e-shops of Internet Mall, a.s. The aim of the thesis is a project proposal that will change the current model of internet shopping at Mall.cz. The design is processed using IPMA® project management methods.

Syftet är att bidra med kunskap om lärarnas upplevelse av sin planeringstid och sin arbetssituation. Det innefattar de strategier som lärarna kommer använda sig av när rektorn styr planeringstiden och hur styrningen uppfattas. Studien ställer frågor som rör lärarnas hantering av frirum och korstryck.  Tidigare forskning visar att planeringstid prioriteras bort vilket får konsekvenser för lärarna. Möjligheten att utnyttja frirummet mellan yttre och inre styrning bör utvecklas för att ge lärarna kontroll i sin profession. Rektor anger hur frirummet utnyttjas vilket inverkar på lärarnas hantering av planeringstiden.  Denna kvalitativa studie använder frirumsteorin som teoretisk utgångspunkt och analysverktyg. Frirumsteorin utgår från förhållandet mellan inre och yttre styrning. Empiriskt material har hämtats från intervjuer med föreställningskarta. Analysen gjordes utifrån fyra nyckelord med tabellmetoden och från kriterierna styrning av och styrning i skolan. Resultatet visar att rektorns styrning ger lärarna arbetsvillkoren som höjer eller hindrar lärarens möjligheter att kunna utföra professionen. I frirummet ges lärarna möjlighet att arbeta i balans mellan styrningsformerna. När lärarna arbetar i läraryrket som profession och har daglig tid för samtal upplevs kontroll. En slutsats är att när rektorn tillåter lärarna att utnyttja frirummet och vara i sin profession upplevs inget korstryck. Lärarna upplever att de kontrollerar sin planeringstid. Studien uppmärksammar inre och yttre styrning, frirum och korstryck som  vetenskapligt och teoretiskt förankrade i frirumsteorin. Lärarnas upplevelse av och strategier för sin planeringstid samt rektorns styrning analyseras utifrån dessa styrningsformer. / The purpose of this thesis is to add knowledge about the teachers' experience of their planning time and work situation. What strategies will teachers use when the principal controls the planning time and how the steering is perceived? The study investigates how teachers handle free space and cross pressure. Previous research reveals how planning time is deprioritized away, which leads to consequences for teachers. The teacher´s possibility to use the free space should be developed to provide control for the teachers. The principal sets the framework for how the free space can be used and decides how teachers manage their planning time. Free space theory is the theoretical starting point and analysis tool for this qualitative study. The theory of scope for action theory is based on the relationship between internal and external control. The empirical material was gathered from interviews with the performance map. The analysis was based on four keywords using the table method and from the forms of governance in schools. The results show that the principal's governance gives teachers working conditions that raise or hinder the teacher's ability to perform their profession. In the free space, teachers must be given the opportunity to work in a balance between the forms of governance. When teachers work in the teaching profession as profession and have daily time for conversations between teachers, they experience a sense of perceived control. One conclusion is that when the principal allows teachers to gain advantage of the free space and be in their profession, there is no cross pressure. Teachers feel in control of their planning time.  The study draws attention to internal and external control that is scientifically and theoretically anchored in the scope for action theory. The teachers' experience and strategies for their planning time and the principal's governance were analyzed based on these forms of governance.