published_or_final_version / Education / Master / Master of Education

在英文為第二語言和為外語的領域中，學習者的期待扮演著重要的角色，進而影響學習者對於新學習任務的觀感。隨著科技的演進，電腦輔助語言學習提供了英文學習者一個嶄新的學習環境，也影響了學習者的期待。然而，低英語學習成就者在線上英文補救課程的期待卻鮮少被探究。 本研究目的為探討低英文學習成就者之期待與其對於線上學習之經驗與看法。本研究的參與者為三位英文低學習成就者。這三位參與者皆為大學一年級的女學生且參加學校提供的線上英文補救教學。本研究使用問卷、英文能力測驗和訪談來挑選適合的被研究者與收集資料。所得到的資訊將會以質性的方式分析並呈現參與研究者的期待、期待之轉變和對線上學習的經驗與看法。 研究結果顯示出不同類型的自我期待影響學習者對線上學習的期待。擁有自我增值類型的自我期待之被研究者傾向於規範自己和期待英文能力進步；擁有自我貶抑類型的自我期待之被研究者傾向於對課程內容設計與同儕學習期待多一點；擁有適當自我評估類型的自我期待之被研究者對於自我學習管理良好且調整自己的學習狀態以適應新的線上學習環境，獲得更好的學習成效。此外，一些相關的議題也對被研究者有相當的影響，例如：面子、焦慮、自我效能、學習團體等。根據研究結果，有四項聲明可以被提出：第一，線上學習者對於面子相當在意；第二，不同自我期待之線上學習者對於焦慮有不同的處理方式；第三，對於線上學習來說，自主學習能力是很重要的。最後，並不是每一位線上學習者皆需要學習社群。 總而言之，線上學習者的內在因素與外在的學習行為是密不可分的。被研究者的線上學習行為與經驗皆被其期待影響。在語言教育者著重於教室內的學習現象的同時，社會文化因素也是需要被納入考量的重要的議題。 / In the field of ESL and EFL, learners’ expectations play a significant role and affect learners’ perception toward upcoming learning tasks. With the advance of technology, the computer assisted language learning provides English learners with alternative learning context, influencing the learners’ expectations. However, low achievers’ expectations in the online remedial English program are rarely investigated. The present study aimed at exploring the pattern of low achievers’ expectations and presenting the experience and perception of low achievers learning online. Participants were 3 English low achievers in a university. All of them were female freshmen and attended the online remedial English course offered by the university. Questionnaires, proficiency tests, and semi-structured interviews were administered to select participants and collect data. Later, the elicited information will be analyzed in a qualitative ways to display the expectations towards the online remedial English course, expectation shift, perceptions and experiences of online learning. The results showed that different types of the self-expectation influenced the learning expectations toward online learning. The participants with self-enhancement tended to regulate herself and expect to improve English proficiency more; the one with self-derogation inclined to expect course design and peer learning more; the one with appropriate self-appraisement regulated herself well and accustomed herself to the alternative online learning context for better learning results. Moreover, some issues played an important role to the three participants, including face, anxiety, self-efficacy, and a sense of learning community. Based on the results of this study, four assertions were proposed. First, face issues were of high concerns of these online learners. Second, learners with different types of self-expectation may treat anxiety in diverse ways. Third, self-regulatory efficacy was important to online learning. Finally, developing a learning community might not be welcomed by all the online learners. To sum up, online learners’ internal factors and external learning behavior were interwoven. The online experiences and performances of the three participants were affected by their expectations. As language educators focus on the learning phenomena in the classroom, the socio-cultural factors are other significant issues needed to be taken into consideration.

A comparison of contingent word and phonics drilling exercises on oral reading errors was made and the effects of a work skipping contingency on reading comprehension were examined. Five learning disabled elementary school children served as subjects. Reading comprehension increased from 30 to 50% over baseline, while subjects progressed an average of two years through a reading series. Subjects responded differentially to the two drills on oral reading errors, but the combined effects of the drills produced a 50% average reduction in errors. Pre- and post-tests of reading achievement showed increases in reading grade levels ranging from .8 to 1.5 years during the 10 week, 30 session study. Results supported the efficacy of a behavioral approach to reading remediation.

M.Ed. (Multiculturalism and Education) / Please refer to full text to view abstract

Student Number : 9702858G - MA research report - School of Human and Community Development - Faculty of Humanities / This study forms part of a series of studies on the use of mental imagery in learning. Preliminary data suggests that high mental imagery techniques are as effective as phonological based techniques in the remediation of the English language abilities of learners with difficulties in reading and written expression, and may lead to greater improvements where children have previously not learned using phonic approaches to learning to read, write and spell. Preliminary data further suggest that cognitive improvements, which cannot be explained purely by maturation factors, are also apparent as a result. The primary focus of this study was to investigate the effectiveness of high mental imagery techniques in improving the simultaneous and successive processing abilities of Grade V learners with learning disorders of reading and written expression. It also aimed to explore the usefulness of mental imagery techniques in improving the English spelling, reading and writing abilities of these learners. Eight Grade V learners attending a remedial primary school were selected to participate in this study. These learners were those who, in view of their scholastic history, were considered to be ‘treatment resisters’, implying that they had progressed poorly and had not responded well to other forms of traditional remedial intervention received in improving their English language abilities. Each participant’s cognitive, spelling, reading and writing abilities were pre and post tested utilising various psycho-educational and cognitive psychological assessment tools and their phonic skills were analysed. The sample received six months of bi-weekly individual remedial tuition in accordance with the remedial intervention strategy of the study group to which the participants had been randomly assigned. Four participants were tutored via high mental imagery techniques (experimental group) and four participants tutored utilising a phonological approach, forming the contrast group. Aggregated case study methodology was utilised to analyse the data. The results of this pilot study suggest that high mental imagery techniques are useful in improving the successive and simultaneous processing abilities and reading, spelling and writing skills of learners suffering learning disorders of reading and written expression. It should be noted that statistical analysis of the results was not undertaken owing to the small numbers of participants comprising the sample. However, when results obtained were analysed on a case by case basis as well as through aggregated case contrasts, there were strong indications to suggest that the gains made by the those participants tutored using high mental imagery techniques exceeded those of participants tutored in phonological techniques.

The thesis is devoted to the issues associated with an extraordinary appeal in criminal proceedings. An extraordinary appeal is an extraordinary remedial measure by which final decision of the court may be contested if the court decided in the second instance and the law permits it. The chapter seventeen of the Rules of Criminal Procedure consists of 18 sections which represent the main source of law to this extraordinary remedial measure. The thesis focuses on their analysis while taking the literature and case law into account. Therefore, the paper aims to point out the problematic aspects of corresponding sections and case law that determine the conditions by which an extraordinary appeal may be lodged and processed. Naturally, the paper also seeks to convey the ideas of solving the particular problems in which its readers have been introduced in the thesis. Brief comparsion to the rest of the remedial measures contained in the Rules of Criminal Procedure is also presented. The thesis consists of the introduction, nine individual chapters and the conclusion. The individual chapters are divided into subsections to make the content of the paper easier to be oriented within. The first chapter deals with the conditions of admissibility of an extraordinary appeal. The term decision on the merits is...

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.

Mathematics can be a difficult topic both to teach and to learn. Word problems specifically can be difficult for students with disabilities because they have to conceptualize what the problem is asking for, and they must perform the correct operation accurately. Current trends in mathematics instruction stem from the National Council of Teachers of Mathematics (NCTM) Principles and Standards for School Mathematics that call for an inquiry learning model (NCTM, 2000). Unfortunately, this model may not be sufficient to meet the needs of students with disabilities. Researchers are currently looking at what elements will assist students with disabilities to learn mathematics both conceptually and procedurally. Explicit direct instruction, modeling, guided and independent practice, and providing advanced organizers have been found to help students with disabilities to be successful. Results indicated that students with mild disabilities were able to use the strategy independently to accurately solve the training word problems using division or multiplication. Also, students were able to generalize both the strategy use as well as the word problem accuracy to the measurement of area problems. Additionally, two of the three students continued to use the strategy appropriately to accurately solve word problems in the 6-week follow-up phase. Suggestions for future studies are provided as well as educational implications. / by Mary R. Taber. / Thesis (Ed.D.)--Florida Atlantic University, 2013. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

by Emily Ma Fung Wai Yung. / Bibliography : leaves 145-162 / Thesis (M.A.Ed.)--Chinese University of Hong Kong, 1982

Esta pesquisa analisa o Programa de Apoio Pedagógico implementado na Rede Municipal de Ensino de Ribeirão Preto, a partir da percepção dos profissionais. A pesquisa, de natureza qualitativa, foi realizada entre agosto de 2011 e junho de 2013, e utilizou-se de análise documental; entrevistas com gestores municipais; aplicação de questionários a Professores de Apoio Pedagógico (PAPs) atuantes no ano letivo de 2012; e entrevistas com PAPs e Professores Titulares que atuaram com Professores de Apoio. A inserção de um segundo professor em sala de aula foi verificada em quantidade significativa em diferentes Redes de ensino em todo o país. Para compreensão das diferentes experiências de introdução do segundo professor em sala de aula, foram identificadas diferentes realidades em que a implantação do Professor de Apoio tem sido efetivada: o Professor de Apoio em Portugal, dentro de uma perspectiva de educação inclusiva, o collaborative teaching, nos Estados Unidos, a docência compartilhada, em Porto Alegre (RS), e o Auxiliar de Ensino nas Redes Municipal e Estadual de Ensino de São Paulo. A proposta do segundo professor parece ter se difundido no Brasil a partir da década de 1990, quando é iniciada uma profunda reforma no Estado Brasileiro, com importantes implicações para as políticas educacionais. Em relação ao Programa objeto de análise, foi constatada ausência de documentos oficiais que relatassem seu histórico e suas orientações teórico-metodológicas. A partir dos dados dos questionários e das entrevistas com os Professores, buscou-se apresentar o Programa de Apoio Pedagógico segundo a percepção dos profissionais. Os dados obtidos permitiram verificar a existência no Programa de entraves na efetivação de uma educação na perspectiva de qualidade social. A fragilidade da política foi identificada na indefinição clara de objetivos, a ausência de orientações e de formação específica para a função de Professor de Apoio Pedagógico, a ausência ou insuficiência de materiais destinados ao Programa, e a ausência de instrumentos formais para sua avaliação. Observou-se que a prática do Professor de Apoio Pedagógico ainda não foi consolidada, e que as dificuldades de implantação do segundo professor reiteram os obstáculos presentes no primeiro programa de atuação de voluntários que o antecede. / This research analyzes the Educational Support Program implemented in Municipal Schools of Ribeirão Preto, from the professionals perception. The research was qualitative, was conducted between August 2011 and June 2013, and used document analysis, interviews with municipal managers; questionnaires with Educational Support Teachers (PAPs) who worked in the academic year 2012, and interviews with PAPs and Teachers who worked with Support Teachers. The insertion of a second teacher in the classroom was found in significant amounts in different school systems throughout the country. To understand the different experiences of introducing the second teacher in the classroom, it was identified different realities in which the implementation of Support Teacher has been effected: Support Teacher in Portugal, within a perspective of inclusive education, the collaborative teaching in the United States, shared teaching, in Porto Alegre (RS), and Teaching Assistant in the São Paulo´s Municipal and State Education Systems. The proposal of second teacher seems to have been widespread in Brazil from the 1990s, when it began a profound reform in the Brazilian State, with important implications for educational policy. Regarding the analyzed program was observed absence of official documents to report on its history and its theoretical and methodological orientation, necessitating the use of oral sources through interviews with management team´s representatives of the researched city´s Municipal Department of Education. From the data of questionnaires and interviews with teachers sought to present the Educational Support Program by professionals perception. The obtained data showed the existence of barriers in the Program to actualize an education from the perspective of social quality. The fragility of the politics were identified in undefined clear goals, the absence of guidelines and specific training for the role of Educational Support Teachers, the lack or the failure of materials for the Program, the absence of formal instruments for its evaluation. It was observed that Pedagogical Support Teacher´s practice has not yet been consolidated, and the difficulties of implementing the second teacher reiterate the obstacles in the first program of volunteers work that precedes it.