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This study is a longitudinal study that investigated the development of English oral proficiency—complexity, accuracy, and fluency—under the pre-task and on-line planning conditions with task repetition among Japanese high school students. This study is unique because it is longitudinal and includes qualitative data. The participants were 15 Japanese high school students whose English proficiency level is categorized as low proficiency. Narrative tasks, post-task questionnaires, journals, and interviews were used in this study. In the narrative tasks, they were asked to describe a four-picture story three times with two minutes planning time, when they were allowed to listen to an ALT (assistant language teacher) tell the story and take notes. They completed a post-task questionnaire and a journal after completing the task. Interviews were conducted two times to further investigate their questionnaire responses and what they wrote in their journal entries. The results showed that low proficiency learners increased oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy through repeating the same task within a single session, and syntactic complexity and lexical complexity through repeating the same type of task during the academic year. The aural input between the first, second, and third performance can lead them to draw their attention to form-meaning connections, resulting in increased oral performance. In addition, low and intermediate beginners benefited in increasing oral fluency, syntactic complexity, and syntactic accuracy, while high beginners benefited in improving oral fluency and lexical complexity under pre-task and on-line planning conditions with repetition during the academic year. The study suggests that the combined use of pre-task planning, on-line planning, and task repetition have a cumulative effect and can facilitate the development of oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy for low proficiency high school learns of English. If learners are given the opportunity to plan before and during task performance with repetition, and to make the condition that draws their attention to both form and meaning, it is the most effective strategy to improve oral fluency, syntactic complexity, lexical complexity, and syntactic accuracy in task-based teaching in the classrooms. / Language Arts

本研究旨在探討台北市國中生的家庭背景與民主價值的關連性研究，希望藉由政治社會化相關理論來瞭解不同家庭背景的政治文化差異是否影響國中生的政治社會化行為。 本研究是採分層及立意抽樣法，同時是研究者自行抽樣，礙於經費以及人力 的限制，所以根據研究者所研擬的研究架構自行抽樣，施測總人數為795人。依 據研究假設，筆者自行設計一份「臺北市國中生政治社會化問卷」，依本研究設 計，除於問卷開頭說明本問卷的調查目的、作答原則以及隱私之保密外，第一部 份為「政治興趣」、「家庭民主程度」、「家庭決策模式」、「家庭政治化程度」； 第二部分為「政治信任感」；第三部份為「國家認同」；第四部分為「民主價值」； 第五部分為「基本資料」。使用的統計方法採用描述性統計分析、信度分析、單 因子變異數分析、相關係數分析、迴歸分析等統計方法處理。 本研究共有以下幾點發現: 一、國中生家庭的民主程度及家庭的政治化程度與其政治興趣及民主價值有統計上的顯著相關。 二、國中生的年級高低會影響其政治興趣：在「年級」這個測量指標當中，高 年級的學生的政治興趣與低年級的學生的政治興趣具有顯著的差異，其中 高年級的政治興趣明顯高於低年級的政治興趣。 三、政治興趣與民主價值的關聯性:國中生的政治興趣高低會影響其民主價值高 低，國中生的政治興趣與民主價值兩者具有顯著的關聯性，而且在相對上 是對民主價值較具影響力的因素。 / The research aims at dealing with the relation between family background and democratic values of junior high school students in Taipei City. And hope to use the political socialization theory to understand whether the behaviors of political socialization of junior high school students will be influenced by different family backgrounds with political and cultural differences. The stratified and cluster sampling are applied, and purposive sampling sampling is conducted as well because of the limited budget and manpower. According to the research hypotheses, a questionnaire is designed and 705 valid questionnaires are returned out from 795 questionnaires. At the beginning of the questionnaire, the purpose of the research, the principles of answering questions and the promise of secrecy are explained. The first part focuses on “political interest,” “the level of democracy within the family,” “family strategy model,” “the level of politicization within the family; ” the second part focuses on “sense of political trust;” the third part focuses on“national identification,” and the fourth and fifth part focus on “democratic values” and “background information” respectively. The research uses the following analytical methods: the description covariance, reliability analysis, one-way ANOVA, correlation analysis and the regression analysis. Major findings from the research are as follows: First, statistics show that there is a positive relationship among the level of democracy within the family, the level of politicization within the family, political interest and democratic values for junior high school students. Second, among junior high school students, seniors have more intense political interest than juniors. Third, for junior high school students, there is a positive correlation between political interest and democratic values. Relatively speaking, political interest will be a more influential factor to democratic values.

This thesis deals with the laterality and the ways of diagnosis at children. It is divided into three parts - theoretical, practical and appendixes. The theoretical part deals with laterality, methods of diagnostic and methodology of work with left-handed pupil at the beginning of the school attendance. The aim of research in the practical part of the thesis was to find information about working with left-handed pupils between the students of primary teaching and teachers in practise. The appendixes of this thesis include the questionnaires used for the practical part of the thesis and worksheets for pupils to relax their hand while writing.

Title: Evaluation and classification in academic physical education Goals: The main goal of this work is to analyze the opinion of the current teachers of physical education on the methods of evaluation and classification in academic physical education within elementary and high schools. How is the relation of the tutors towards classification and verbal evaluation of the students within physical education and what are their main criteria for evaluation. Further, evaluate students questionnaires related to their opinion on given classification. Methodology: The methodology used in this work was a research questionnaire within 20 schools in Prague (10 elementary and 10 high). The first questionnaire, which was created for teachers, had 40 questions where the first 36 had a closed form and the remaining 4 questions had an open form, where respondents answered with their own opinion. The second questionnaire was created for students and had 39 questions. Only one answer was possible for each question. Only the last question had an open form. The questionnaire was focused on the ways of the evaluation of students within physical education, criteria for classification within physical education, scarcities and priorities of these ways of evaluation. Results: It was proven from the analysis of the results...

A partir do construto de mediação simbólica de Vigotski, entendida como intrínseca ao processo de desenvolvimento psíquico e cultural humano, esta pesquisa, de cunho qualitativo, investigou o espaço escolar enquanto mediador de significados e sentidos sobre a escola, tanto pelo que propõe sua configuração arquitetônica quanto pelas experiências e usos que possibilita ou que se faz desse espaço, com especial atenção para a sua ressignificação pelos usuários das escolas, principalmente os alunos. A pesquisa foi desenvolvida em duas dimensões: análise do referencial teórico e pesquisa empírica. A pesquisa teórica percorreu autores de diversas áreas do conhecimento (Educação, Arquitetura, Psicologia, Filosofia e Geografia) que trouxeram importantes contribuições para esta reflexão. A pesquisa empírica foi realizada numa escola pública estadual da cidade de São Paulo, construída no período da Primeira República e com 104 anos de existência e tombada pelo CONDEPHAAT (Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico da Secretaria da Cultura do Governo do Estado de São Paulo) pelo valor histórico, cultural e arquitetônico de seu prédio. Foram utilizados como procedimentos de coleta de dados a observação em campo e o registro iconográfico (fotografias e desenhos), entrevistas livres e registro de depoimentos espontâneos dos funcionários da escola e uma entrevista semiestruturada e em grupo com alunos do 8º ano do Ensino Fundamental todos com o objetivo de identificar e compreender a constituição, organização, uso, vivências cotidianas, apropriações e significados do espaço escolar. Desta forma, compôs-se uma reflexão que traz contribuições para o entendimento do espaço como construção humana e, como tal, lugar que carrega significações não aleatórias, mas passíveis de serem transformadas e recriadas por meio da diversidade de apropriações que pessoas reais fazem dele; lugar que impõe constrangimentos (conformando corporeidades e mentalidades) e impinge controle e disciplina ou que pode estar aberto à experimentação criativa; lugar impregnado pela(s) cultura(s), mas que também é habitado por percepções e vivências pessoais; e, no caso da escola, materialidade que propõe, ainda, sentidos sobre a escola e o conhecimento e sobre sua função em nossa sociedade. / From Vygotskys construct of symbolic mediation, understood as intrinsic to the human psychological and cultural development, this qualitative study has investigated the school environment as a mediator of meanings and senses of school, both by means of what the schools architectural configuration proposes and by the experience and uses that it allows, and has focused on the schools resignification by its users, especially students. The study included two dimensions: an analysis of the theoretical framework and empirical research. The theoretical research included authors from different areas of knowledge education, architecture, psychology, philosophy and geography , who brought important contributions to this discussion. The empirical research was conducted in a state public school in Sao Paulo city. Built 104 years ago, during the First Republic, such school was listed by Conselho de Defesa do Patrimônio Histórico, Arqueológico, Artístico e Turístico (CONDEPHAAT Council for the Defense of Historical, Archaeological, Artistic and Touristic Heritage) of São Paulo State Department of Culture, for the historical, cultural and architectural value of its building. As for data collection, I used field observation and iconographic records (photographs and drawings), free interviews and recording of spontaneous comments from school officials and a semi-structured group interview with 8th grade students, aiming to identify and understand the constitution, organization, use, and daily experience and meanings of the school space. Thus, I have written a reflection that brings contributions to the understanding of space as a human construction and, as such, as a place that carries meanings that are not random and can be transformed and recreated through the diversity of appropriations by real people; a place that imposes constraints (conforming mentalities and corporealities) and enforces control and discipline or that may be open to creative experimentation; a place impregnated with culture(s), but also inhabited by our personal perceptions and experiences; and, in the case of school, materiality which also proposes senses of school and knowledge and about its role in our society.

Made available in DSpace on 2017-07-10T16:17:20Z (GMT). No. of bitstreams: 1 silvana.pdf: 4481836 bytes, checksum: 6eb8fa4c6d6f92e582aa905dde9e2e07 (MD5) Previous issue date: 2011-04-29 / This study aims to explain the characteristics of the high school students organization in the period from 1964 to 1985. The time frame is justified insofar as it represents the exercise of a military government in which students and other sectors of society were organized to break with many actions of this government. The study focused on the high school student movement in the state of Paraná (Brazil), since there is no literature produced on this form of student organization, and since we believe that it contributed in the way the military government was organized. During data collection, we found great difficulty in consulting the sources, since the ones dealing specifically with the object of study were primary sources and, as it is already known to many, history has been showing that there is no interest in filing some kinds of documents, especially from a period in the history of the country with so many obscure events. The study on the high school student movement in Paraná was carried out in light of the social, economic and political aspects of the reporting period. The primary sources were analyzed on the basis of a theoretical framework which would propitiate systematic and accurate use of data. The secondary sources dealt with the way society was organized in that period and the production concerning the Brazilian student movement, either the university or the high school one. In order to elucidate how high school students from Paraná were organized during that period, this dissertation is organized into four chapters. The first two chapters aims to provide context for the reader, bringing to the debate, firstly, the strongest period of civil-military dictatorship (1964-1974), and secondly, the process of political opening. In both chapters the government s and student movement s actions are highlighted. In the following chapter, we examine the primary sources, which consist of documents filed in the Public Archives of Paraná that are part of DOPS-PR Archives. The last chapter focuses on the study of memory through a brief analysis of the interviews conducted with some activists of the high school movement in Paraná, and through the discussion on the contrasts between the story "told" by the activists and what is written in official documents of the period. / Este estudo tem como objetivo a elucidação das características da organização dos estudantes secundaristas paranaenses durante o período de 1964 a 1985. O recorte temporal justifica-se na medida em que representa o exercício de um governo militar no qual estudantes e outros setores da sociedade estiveram organizados no sentido de romper com muitas ações desse governo. O estudo voltou-se para o Movimento Estudantil (ME) secundarista no Estado do Paraná tendo em vista que ainda não há literatura produzida sobre essa forma de organização estudantil e pela compreensão de que ela contribuiu na forma como o governo militar se organizou. No percurso para o levantamento de fontes encontramos grande dificuldade em consultá-las, tendo em vista que as fontes que tratam especificamente do objeto de estudo são primárias e, como já é do conhecimento de muitos, a história tem mostrado que não há interesse em arquivar documentos, especialmente de um período da história do país com tanto acontecimentos obscuros. O estudo sobre o ME secundarista paranaense foi feito à luz dos acontecimentos sociais, econômicos e políticos do período em apreço. A análise das fontes primárias foi realizada a partir de uma fundamentação teórica que busca utilizá-las de forma sistemática e com rigor teórico. As fontes secundárias utilizadas tratam da forma como a sociedade esteve organizada no período, bem como da produção referente ao ME brasileiro, seja universitário ou secundarista. Para elucidar a forma como os estudantes secundaristas paranaenses se organizaram no período, esta dissertação foi organizada em quatro capítulos. Nos dois primeiros, o objetivo é trazer subsídios para propiciar a fundamentação ao leitor diante do contexto, num primeiro momento trazendo para a discussão o período mais acentuado da ditadura civil-militar (1964-1974), em seguida como foi o processo de abertura política, sendo, em ambos, destacadas as ações do governo e do ME. No segundo momento da pesquisa iniciamos propriamente a análise das fontes primárias, que se deu a partir da apreciação da documentação arquivada no Arquivo Público do Paraná que fazem parte dos arquivos da DOPS-PR. O último capítulo é dedicado ao estudo sobre a memória a partir de uma breve análise das entrevistas realizadas com alguns militantes do movimento secundarista paranaense, bem como uma discussão sobre os contrastes entre a história ―contada‖ pelos militantes e o que está escrito nos documentos oficiais do período.

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This study investigates middle school students’ interest in learning about the Holocaust, which methods are the most effective at teaching the Holocaust and how the testimony of Holocaust survivors can be retold to the next generations of middle school students. In order to answer these research questions, my study uses surveys with three classes of current middle school students in Greater Victoria, British Columbia, a focus group with graduate students at the University of Victoria and an interview with Larissa Weber, the director of the Anne Frank Exhibition in Berlin. These quantitative and qualitative results are analyzed using a mixed methods approach. The middle school students’ perceptions regarding effective educational methods when teaching the Holocaust in my limited sample (n=77 in the first survey and n=58 in the second survey) suggest that there is a connection between personal narrative and empathy when teaching the Holocaust in middle school classrooms. These findings are contextualized with a summary of the history of Holocaust education in Canadian public schools and a discussion regarding the role of empathy in learning about the Holocaust. / Graduate / 0515 / 0311 / 0534 / natashaw@uvic.ca

The purpose of this study is to determine the impact on student achievement of elementary school teachers who participated in professional development in the content area of mathematics. Teachers participated in professional development courses and have accumulated a range from three to eighteen total credits from the summers of 1998 through 2007. The impact is measured by student achievement data collected on standardized tests.