Global ETD Search

21	La maîtrise de la langue française dans et par les disciplines scolaires : les pratiques langagières et le rapport à l'écrit dans les disciplines scolaires au collège en français, histoire-géographie, sciences de la vie et de la terre et éducation physique et sportive : approche comparative / French language proficiency in and by school subjects Hussain-Carnus, Patrick 10 March 2017 (has links) Cette recherche a pour objet l'étude de la contribution des disciplines à l'évolution des collégiens dans leur maîtrise de la langue française. La position de la France dans les évaluations PISA et les nouvelles préoccupations de l'Union Européenne en matière d'égalité des chances amènent notre système scolaire à reconsidérer la place du langage dans les enseignements. Par ailleurs, l'omniprésence du terme « langage » dans la nouvelle version du socle et la place que lui accordent les nouveaux programmes du collège depuis la rentrée 2016, confirment cette tendance. Mais tous les élèves ne développent pas les mêmes capacités ni le même rythme d’apprentissage : certains rencontrent des difficultés scolaires, d'autres, des difficultés linguistiques. Qu'entend-t-on par « maîtrise de la langue » au collège ? Quelle est la nature des obstacles rencontrés par certains collégiens ? La relation didactique qui s'établit entre élèves et enseignants dans le cadre d'activités langagières visant la maîtrise de la langue est-elle strictement spécifique à une discipline et un type de classe ou bien tisse-t-elle des formes d'ordre générique qui relèveraient du didactique ordinaire ? Nous avons analysé et comparé les interactions verbales d'un corpus de dix sept séances afin d'observer les difficultés des élèves, en situation de classe. Nous pensons que l'enseignement de la maîtrise de la langue française exige de l'élève une compréhension, à la fois, de la langue de scolarisation et du langage des disciplines. Nous pensons, par ailleurs, que l'élève doit être considéré de manière spécifique et non générique de manière à ce que les pistes proposées soient adaptées à tous. / This research deals with the way learning different school subjects is likely to help middle-school students with their proficiency in the French language. The place of France in PISA rankings and the new concerns of the European Union regarding equal opportunities have lead our school system to reconsider the position of language in the learning process. The numerous occurrences of the word “language” in the newest set of common core skills defined by the French Ministry of Education, along with its prominence in the new middle school curriculum, show how deep that concern is at the present time.But all students do not display equivalent skills, nor an ability to learn at the same pace – some of them will face difficulties, others will deal with language-related problems.What is meant by “Language proficiency” at a middle school level? What type of hurdles will be met by students in their middle school years? Is the educational relationship established between teachers and students in language activities aimed at improving language proficiency strictly relevant for a specific type of subject and school level, or does it induce generic forms common to every educational approach?We analysed and compared verbal interactions in a study pool of seventeen classroom sessions in order to examine the difficulties met by the students. We argue that teaching French language proficiency requires the students to understand both a schooling language and a subject language. We also argue that students must be considered in a specific, non-generic manner, so that the results of our research may be adapted to each and every one of them. Maîtrise de la langue française Elèves à besoins spécifiques Didactique comparée Action Conjointe Nature des transactions didactiques French language proficiency Students with special needs Compared didactics Combined action Exploring educational transactions
22	Vägskälet mellan två uppdrag – Elever i behov av stöd eller fritidshemmet : En utforskande essä om pliktens och den praktiska kunskapens inverkan på fritidshemsuppdraget Alm, Marcus January 2019 (has links) ”To drift towards old habits” is an exploratory essay in which I examined how my practical knowledge and morally based duties affected my actions and how those led to a hard-assessed situation where I stood without knowing right from wrong. The dilemma laid in that I didn’t know whether my approach should have been based on my gathered experience and knowledge or have based on the rules and framework of the new work assignment I had accepted. By the figuration of two self-experienced situations I portrayed my work and practical knowledge through the first one, in which my assignment was to work with a student in need of extra support. That lead on to the second figuration, where this knowledge, in combination with a sense of duty, influenced my course of action even though my work assignment had changed to be a leisure time pedagogue. The main perspectives in this essay were therefore to be focused on an interpretation of practical knowledge and on how the ethics of duties are constructed. With these two perspectives my purpose was to explore how I could relate my choices of actions according to these and how they could come to affect future repertoires of actions. / ”Att glida in i gamla spår” är en utforskande essä där jag har undersökt hur min praktiska kunskap och mina moraliska plikter påverkat mitt handlande, vilket lett till en svårbedömd situation där jag inte visste vad som var rätt val att ta. Dilemmat låg i att jag inte visste om jag skulle förhålla mig till tidigare erfarenheter och kunskaper eller om jag skulle hålla mig till de regler och ramar som fanns för mitt nya arbetsuppdrag. Genom att gestalta två olika situationer målas mitt arbete och min praktiska kunskap upp i den första gestaltningen då jag arbetar som elevresurs till en elev i behov av stöd. För att sedan visa hur denna kunskap i kombination med en känsla av plikt påverkar mina val i den andra gestaltningen, där jag antagit en ny arbetsroll som lärare mot fritidshem. Huvudperspektiven i denna uppsats kom därför att rikta sig mot en tolkning av den praktiska kunskapen och hur pliktetiken utformas. Med dessa två perspektiv var syftet att undersöka hur jag förhållit mitt handlande utifrån dessa två och hur de kan komma att påverka framtida handlingsrepertoarer. Leisure time pedagogue Students with special needs practical knowledge duty ethics phronesis Lärare mot fritidshem elever i behov av stöd praktisk kunskap plikt etik fronesis Educational Sciences Utbildningsvetenskap
23	Is There A Relationship Between Pre-service Training, In-service Training, Experience, And Counselor's Self-efficacy And Whether they Work with Students with Special Needs? Lewis, Sally 01 January 2010 (has links) This study elaborated on the development of school counselor's feelings of self-efficacy in working with students with special needs and how self-efficacy affects school counselor's roles with students with special needs. More specifically, this study addressed a number of topics in researching the impact of pre-service training, experience and in-service training for Professional School Counselors (PSCs) on their feelings of self-efficacy in working with students with special needs. This study will present a historical review of the development of Professional School Counselor roles. In addition, an analysis of the development of comprehensive developmental guidance programs in schools and suggested frameworks was conducted including students with special needs. Also, conducted were reviews of studies conducted with Professional School Counselors (PSCs) regarding their roles with students with special needs, their feelings of preparedness, and their training; and reviews of several studies of counselor education programs in the area of special needs training and experiential opportunities offered. Lastly, the pragmatic and theory base for self-efficacy found in the literature was explored. The purpose of this study was to investigate the relationship between experience with special needs, pre-service education and in-service training regarding students with special needs and counselor's self-efficacy and roles they perform with students with special needs. The research for this study was conducted by survey at the Georgia School Counselor Association's fall conference in Atlanta, Georgia; the South Carolina School Counselor Association's fall conference in Columbia, South Carolina; the North Carolina School Counselor Association's fall conference in Greensboro, North Carolina; and Florida School Counselors on Survey Monkey. The participating states counselors also had access to the survey via the internet based survey service Survey Monkey. 410 PSCs from Georgia, South Carolina, North Carolina, and Florida completed the survey. 372 of the surveys met completion criteria and were included in the survey results (N = 372). Results of a factor analysis, a descriptive statistical analysis and a multi-step regression indicated the relationship between the five of the ratings and their combinations of self-efficacy and time spent in performing roles with students with special needs had a statistically significant relationship as measured on the survey. The two types of experience and in-service quality had a statistically significant relationship with the combination rating of self-efficacy as measured on the survey. The research question is: Does pre-service training, in-service training and experience have an impact on professional school counselor's self-efficacy and whether or not they perform a role with children and adolescents with special needs. The following statements are the hypotheses for this research: There is a relationship between the two types of experience as measured by rating on the survey, pre-service training and in-service training as measured by quality and quantity on the survey, their self-efficacy in working with students with special needs as measured on the survey, and the roles that PSCs perform as measured by the frequency that they perform roles on the survey. Dissertations Academic -- Education Education -- Dissertations Academic Education
24	Asistent v podpoře vysokoškolského studia studentů s postižením / Assisting Charles University Students with Special needs Marková, Aneta January 2011 (has links) Charles University in Prague Faculty of Education Department of Special Pedagogy ASSISTING CHARLES UNIVERSITY STUDENTS WITH SPECIAL NEEDS Aneta Marková Supervisor: Doc. PhDr. Iva Strnadová, PhD. Annotation The thesis aims at analyzing the service of Assisting Charles University Students with Special Needs from the point of view of all the parties concerned. It exploers both weaknesses and strenghts of the service by means of analyzing interviews with Charles University members of staff, who represent the service in the Office for Students with Special Needs, with users of the service, and particularly with its "providers" or assistants themselves. Proposals to solve possible problems are included. The thesis is based on the results of a questionaire and an analysis of interviews with 33 assistants and 10 users of the service. Key words: Student assistance, students with special needs, Charles University program Resume The thesis presents the results of a research into the service of Assisting Charles University Students with Special Needs from the point of view of all the parties concerned. It reconstructs an image of the functioning of the service as it is conceived by individuals by means of a questionare and an analysis of interviews with assistants as well as users of the service. The service is based...
25	Podíl výtvarné keramické tvorby hendikepovaných na jejich seberealizaci / Ceramic art as a means of self-realization of a pupil with special needs Jarchovská, Lenka January 2018 (has links) This thesis aims at the problematics of personal growth of students with special needs in the field of art education. For example in ceramics they move from mechanical imitation of certain craftmanship to their own artistic self-realization. The goal of this thesis is to explore, dokument and describe in what ways can succes of a student be influenced. The claim will be verified, that though specifically chosen artistic tasks, that do not také place only in ceramics workshop, not only work related but also intelectuall skills that are connected with interiorization of the procedures can be developer. The subject of this research are the exspressions of verbal communicetion between students. The course of these interactions, their connection to the special needs of the students, and to the formationof their roles in the group, and what influence it has on these roles. This research is designed as a qualitative multiple case study according to theory of Strauss and Corbin. The main means of this research are transcription and analysis of data aquired from video recordings throughthe ATLAS.ti program and their interpretation. The output of this research could srve as a starting poind for creatings a more sffective methodology for teaching ceramics to students with special needs. The new educational...
26	A Study of Assistive Technology Competencies of Specialists in Public Schools Burgos, Betsy B. 01 January 2015 (has links) Despite the rapid proliferation of assistive technology implementation, studies have revealed that a number of professionals that provide assistive technology services do not have adequate competencies to recommend and deliver assistive technologies in school settings. The purpose of the study was to examine the competencies of assistive technology specialists in Florida K-12 public schools, and identify training opportunities that may have helped them achieve professional competence in the evaluation and provision of assistive technology devices and services across AT service providers from different preparations. The study applied quantitative and qualitative methods to determine answers to the following six research questions: (1) to what extent does the perceived level of AT knowledge differ among AT specialists from different occupations in the Florida public school setting, (2) to what extent does the perceived level of AT skills differ among AT specialists from different occupations in the Florida public school setting, (3) what are the AT specialists’ perceptions about their AT knowledge and skill levels, (4) what common competency sets are needed for the AT specialist, regardless of their occupational role, (5) what are the training opportunities among AT specialists from different occupations in the Florida public schools setting, and (6) what type of training opportunities are essential among AT specialists from different occupations in the Florida school setting. In order to gather data of breadth and depth, the researcher disseminated an online survey, which 39 AT providers from the five Florida school regions completed. Interviews were conducted with seven of the survey respondents to triangulate interview data with the survey data. Results suggested that assistive technology specialists possess different levels of assistive technology knowledge and skills. Assistive technology specialists from different professional backgrounds and years of experience identified a lack of competence in several areas where they currently provide AT services. Assistive technology specialists should seek continuous in-service training to increase their assistive technology knowledge in the evaluation and recommendation of AT equipment and services for students with special needs in schools. This training is vital to meet their students’ assistive technology needs and legislation requirements for assistive technology services for students with disabilities. Recommendations for the improvement of assistive technology professional practice in schools are included in the study. Educational technology Assistive Technology Competencies Students with Special Needs Accessibility Computer Sciences Disability and Equity in Education Education Elementary Education and Teaching Graphics and Human Computer Interfaces Secondary Education and Teaching Special Education and Teaching
27	Lärplattan spelar roll för elever i grundsärskolan Talén, Jimmy, Jensen, Benny January 2015 (has links) AbstractProblemområdeFlertalet elever med diagnos utvecklingsstörning som är mottagna i grundsärskolan är i behov av stöd i lärande och kommunikationen med andra människor. Hjälpmedlen kan vara av olika slag bland annat i form av en lärplatta. Hur upplever elever, tolv till femton års ålder, i grundsärskolan interaktionen i mötet och sitt lärande vid teknikanvändning av lärplattor med mobila applikationer i klassrummet?SyfteStudiens syfte är att delge tankar och erfarenheter ur ett elevperspektiv gällande interaktionen i mötet samt elevens uppfattning om lärande vid användande av mobila applikationer i sin lärplatta. Frågeställningarna var följande:När används mobila applikationer av eleven i klassrummet?På vilket sätt upplever eleven mötet med klasskamrater vid användning av lärplattans mobila applikationer i klassrummet?På vilket sätt upplever eleven lärande i klassrummet i det digitala mötet vid användning av lärplattans mobila applikationer?Teoretisk ramStudien utgår från både Erving Goffmans dramaturgiska perspektiv på social interaktion och Lev S. Vygotskys sociokulturella perspektiv på idéer om mänsklig utveckling. Inom den sociokulturella teoriramen diskuteras artefaktens betydelse för människans lärande. Utifrån Goffmans dramaturgiska perspektiv diskuteras intagande av roller och agerande i gruppen.MetodStudien bygger på en kvalitativ fallstudie med rötter i etnografi i vilken metodtriangulering används. Metoderna som används är en kombination av observationer, fältanteckningar och halvstrukturerade intervjuer inkluderat stimulated recall teknik.ResultatGenom ovan nämnda metoder framkommer det att studiens deltagande elever finner arbetet i skolan mer lustfyllt när de använder sin lärplatta. Det framkommer även att eleverna tycker att ett lärande infinner sig vid användandet av mobila applikationer. De har svårigheter i att sätta ord på sitt lärande och sin utveckling och har en tendens att jämföra lärande med görande. Eleverna som observeras och intervjuas använder sig av mobila applikationer för att underlätta mötet med andra elever. Dessa möten kan vara av olika karaktär men alla möten är av betydelse för eleverna.ImplikationerElever med diagnos utvecklingsstörning kan behöva stöd i såväl skolarbete som i mötet med andra människor. Lärare måste finna de sätt som individuellt fungerar bäst. För den aktuella undersökningsgruppen visar det sig att bland annat mobila applikationerna ger dem det stödet. Eleverna berättar i denna studie att användandet av mobila applikationerna gör lärandet mer lustfyllt och att möten i olika former underlättas.SlutsatsStudien visar att urvalet tycker skolarbetet är mer lustfyllt då de använder sig av lärplattans mobila applikationer. Andra synpunkter från eleverna är att de använder lärplattan som en artefakt både som hjälpmedel och i interaktionen med andra människor. I dessa påpekanden finns en samsyn hos eleverna.Nyckelordappropriering, artefakter, elevperspektiv, främre och bakre regioner, interaktion, mediering, performance (framträdande) och rollgestaltningar. Students with special needs technology utilites student with disabilities social interaction communication students with disorder inclusion internet and inclusive education digitala redskap digitala lärverktyg social interaktion kommunikation samspel lärande och inkludering stimulated recall Fallstudie observation intervju samtal dramaturgiska perspektiv performance framträdande interaktion främre och bakre regioner rollgestaltningar elevperspektiv mediering artefakter appropriering Sociokulturella perspektiv Goffman Lärpatta Kvalitativ studie metodologisk triangulering fältanteckningar pupils in special school The tablet grundsärskolan hjälpmedel motivation lärverktyg mobila applikationer digitala mötet mötet lärande lustfyllt Social Sciences Samhällsvetenskap

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