In teachers’ duty it is significant to create good conditions for student to become included. The schools value work is therefore not only important but shall permeate the whole education. This study, focus on value work during reading aloud, from books in grade three, primary school, with a norm-critical perspective.  To enable this, I have done a survey to map which books the teachers used for reading aloud in connection to value work. Then a norm-critical discourse analysis of the main character in the most popular books where done. The survey indicates that teachers work with value questions during aloud reading of books.  The discourse analysis show that norms and values were similar. The study implicates, the significant of wise and well-founded choices of books for value work, that enable all student to identify themselves with the main characters in the books. The result shows that the most popular books are not that multifaceted. The characters in these books do not represent the diversity in classroom.   The discourse analyse clarifies the implicit and explicit norms and values the books supports. A teacher can work with figure of thought, literal norm-critique, in book talks with the students. / En viktig del av lärares uppdrag är att skapa goda förutsättningar, för att eleverna ska känna sig inkluderade. Skolans värdegrundsarbete är därför avgörande och något som ska genomsyra all undervisning. Studien fokuserar på högläsning i årskurs 3, där arbetet fokuserar på värdegrundsfrågor ur ett normkritiskt perspektiv. Jag har använt en survey för att kartlägga vilka böcker som lärare använder för högläsning i samband med värdegrundsarbetet. En norm-kritisk diskursanalys, av huvudkaraktärerna, i de två populäraste böckerna, genomfördes. Surveystudien indikerade att nästan alla lärare i studien arbetade med värdegrundsfrågor i samband med högläsningen. Studien resulterade i två böcker inom fantasygenren, där liknande normer och värderingar synliggörs genom diskursanalysen. Slutsatsen visar hur väsentligt det är att lärare gör kloka och välgrundade urval av högläsningsböcker, för att alla elever ska kunna identifiera sig med huvudkaraktärerna i böckerna. De populäraste böckerna, är inte tillräckligt mångfacetterade, för att motsvara den mångfald som finns i klassrummen idag. Skolans värdegrundsarbete kan, om lärare metodiskt väljer ut böcker, utvecklas så att eleverna kan reflektera över karaktärernas handlande och de normer som återfinns i böckerna. Diskursanalysen synliggör implicita och explicita värderingar som böckerna förmedlar. Tillsammans med eleverna, kan lärare, arbeta med tankefiguren litterär normkritik, i boksamtalen.

Increasing students' reading comprehension involves the use of targeted strategies and effective instruction. Previous research has shown that instruction in individual skills such as vocabulary acquisition, reading fluency, writing, and story mapping help increases students' reading comprehension. However, few studies have explored combining these skills and their cumulative effects, if any, on reading comprehension. The purpose of this quasi-experimental secondary analysis study was to examine the effects of adding a reading comprehension instruction package (RCIP), which includes vocabulary acquisition, reading fluency, and writing, to instruction in story mapping alone. Constructivist theory was used as the theoretical framework for this study. Purposeful sampling was used to recruit 8 students with low reading achievement as indicated by their performances on the Florida Comprehensive Assessment Test. The single-case, multiple-probe design across subjects was used to intermittently collect data, which were the correct responses per 3 minutes using the Curriculum Based Measure-Reading Maze. The data were visually analyzed by looking at data points and trend lines directionality using the percentage nonoverlapping data along with the Cohen's d effect size. Although this study showed mixed results and were not statistically significant, it could still contribute to positive social change. The findings have a small to medium effect size impact on students' reading comprehension; 3 out of 4 students who completed the study surpassed their expected goal. The results from this study may provide teachers with tools for improving the foundational reading skills of struggling readers, thus enabling their students to succeed in school and become productive members of society.

Denna kvalitativa studie fokuserar på att undersöka hur kreativa och imitativa resonemang kommer till uttryck i en lågstadiekontext. Genom observationer av videoinspelningar av när 20 elever i årskurs 3 arbetar med rika problem har vi kommit fram till fem teman som beskriver tillfällen där kreativa och imitativa resonemang uttrycks. Dessa är när: elever utgår från tidigare matematiska kunskaper, elever använder sig av bilder eller plockmaterial, elever tar hjälp från andra, elever gissar sig fram, och elever diskuterar de matematiska förutsättningarna. Resultatet visar att kreativt resonemang förekommer i alla teman, och att de ofta är tätt sammanflätade med de imitativa resonemang som förekommer.

This study investigated the impact of the years of teaching experience of classroom teachers on the achievement of third-grade students in inner-city Title I Schools; on the achievement of those third-grade students who were defined as high achievers, average achievers, and low achievers; and on the achievement of boys and girls in the third grade of inner-city Title I schools. An analysis and interpretation of the data revealed that there were no significant differences in reading and mathematics achievement of the third-grade students when the number of years of experience of the teacher was examined. Reading achievement of third-grade boys and third-grade girls did show significant differences. The more-experienced teacher appeared to have the greater increase in reading scores of the students. In addition to data concerning the hypotheses, information about other teacher variables was collected through a teacher self-report questionnaire. One hundred per cent of the teachers in the participating schools responded to the questionnaire. Data were tabulated by frequency of response in groups according to years of teacher experience. Variables included years of teaching experience in Title I schools, classroom size, and demographic data. Analysis of the data indicated that teachers having more years of experience in Title I schools appeared to have a greater increase in the reading and mathematics scores of students. Students in larger classes appeared to show greater gains than students in smaller classes in reading and mathematics. The majority of the teachers indicated that they felt the teacher, parent involvement, and class size had the most impact on achievement of students and staff development had the least impact.

This study analyzed the correlation between students' third grade reading ability and sixth grade reading ability. The data were collected from an urban school district, and the participants were students whose records contained information from their third grade school year and their sixth grade school year. The Utah English Language Arts Criterion-Referenced Tests (ELA-CRT) administered in third and sixth grade were used to determine reading ability. Additional demographic data, including race, gender, special education identification, free/reduced lunch, and English Language Learner (ELL), was assessed and controlled for in the data analysis and provided important information concerning the overall findings. Analysis revealed that third grade reading scores had a strong predictive value on sixth grade reading scores. Certain demographic variables carried statistically significant correlations with sixth grade reading performance including race, special education identification, free/reduced lunch, and ELL identification. However, when analyzed together and considering the statistical weight each other, only third grade reading performance, free/reduced lunch, and ELL identification held significant correlations.

No description available.

No description available.

Samarbete i form av grupparbete är ett gynnsamt arbetssätt för att utveckla problemlösningsförmågan, vilket är väsentligt som samhällsmedborgare. För att grupparbete ska vara gynnsamt krävs det att gruppsammansättningarna skapar förutsättning för samarbete. I sociala sammanhang intas eller tilldelas olika roller, vilket ligger till grund för vilka förväntningar som förekommer mellan gruppmedlemmarna. Syftet med den här kvalitativa studien är därmed att bringa kunskap om roller i relation till elevers arbete med matematisk problemlösning i grundskolans årskurs 3. Studiens två forskningsfrågor: “Vilka roller kan identifieras vid grupparbete med problemlösning?” och “På vilket sätt kan dessa roller påverka elevers arbete med problemlösning?”, har besvarats genom att genomföra semistrukturerade intervjuer i grupper om tre elever. Intervjuerna har genomförts med ljudinspelning som sedan transkriberats och analyserats med utgångspunkt i Goffmans rollteori för att nå ett resultat. Studiens resultat synliggör åtta olika roller, varav fyra roller var sedan tidigare befintliga och resterande fyra har benämnts i denna studie. Rollerna är: Den dominanta initiativtagaren, den samarbetsvilliga initiativtagaren, den samarbetsvilliga utvärderaren, den osäkra medlaren, ofrivilligt passiv, initiativtagarens högra hand, utmanare och provokatör. Rollerna har haft olika inverkan, såväl positivt som negativt, på problemlösningsprocessen och elevernas möjlighet att utveckla problemlösningsförmågan. Utifrån resultatet är vår förhoppning att bidra med kunskap om roller som lärare kan använda för att konstruera gruppsammansättningar som är fördelaktiga för elevernas lärande.

Cette thèse a pour objet l'étude du comportement asymptotique des solutions des équations des fluides de grades 2 et 3. Dans le premier chapitre, on étudie les profils asymptotiques au premier ordre des solutions des équations des fluides de grade 2 en dimension 3. On démontre que les solutions des équations des fluides de grade 2 convergent vers des solutions particulières et explicites des équations de la chaleur, lorsque le temps tend vers l'infini. Ce résultat montre en particulier que les fluides de grade 2 se comportent asymptotiquement comme les fluides newtoniens régis par les équations de Navier-Stokes. Pour cette étude, on utilise les variables d'échelles (ou variables autosimilaires), et on effectue des estimations d'énergies dans divers espaces fonctionnels, en particulier dans des espaces de Sobolev à poids polynomiaux. La description des profils asymptotiques est obtenue sous des conditions de petitesse sur les données initiales de l'équation.Le second chapitre de cette thèse traite des profils asymptotiques à l'ordre 1 des solutions des équations des fluides de grade 3 en dimension 2. À l'instar des résultats du premier chapitre, on obtient ici aussi la convergence des solutions de ces équations vers des solutions explicites des équations de la chaleur. Les outils utilisés pour cette étude sont semblables à ceux utilisés pour les fluides de grade 2 en dimension 3, à savoir les variables autosimilaires et des estimations d'énergies. Dans ce cas aussi, on conclut que les fluides de grade 3 se comportent asymptotiquement comme les fluides newtoniens.Dans le dernier chapitre, on étudie l'existence d'un attracteur pour les équations des fluides de grade 3 en dimension 2 avec des conditions périodiques. On considère donc les solutions faibles de ces équations à données initiales dans l'espace de Sobolev H¹. Ces solutions faibles définissent un semi-groupe généralisé. Ensuite, on montre que les solutions à données initiales dans H² possèdent un attracteur global pour la topologie H¹. Pour ce travail, on utilise un schéma de Galerkin, des estimations a priori et une méthode de monotonie. Les principales difficultés que l'on rencontre sont liées au peu de régularité des données initiales et au fait que l'on ne sait par si les solutions des équations des fluides de grade 3 à données H¹ sont uniques. / This thesis is devoted to the study of the asymptotic behaviour of the solutions of the second and third grades fluids equations. In the first chapter, we study the asymptotic profiles to the first order of the solutions of the second grade fluids equations in dimension 3. We show that these solutions behave asymptotically (when the time goes to infinity) like explicit solutions to the heat equations. This result shows in particular that the asymptotic behaviour of the fluids of grade 2 is the same as the one of the Newtonian fluids, modelized by the classical Navier-Stokes equations. For this study, we use scaled variables (also called self-similar variables), and we perform energy estimates in several functions spaces, including weighted Sobolev spaces. Notice that the first order asymptotic expansion that we obtain holds under smallness assumptions on the initial data.In the second chapter of this thesis, we study the asymptotic profiles to the first order of the solutions of the third grade fluids equations in dimension 2. As in the previous chapter, we establish the convergence of these solutions to explicit solutions to the heat equations. The methods that we use are very similar to the ones used in the case of the second grade fluids equations on in dimension 3, namely scaled variables and energy estimates. We also conclude that the fluids of grade 3 behave asymptotically in time like Newtonian fluids.The last chapter is devoted to the study of the existence of an attractor for the third grade fluids equations in dimension 2 with periodic boundary conditions. We consider the weak solutions of these equations with initial data in H¹. These weak solutions define a generalized semiflow on H¹. Then, we show that the solutions with initial data in H² admit a global attractor for the H¹-topology. To this end, we use a Galerkin method, a priori estimates and a monotonicity method. The main difficulties come from the lack of regularity on the solutions and from the fact that these solutions are not known to be unique.

No description available.