Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

Thesis (Ed.M.)--Boston University

The purpose of this study was to examine selected effects of using workbooks in the teaching of eighth-grade English grammar.

No presente estudo, analisamos os gêneros discursivos no livro didático do Ensino Médio e a perspectiva de uma abordagem adequada das modalidades oral e escrita da língua portuguesa. O aluno do Ensino Médio tem de saber fazer uso eficaz da linguagem em qualquer instância de sua vida, o que compreende a habilidade de leitura, interpretação, produção e adequação dos diferentes gêneros do discurso com os quais ele se defronta nas mais variadas situações sociais. Para que o aluno tenha acesso aos diferentes gêneros discursivos, um dos facilitadores é, sem dúvida, o livro didático. O livro didático tem desempenhado papel importante no dia-a-dia educacional. Merece muitas críticas sobre sua qualidade e sua utilização em sala de aula, mas constitui-se, muitas vezes, na principal ferramenta de trabalho do professor e no suporte pelo qual o aluno entra em contato com os diversos textos nas modalidades oral e escrita da língua. Os livros didáticos apresentam uma grande variedade de gêneros discursivos, mas e a exploração desses gêneros? Os exercícios propostos para o estudo dos textos estão levando o aluno a perceber aqueles que estão relacionados às situações de comunicação oral e imediata e aqueles que estão relacionados às situações mais complexas? Partindo da análise das propostas de três livros didáticos do primeiro ano do Ensino Médio, observamos e discutimos como os gêneros discursivos são abordados no primeiro ano do Ensino Médio, a partir da perspectiva teórica de Bakhtin, Bronckart, Brandão, Marcuschi e outros. / In the following study we will analyze the types of speech in high school workbooks and the perspective of an appropriate approach regarding the verbal and written modalities of the Portuguese language. The high school student must know how to efficiently use the language in every aspect of his/her life. This means the ability to read, interpret, produce and adapt to the different types of speech in which he/she will encounter in the most varied of social situations. Without a doubt, it is much easier for the student to gain access to the different types of speech with workbooks. The workbook has a very important role in day-to-day education. Criticism is often deserved in respect to the quality and utilization of workbooks in the classroom, but many times they are the main tool that the teacher has as well as being the main support by which the student has contact with the various types of text in the verbal and written modalities of the language. The workbooks present a large variety of speech types, but how can these different types be explored? Are the proposed exercises for the study of texts allowing the student to understand those that are related to immediate and verbal communication situations as well as those that are related to more complex situations? Starting from the analysis of three proposed high school workbooks, we will observe and discuss how the speech types are approached in the first year of high school from the theoretical perspectives of Bakhtin, Bronckart, Brandão, Marcuschi and others.

No presente estudo, analisamos os gêneros discursivos no livro didático do Ensino Médio e a perspectiva de uma abordagem adequada das modalidades oral e escrita da língua portuguesa. O aluno do Ensino Médio tem de saber fazer uso eficaz da linguagem em qualquer instância de sua vida, o que compreende a habilidade de leitura, interpretação, produção e adequação dos diferentes gêneros do discurso com os quais ele se defronta nas mais variadas situações sociais. Para que o aluno tenha acesso aos diferentes gêneros discursivos, um dos facilitadores é, sem dúvida, o livro didático. O livro didático tem desempenhado papel importante no dia-a-dia educacional. Merece muitas críticas sobre sua qualidade e sua utilização em sala de aula, mas constitui-se, muitas vezes, na principal ferramenta de trabalho do professor e no suporte pelo qual o aluno entra em contato com os diversos textos nas modalidades oral e escrita da língua. Os livros didáticos apresentam uma grande variedade de gêneros discursivos, mas e a exploração desses gêneros? Os exercícios propostos para o estudo dos textos estão levando o aluno a perceber aqueles que estão relacionados às situações de comunicação oral e imediata e aqueles que estão relacionados às situações mais complexas? Partindo da análise das propostas de três livros didáticos do primeiro ano do Ensino Médio, observamos e discutimos como os gêneros discursivos são abordados no primeiro ano do Ensino Médio, a partir da perspectiva teórica de Bakhtin, Bronckart, Brandão, Marcuschi e outros. / In the following study we will analyze the types of speech in high school workbooks and the perspective of an appropriate approach regarding the verbal and written modalities of the Portuguese language. The high school student must know how to efficiently use the language in every aspect of his/her life. This means the ability to read, interpret, produce and adapt to the different types of speech in which he/she will encounter in the most varied of social situations. Without a doubt, it is much easier for the student to gain access to the different types of speech with workbooks. The workbook has a very important role in day-to-day education. Criticism is often deserved in respect to the quality and utilization of workbooks in the classroom, but many times they are the main tool that the teacher has as well as being the main support by which the student has contact with the various types of text in the verbal and written modalities of the language. The workbooks present a large variety of speech types, but how can these different types be explored? Are the proposed exercises for the study of texts allowing the student to understand those that are related to immediate and verbal communication situations as well as those that are related to more complex situations? Starting from the analysis of three proposed high school workbooks, we will observe and discuss how the speech types are approached in the first year of high school from the theoretical perspectives of Bakhtin, Bronckart, Brandão, Marcuschi and others.

Thesis (M.Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.

Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2019 / Alignment between content standards, instruction, assessment and learning materials assists in achieving the intended content in the classroom. The purpose of this study was to explore the alignment between Senior Phase Mathematics Content Standards (SPMCS) and numeric and geometric patterns’ workbook activities. The problem was that teachers sometimes use the Department of Basic Education’s workbooks interchangeably with textbooks, while their purpose is to supplement textbooks and provide worksheets for the learners. The alignment status of the Department of Basic Education (DBE) senior phase mathematics’ workbooks could not be found in the literature. Mixed methods research and document analysis were employed to explore the status of alignment between SPMCS and DBE workbook activities on Numeric and Geometric Patterns (NGP). This was aimed at highlighting the status of alignment in terms of the content structure and the alignment indices through the use of alignment model of Webb (1997) and of Porter (2002). The findings of this study revealed that the alignment between SPMCS and DBE workbook activities on NGP in terms of the categorical concurrence, depth of knowledge consistency and range of knowledge correspondence ranges from ‘acceptable’ to ‘full’ level of agreement. However, content beyond the scope of the content standards was found in Grade 7 and Grade 8 DBE workbook activities on NGP. The computed alignment indices for Grade 7, Grade 8 and Grade 9 range from moderate to strong alignment. Besides, weak and strong discrepancies were identified, which need to be addressed to improve the content structure of the DBE workbooks. This study recommends two alignment models to explore the alignment between educational components for comprehensive results and complementation. In addition, studies such as this should be conducted to enhance the quality in developing assessments in future. KEY CONCEPTS Alignment; assessment; content standards; learning materials; workbooks; numeric patterns and geometric patterns.

Diploma thesis is focused on finding information for second grade of primary school of problems plant products and post-processing tutorial workbook (plant products) called Where food comes from? In the theoretical part first describe the theory workbook, its structure, evaluation and characterization of the concept of education at the second grade of primary school. Consequently, the theoretical part of the work devoted to essential individual plant products such as cereals, legumes, vegetace oils and fats, potatoes, drinking, fruits and vegetables, thein origins and significance for human health. The practical part includes the development and implementation of the educational program (workbook) plant products. In the practical part I find information students of second grade from primary schools in the field of plant products with the help of a questionnaire survey, which was attended by 90 respondents and subsequent evaluation of the graphical part.

This diploma thesis deals with the topic Binomials in German, Czech and English. The theoretical part defines the basic terminology related to phraseology and phraseologisms. Furthermore, the theoretical part describes the definition and classification of binomials. The first part contains the gathered German binomials which are compared with their Czech and English equivalents using methods of contrastive phraseology which is described in the theoretical part. The expressions are compared on the basis of the classification of types of equivalence according to Helgunde Henschel (1993). In the second part are introduced results of analysis of textbooks and workbooks that correspond to reference levels A1 B1 according to the Common European Framework of Reference for Languages (CEFR). The aim of this part is to gather binomials and further analyse them. The third part focuses on presentation of preparation of one teaching lesson that includes binomials.