The purpose of this study was to explore and develop a better understanding of the implementation of alternative assessment in the young learner classroom. This in-depth, qualitative study focuses on teachers&rsquo / practices and beliefs, as well as the student perspective and the role of alternative assessment in the instructional process. Case studies were carried out on nine different English language teachers and their use of alternative assessment strategies and tools over a six month period in their first, second, third, fourth and fifth grade English classrooms. Data was collected through interviews, observations and relevant documents. Findings show that teachers use a variety of different alternative assessment methods and tools with varying degrees of regularity and effectiveness. Teachers believe that alternative assessment shows learning and interaction between thinking and learning, emphasizes the student as an individual and encourages active and autonomous learners. They also believe it promotes differentiated learning, clarifies expectations and motivates learners and teachers. Teachers believe that alternative assessment has a positive impact on the learning process and outcomes, as well as on the affective and cognitive development of the students. Six classroom implementation factors were determined to impact on the use of alternative assessment in the classroom: language ability, cognitive ability, planning, time, training and classroom environment.

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This research is mainly by the 13 years experience in education system which is outside the authoritative information education system with kids and young people. Besides to construct the kids and young people apparent ability of information science and technology, the goal in the research is to research the hidden knowledge of the information science & technology which combines in the education. The research wants to clarify many presently myths of information education. And also wants to provide more efficiency and happy learning mode. The research is based on the book of Howard Gardner (2007)¡mFive Minds for the Future¡n. It takes ¡§Disciplined Mind¡¨, ¡§Synthesizing Mind¡¨, ¡§ Creating Mind¡¨, ¡§Respectful Mind¡¨, ¡§ Ethical Mind¡¨ as the main theory construction. To study student's minds development condition who is graduated from high school or university. And the comparison of minds growth condition of the junior high student who are joining in the competition. The findings discovered: To develop intelligences and minds of kids and young people on integration of Information Technology and the Education is not only constructed the basic information technology ability, and it can promote on the child body's instructive, self-confidence, independent exploration, spontaneous study within 2-3 years. Kids and young people almost were constructed and applied the abilities under the project-based works, and extend the top level for the minds and abilities, like the system thinking, problem solving, communication, the leadership. The special experience with five minds raises and the construction is being related. Ethics mind of the five minds must be in Disciplined Mind, Synthesizing Mind, the Creating Mind, and the Respectful Mind raises certain foundation since childhood, the abstract thinking ability level grows up naturally, the kids and young people becomes the good citizen in the 21st century era. It must be presented during the university life or entering the work place obviously.

<p>Our exam paper is about young adults’ use of intensifiers in school papers. The theoretical background includes previous research about intensifiers in the Swedish language and above all young adults’ use of intensifiers. We have chosen to focus on all intensifying expressions which young adults’ use, because we did not want to limit our research material. We made a comparing study of 25 student papers from year 1999 and 25 student papers from year 2009 to find similarities and differences. Our result answers our four main questions: “How has the frequency of intensifiers changed from year 1999 to year 2009?”, “Which new intensifiers have been added?”, “In which contexts are intensifiers used?” and “Are there any differences in the use of intensifiers between boys and girls?”. The result shows that the number of intensifiers has increased during the 10 year period but that the selection of used intensifiers has decreased. Furthermore is a change in which intensifiers that are used and in which contexts they are used illustrated. The result also shows that boys in year 1999 use intensifiers more frequently than the girls, but in year 2009 the result was opposite.</p>

<p>Abstract</p><p>As a young offender in Sweden today you can be sentenced to juvenile care within the social services. Within the juvenile care it may be an option for these young offenders to undergo an affect program. That is a collective name for several types of structured programs that can include everything from conversations to visits. The purpose of this study was to create an understanding of which arguments there are for why these affect programs for young offenders is being used in three municipalities in southern Sweden. We authors found this interesting because of the lack of evidence for these affect programs. We do not know how effective these programs are for the young people that are undergoing them. We have interviewed employees at three different affect programs and the research questions that we have answered are: What arguments, for using these affect programs, do the concerned operators have? What do the concerned operators think about the lack of evidence for the affect programs? To achieve the aim of this study, we have implemented a qualitative study of semi-structured interviews. The analysis of our collected empirical work was based on the term isomorphism. The results of the study show that the reasons why the employees at the three studied affect</p><p>programs chose to start these affect programs was because they had the requirement to be able to offer a legible, predictable and proportionate penalty. In the absence of evidence about how programs should be built the employees were inspired by other municipalities. The employees do not put much emphasis on different theories but</p><p>instead they rely on their own experiences and on what they think is effective. The employees at the three programs think that it would be good if it existed evidence about the affect programs, but it is not crucial. Local resources set limits for how good the affect programs can become and the staff involvement also has a great significance.</p>

Project (D. Min.)--Perkins School of Theology, Southern Methodist University, 1982. / Abstract. Includes bibliographical references (leaves 141-146).

Thesis (Ph. D.)--University of Missouri-Columbia, 1999. / Typescript. Vita. Includes bibliographical references (leaves 255-270). Also available on the Internet.

Thesis (M.A.)--Ball State University, 2009. / Title from PDF t.p. (viewed on Dec. 14, 2009). Includes bibliographical references (p. 57-66).

Thesis (Ph.D.)--Indiana University, 2009. / Title from screen (viewed on February 2, 2010). School of Nursing, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Joan E. Haase, Marion E. Broome, Janet S. Carpenter, Richard M. Frankel. Includes vitae. Includes bibliographical references (leaves 227-258).

Thesis (D. Miss.)--Western Seminary, Portland, OR, 1998. / Abstract. Includes bibliographical references (leaves 187-200).