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Majaji, Sara. "S'approprier l'Ecrit autrement ? : du diagnostic à la remédiation chez des enfants en difficulté sur l'Ecrit." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20149/document.
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Dans une perspective de psychologie développementale appliquée à l’objet Écrit, la recherche présentée dans cette thèse s’articule autour de deux grands temps et notions : l’évaluation des compétences à l’Écrit d’une part et la remédiation des difficultés sur l’Écrit d’autre part. Le concept d’appropriation de l’Écrit développé par Besse constitue la base de ce travail et permet de faire le lien entre ces deux dimensions, en prenant en compte le rapport à l’Écrit dans sa globalité (aspects cognitifs, sociaux ou plus personnels). Dans un premier temps, les compétences et représentations de l’Écrit de 159 enfants scolarisés à l’école élémentaire sont mises en évidence à l’aide des outils DMA-Enfants (rencontres individuelles autour d’activités sur le lire-écrire-parler). Les analyses et observations alors conduites ont permis de suivre le développement des compétences en lecture-écriture et le cheminement sur l’Écrit des enfants du CP au CM2. Différents profils sur l’Écrit ont également été identifiés, venant notamment souligner les particularités des enfants en difficulté sur l’Écrit. Dans un second temps, 21 enfants de CM2 ont participé pendant trois mois à des ateliers de remédiation sur l’Écrit autour du Journal Scolaire, visant à les accompagner vers une autre réflexion et appropriation de l’Écrit. Les résultats obtenus sont encourageants et témoignent d’une certaine influence de la remédiation sur les représentations et les comportements face à l’Écrit des enfants concernésThis doctoral research on the Written language takes place in the field of developmental psychology. It can be focused on two main concepts and two main steps: reading and writing skills assessment on one hand, remediation of difficulties on the other hand. The reading and writing appropriation concept developed by Besse is used to link assessment and remediation and the Written language in all its dimensions (cognitive, social and more personal aspects) is taken into account. Based upon the use of the DMA method, 159 children from 1st to 5th grade were first met individually and activities relating to reading, writing and oral skills were proposed to highlight their Written language skills and representations. We were able to monitor the progress and we could analyze the development of reading and writing skills throughout elementary school. Different profiles of reading and writing skills were also identified, especially to differentiate children having problems with Written language.In a second step, remediation workshops were set up for three months with 21 5th grade children. The purpose was writing articles for the school newspaper in order to support children to another thought and appropriation of the Written language. The results are encouraging : they show some influence of remediation on representations and behaviors about reading and writing
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Evans, Christine M. "An evaluation of a university-school elementary literacy partnership." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 175 p, 2008. http://proquest.umi.com/pqdweb?did=1597615471&sid=6&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Lee-St, John Terrence J. "The Causal Impact of Systematic, Elementary School Student Support on Middle School Grade Retention." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3700.
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Thesis advisor: Henry BraunCity Connects (CCNX) was developed as a codified student support practice for schools serving students in grades K-5. CCNX addresses each student's unique pattern of needs and strengths by putting a system in place that designs and coordinates custom support plans which connect each student and, when suitable, their families, to prevention, intervention, and enrichment opportunities provided by community agencies and the school district. CCNX hopes to promote student thriving by addressing factors that are directly related to academics, as well as those that are related to out-of-school domains such as social/emotional, health, and family. This study estimates the causal effect of CCNX on the probability of being retained in grade during middle school (grades 6-8). The quasi-experiemental analysis addresses four likely sources of bias in effect estimates: (1) selection, (2) multiple treatment versions due to the individualized nature of the intervention, (3) multiple treatment versions due to modifications of the intervention over time, and (4) multiple treatment versions due to different exposure schedules. Stratification and propensity score weighted two-level logistic regression models are utilized to estimate a matrix of cell-specific, causal treatment-effects. Patterns in the matrix of estimates are summarized using weighted least squares ANCOVA. Results do not reveal that the magnitude of the treatment-effect varies as a function of cohort, exposure schedule, or risk level of students. However, the study does find that, on average, students who are exposed to CCNX have a significantly lower probability of being retained in grade during middle school: relative to comparison students, CCNX students are approximately half as likely to be retained. Findings underscore the promise of elementary school, student support as a strategy for impacting long-term educational outcomes
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Research, Measurement, and Evaluation
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McIntosh, Novea. "Authentic Instruction and Achievement of Fifth Grade Charter School Students." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3643809.
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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.
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McIntosh, Novea. "Authentic Instruction and Achievement of Fifth Grade Charter School Students." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1165.
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Students' performance on standardized tests continues to dominate the discourse in the educational arena as it reflects student growth and teacher performance. The low performance index scores of 5th grade students at 2 elementary charter schools in urban southwestern Ohio has been a major concern of the school district. Guided by social constructivism, the purpose of this research study was to identify curricular practices that influence student academic achievement. Semistructured interviews were conducted with 4 reading teachers and 2 administrators; curriculum maps, tests scores, and lesson plan documents were also reviewed. Interview, test score, and lesson plan documents were analyzed through an open-coding process and constant comparison of data to ensure trustworthiness. The findings revealed that 5 th grade reading teachers and principals used teacher-centered instructional practices that did not connect with students' backgrounds. Based on the findings, a capstone project was developed that provided a content-specific professional development training for reading teachers that would expose them to student-centered instructional practices related to students' backgrounds. The implications for positive social change include engaged classrooms with student-centered instructional practices that could increase student achievement in urban schools.
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Gungoren, Savas. "The Effect Of Grade Level On Elementary School Students'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610449/index.pdf.
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The aim of this study was twofold: first, to investigate the effect of grade level on students&rsquomotivational beliefs (self-efficacy, intrinsic value, mastery goals and performance goals) in science, and second to examine the relationships between students&rsquo
motivational beliefs and their science grades. The Turkish version of the Approaches to Learning Instrument (mastery goals and performance goals) and the Motivated Strategies for Learning Questionnaire (self-efficacy and intrinsic value) were used as data collection instruments. The Turkish version of the Approaches to Learning Instrument (ALI) was adopted into Turkish and pilot tested with 390 elementary school students. The main study was applied to 900 elementary school students in Grades 6 through 8 from 5 randomly selected schools in Bolu. The data obtained from the measuring instruments were analyzed by using Multivariate Analyses of Variance (MANOVA) and correlation analyses. Results of the analyses revealed that grade level has a significant effect on students&rsquo
motivational beliefs and as grade level increases student motivation in science declines. Accordingly, 6th grade students are found to be more self-efficacious in science and they show more intrinsic interest in science and study science course for the reasons of learning and mastering as well as showing their abilities to others compared to 7th grade and 8th grade students. Concerning the motivational level of 7 and 8 graders, results also showed that 7 graders&rsquo
motivational beliefs are more favorable than 8 graders. Moreover, results revealed significant positive relationships between all motivational belief variables and science grade in all grade levels except for the performance goal orientation. Additionally, significant positive relationships were found among all motivational belief variables.
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Hill, James Hill. "The Experiences of Grade 4 Public Elementary School Teachers Regarding Multiculturalism." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/3106.
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An increasing number of multicultural students are attending U.S. public schools. At a Title I elementary school in a rural region of the southern United States, multicultural students had not met academic standards as measured by state exams, and state scores had been very low for 5 consecutive years. The purpose of this qualitative case study was to understand the instructional strategies used by Grade 4 teachers in helping multicultural students pass state tests. The conceptual framework was Vygotsky's theory of cognitive and social constructivism and Gardner's theory of multiple intelligences. The foci of research questions were on identifying teachers' instructional strategies and clarifying why those strategies are used. Nine teachers who had taught in multicultural classrooms were selected via purposive sampling and were interviewed individually. Data were analyzed using thematic analysis. Themes that emerged included the use of educational software, students' learning styles, and differentiation of instruction. Key findings indicated that these Grade 4 teachers incorporated students' background knowledge and interests into lessons and educational resources authored by multicultural authors. The resulting project was a professional development program for Grade 4 teachers of multicultural students that includes a workshop, PowerPoint presentation, an executive summary, and instructional strategies. These findings will help teachers improve their instructional strategies, which will, in turn, enance the learning of these Grade 4 students.
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Grimaldi, Stephanie Levine. "Flexible grouping in first and second-grade: differentiating instruction to meet individual needs." Thesis, Boston University, 2001. https://hdl.handle.net/2144/32768.
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Thesis (Ed.D.)--Boston UniversityPLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
This study investigated the ways in which teachers differentiate instruction to meet individual students' literacy needs. Specific questions related to planning, grouping, instruction, and monitoring were considered. Case studies of two teams of teachers in two classrooms in an urban elementary school were conducted. Three focal children, identified as low, average, or high performers, were shadowed by observers for 16 hours over 8 days. The teachers were interviewed before, during, and after the study and classroom artifacts were collected. Data analysis yielded eight findings in two categories (grouping practices and instruction) for the first-grade classroom and six findings in two categories (grouping practices and instruction) for the second-grade classroom. First, teachers used all forms of grouping routinely and flexibly throughout the day and week. Second, in the first-grade classroom, the change in group membership varied according to type, while in the second grade classroom the change was dictated by student need. Third, in both classrooms, teacher's decisions about grouping arrangements were made on the basis of: grade level curriculum or content, and observation of individual needs. In the second-grade classroom, teacher's decisions were also made on the availability of personnel. Fourth, in the first grade classroom, students' decisions about grouping arrangements were made on the basis of: (I) environment created by the teacher, (2) student choice or interest, (3) availability of books/materials, and ( 4) availability of time. In the first-grade classroom, children at all levels received equal teacher time. Instruction in word level and comprehension strategies were balanced across performance levels. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. In the second-grade classroom, instructional time and instructional focus varied among performance levels. Children who struggled received increased emphasis on word level knowledge. Finally, instruction was modified by explicitness of directions, expectations for independent work, and/or teacher support. Limitations include the inability of the researcher to observe and describe the literacy instruction provided outside the scheduled literacy block.
2031-01-01
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King, Joseph Dain. "The effects using positive statements in a discipline code on sixth grade students." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1998. http://www.kutztown.edu/library/services/remote_access.asp.
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Estes, Ronald James. "California school administrators and school board presidents' perceptions of grade level organization in school districts." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2772.
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The purpose of this study was to determine which factors associated with particular school configurations are considered when "reconfiguring" suburban and rural school districts. Superintendents, site administrators, and school board presidents from suburban and rural California school districts of no less than 800 and no more than 6,000 ADA served as the population for this study. A survey questionnaire was developed and sent to superintendents, site administrators and school board presidents in school districts that had considered reconfiguration in the last ten years. Within the questionnaire, perceptions towards factors related to grade configuration were explored. Open-ended questions and in-depth interviews were also conducted by the researcher. The typical survey respondent was between 45 and 49 years of age, Caucasian (over 90%) and had an average education at the master's degree level. The typical school district of the respondents had an enrollment between 2,000 and 2,999. Respondents indicated that their districts had been reconfigured within the last three years. The five most cited factors were: To better meet the needs of children, Desire to improve academics, Overcrowded conditions, Building a new school, and Evaluation of the education program. Responses to the open-ended questions revealed that there is not consistent support for any particular grade level organization. Responses to the open-ended questions also revealed that overcrowding and a lack of adequate facilities significantly hastened district efforts in reconfiguration. The recommendations from this research to district policy makers are: (1) Be thorough in the study of district reconfiguration, survey all groups but remain focused on the issues brought forth in this study, (2) Decision makers should consider the research but not allow the dialog regarding district reconfiguration to become muddled by its conflicting findings and recommendations, (3) Prioritize what you wish to accomplish when reconfiguring and stay focused on those issues, and (4) Decisions should be based on local concerns and needs.
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Beard, Darlisha. "Primary Grade Teachers' Perceptions of Parental Involvement in School Activities." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4592.
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Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's model for parental involvement and Hoover-Dempsey's model of the parental involvement process guided this study. The research questions focused on primary teachers' perceptions about parental involvement, the influence of parental involvement, and ways to engage parents in school activities. A case study design was used to capture the insights of 7 participants through 1-on-1 interviews, reflective journals, and artifacts in the form of parent contact logs. Emergent themes were identified through an open coding process and the findings were developed and validated through member checking and triangulation. The findings revealed that primary teachers want to engage parents in school activities, that teachers believe parent involvement is a positive motivator for students, and that teachers need more strategies to effectively engage parents. A project was designed to provide strategies to meaningfully engage parents in school activities. This study may influence positive social change by supporting teachers' and administrators' efforts to improve engagement with parents in school-related activities.
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Mendenhall, Melissa P. "Sixth-Grade Elementary and Seventh- and Eighth-Grade Middle School Teachers' Knowledge and Beliefs About Science Literacy." BYU ScholarsArchive, 2018. https://scholarsarchive.byu.edu/etd/7317.
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The purpose of this qualitative study was to explore Grades 6-8 teachers<'> knowledge and beliefs about science literacy and instruction that develops science literacy, in both the fundamental and derived senses. All Grade 6 elementary teachers and Grades 7-8 middle school science teachers from five school districts in the Mountain West region of the U.S. were invited to participate by responding to an online survey consisting of open response questions and critical instances. Data were analyzed using an immersion style of coding. Findings suggest a majority of teachers view literacy as reading and writing and text as something that is read or written. Teachers described science literacy as either the integration of science and literacy or as using basic literacy skills in science. When teachers were asked to identify quality instruction for developing science literacy via critical instances, a majority were successful when presented with examples that exemplify best practices in teaching science literacy but could not discriminate levels of quality when examples included minimal or no elements considered to be best practices. This suggests that teacher education programs and professional development should include opportunities that help preservice and practicing teachers better understand the importance of teaching both science subject matter knowledge as well as communicative practices used in science.
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Cramer, Mary Kay. "The relationship of fourth-grade students' attitudes toward reading and principal involvement in the reading program." Virtual Press, 1989. http://liblink.bsu.edu/uhtbin/catkey/720165.
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Educational researchers agree that learning to read is one of the most important tasks students undertake. There is also agreement that the school principal makes a difference in the instruction the students receive. The purpose of this study was to investigate the correlation between these two statements by examining the relationship between fourth-grade students' attitudes toward reading and the involvement of elementary school principals in the reading program.The 62 target elementary schools were selected from the Department of Defense Dependents Schools-Germany Region based on student enrollment and tenure of the principal. Fourth-grade students' attitudes toward reading were measured using the Estes Attitude Scale. Principal involvement in the reading program was measured using the Cramer Inventory of Principal Involvement in Reading. The data analysis represents the results from 42 of the target elementary schools, for a return rate of 67.7 percent.The correlation between elementary school students' attitudes toward reading and the involvement of the principal in the reading program was not significant. Based on the findings of this study, the following conclusions were drawn:1.The attitudes of fourth-grade students in DoDDS-Germany toward reading were positive.2.The difference between the behaviors elementary school principals rated highest and those they rated lowest were verbal commitment to the reading program versus direct, specific involvement with students.3.This results of this study reinforced the conclusions of earlier studies which found that classroom teachers may be the most important element in the learning environment.Department of Elementary Education
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Huang, Jin-Ju, and 黃淨如. "The Reading Climate in Elementary School: A Case study of 1st and 2nd Grade Classes in MuZha Elementary School." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/13957735276110689638.
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碩士臺灣大學
圖書資訊學研究所
95
The governments of foreign countries, such as United States, United Kingdom, and Japan have made the children reading policies to let the authorities concerned to engage in the children reading movement and to cultivate the forces of the nation since the end of twentieth century. Recently, the issues of children reading have been emphasized domestically by government, education authorities, libraries, profit organizations and non-profit organizations. Much money and many resources have been invested in to raise public awareness of the issues of children reading. Therefore, the purpose of the study is to investigate the reading climate in elementary school and it is a case study of 1st and 2nd grade classes in MuZha Elementary School by interviewing 5 teachers of the class in order to gather their strategies and methods when managing the students’ reading habits and behaviors in the classes. Also the students’ behaviors of using the school library from the interviewees’ point of view are included. The study describes the strategies and methods the teachers have done to raise the reading habits of the students. School principals, staff, teachers, and the parents or caregivers of the students have to put their efforts to build up the reading climate of the elementary school. The elementary school authorities have to actively maintain the basic infrastructure and the encouraging environment for the students to read more, such as the active roles of the principal, well-supported administrative systems, abundant reading resources, and a large number of volunteers. As for the teachers, the attitudes toward children reading affect the ways and the wills they manage the reading habits of the students in the class. The collections of the books in the classroom and students reading in the morning are the better ways that the teachers can cultivate the students’ reading habits. As for the parents or the caregivers of the students and school’s parent association, they should provide the human resources, financial support and the resources needed to support the elementary school to build up the reading climate. Finally, the suggestions are described according to the research results for the government and education authorities, the elementary schools, parents and school’s parent association, education authorities and the public libraries.
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Kao, Chao-Chih, and 高肇芝. "The Study of Implementing Cooperative Literacy Instruction among 1st Grade Students of Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/24898426198296506878.
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碩士國立臺中教育大學
語文教育學系碩博士班
100
The theory of emergent literacy contends that the acquisition of words is a process of social engagement. Children will gradually realize the meanings and functions of words in a meaningful environment or social settings. Since children will learn words from their daily life , their ability of literacy will develop with their social experiences. The idea of cooperative learning is based on peer-cooperation to achieve the goals. This study will be applied on literacy instruction for the1st grade elementary school students in an attempt to encourage the social interaction in a literacy class. This method, providing genuine language contexts, matches children’s psychological status for character learning. The seven cooperative literacy instruction activities are developed based on the children’s literacy psychology and cooperative learning, also the essence and discrimination of Chinese characters and contemporary literacy methods are taken into consideration. This study adopts an experimental research method to investigate the efficiency of literacy instruction in textbook characters and life characters among 1st grader elementary school students. The instruction method is the independent variety. The experimental group takes cooperative lieteracy instruction, while the control group does not. The dependent variety are the efficiencies of textbook-literacy and life-literacy. A quantitative analysis made by a self-made literacy achievement test and qualitative data are to investigate the function of the development of lieteracy ability in the experimental group. The results provide specific advice as a reference to future studies and unites concerned. The results of this study are as follows. 1. Both the experimental and the control group achieve good quality of textbook literacy. 2. Both experimental and control groups reach the same efficiency of textbook literacy. 3. A significant progress of life literacy is found both on the experimental and the control groups. 4. The instruction of experimental group provides better assistance to the development of life literacy. 5. The key to literacy textbook is the intense interaction among students. 6. The psychological needs of interpersonal communication facilitate the development of life literacy.
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Chan, Yi-Cheng, and 詹益正. "A Study of implementing moral education in the 1st and 2nd grade in elementary school." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/22289262324030421972.
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碩士國立臺北教育大學
教育政策與管理研究所
97
A Study of implementing moral education in the 1st and 2nd grade in elementary school Abstract The purpose of this thesis is to examine the content and purpose of moral education in the 1st and 2nd grade in elementary school. Implementation strategies are hence derived from analyzing the implementation of moral education according to the nine-year integrated curriculum and referring to related studies and research. The goals of this research are: 1. To explore the purpose of moral education in elementary lower grades. 2. To analyze the content of moral education at this stage. 3. To examine the implement tactics of moral education. Relevant data is collected through interviews with samples taken from six 1st and 2nd grade homeroom teachers and six school staff working on the promoting moral education from six schools which have been credited for their excellent moral education. In addition, two scholars were interviewed. Combining the outcome of the interviews and literature review, I have come to the following conclusions: 1. The concept of moral and ethics have changed according to the evolving time and environment. Moral behaviors are often neglected due to the shift of social transformation. As a result, the development of moral education should take into account the changing social status and history. To set the moral values by finding a balance between the tradition and the new ways of thinking in the constantly transforming values. 2. The purpose of moral education is to cultivate the ability to identify, to love and to act out the kindness, to build up solid foundation for moral and ethics, and to foster proper behavior and character in order to achieve a friendly social atmosphere and environment and thus enhance the social structure and the nation’s competence. 3. The content of moral education should include the build-up of character, the concept of relationships between individual and society, and social values. In elementary schools, the main focus is on the foster of personal character. 4. The content of moral education in elementary schools should take cognitive learning ability of students and building up the ability to live up to the values into consideration. 5. The emphasis of implementing moral education should be the construction of a friendly campus, starting with active organization, planning of activities, well-organized staff, and the introduction of resources supported by solid polices and education modes. 6. Moral and character are the accumulation of life experience and internalization of what one had learned from life. The teaching strategy of moral education must be combined with the daily life experience and the subjects of teaching in order to inspire identification.
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CHANG, HUI-MEI, and 張慧美. "A Survey on Service Needs and Current Practices of School Entrance Adjustment by 1st-Grade Elementary School Students with Disabilities." Thesis, 2004. http://ndltd.ncl.edu.tw/handle/66323691859117864974.
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碩士國立臺灣師範大學
特殊教育學系在職進修碩士學位班
93
The study was to explore the service needs and current practices of school entrance adjustment by 1st-grade elementary students with disabilities. The instrument was a self-designed questionnaire. Participants consisted of 140 parents and teachers of students aforementioned. The results were listed as follows: A. Both teachers and parents reported that service needs were ranked as “much needed”, especially in the field of academics, with teachers outnumbering parents. In items of “realizing environment”, however, no significant difference was found except among parents with experiences in participating transition activities. B. Teachers differentiated from parents in their conception of service delivery; more parents than teachers considered schools underserved their new students, with least service in the informal resources and support system. However, a significant difference was found in such items as “academic services”, “preparatory assistance”, and “team services” among parents and teachers with varied backgrounds C. With regard to the gap between provision and demand, student’s demands were reported to be far more than services provided. The difference was increased in parents than in teachers. Apart from the above findings, suggestions based on results were discussed concerning educational administrators, schools, and parents.
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張浩文. "A Study of Knowledge Management on 1st-9th Grade Curriculum Alignment in Elementary Schools." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/15246267847490604450.
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碩士大葉大學
資訊管理學系碩士班
91
The purpose of the 1st-9th Grade Curriculum Alignment is to raise students’ ability to adapt the new age and to develop their ability to connect with the knowledge economic age. Therefore, if teaching knowledge could be efficiently managed and applied by educators with the concepts and methods of knowledge management which learn from business field, the educational goals of the 1st-9th Grade Curriculum Alignment would be easier for the educators to reach when they face to the great educational reformation. The research not only discussed about the relative concepts of knowledge management, but also probe into the current situation of knowledge management which applied in the 1st-9th Grade Curriculum Alignment in elementary schools. This can be used as a reference for the future application of knowledge management in elementary schools. Literature review and questionnaire survey were conducted in this research. The samples are from the public elementary school teachers in Tainan county. Statistics methods including Descriptive statistics, T-Test, one-way ANOVA, and Pearsons’ product-moment correlation were used to analyze the data. The results of the research reveal as the following: First, the situation that elementary school teachers who teach by applying Knowledge Management in the 1st-9th Grade Curriculum Alignment is common as well as schools’ Knowledge Management Actuate Factors. Second, teachers who are female, young, homeroom, junior in teaching experience, with master degree and 1st grade teachers have a better condition on applying Knowledge Management in their teaching in the 1st-9th Grade Curriculum Alignment. Third, the more perfect the school’s Knowledge Management Actuate Factors are, the better condition that teachers apply Knowledge Management in their teaching on the 1st-9th Grade Curriculum Alignment is.
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Lee, Chia-Pei, and 李嘉佩. "A study of the current situation of 1st-grade students’ speaking abilities in the elementary school--Taking an elementary School in Changhua as an Example." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/58327491800796000178.
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碩士國立臺中教育大學
語文教育學系碩士班
95
The research is aimed to probe into the current situation of 1st-grade students’ speaking abilities in the elementary school and to analyze their speaking performance in different ways. According to the practice points of speaking lessons and the index of speaking ability in the Nine-Year Curriculum, 4 key points are induced in this research, including Phonology, Semantics, Word Linkage and Expression and Manners. Sub-categories are established under each key point to analyze the merits and faults of the 1st-grade students. Moreover, since teachers’ teaching methods and their oral expression skills have significant influences on students, and teachers’ teaching is also discussed. The subjects of this research are the 1st-grade students in an elementary school in Changhua County, and a two-staged qualitative research was conducted. The first stage research is to observe students’ class participation, while the second stage research is to observe the students’ in-class presentation as a complementary observation. The research is conducted in a non-participant way at both stages. The recorded, videotaped classes and the notes taken during class observation are used for data analysis. The results can be concluded as follows: 1. Students: A. Things need to be improved 1. Phonic problems: (1). The volume is too small and the pronunciation is not clear. (2). Retroflexes tend to be pronounced as Blade-alveolars; when pronouncing vowels, the mouth is not open wide enough and the vowel sound is not completely pronounced. (3). Tend to mix up with the second and the third tones, and the unaccented tone disappears or is misused. (4). Monotonous tones when reading. 2. Semantic problems: (1). Mixed up with Taiwanese pronunciation and literal-translation from Taiwanese, or even baby-talks. (2). Asyntactic sentences may occur from time to time. (3). Incomplete sentences, disordered word orders, or garbled sentences. (4). Do not make pauses or pause at the wrong part of the sentence. 3. Problems in word linkage: (1). Not fluent enough when expressing ideas, and often make pauses when talking. (2). Poverty of content, and the statements are plain and un-garnished. 4. Problems in expression and manners: (1). Too nervous on the stage, and lack of an easy and natural manner. (2). Too many unconscious small movements. B. Things that are worth commending: 1. Can grasp the main idea and be right to the point when speaking.. 2. The contents of the presentations are clear and well-organized. 3. Have good manners when expressing an idea or when making a presentation on the stage. 4. Can make statements enthusiastically, and are willing to express their ideas. 2. Teachers: A. Things that are worth commending: 1. Can guide and encourage students properly to stimulate students’ interests in speaking. 2. Can make good use of surrounding materials to continuously guide students to talk, and to create more speaking opportunities. 3. Can provide progressive materials to enrich the contents of students’ speeches. 4. Can be open-minded to accept various opinions from students. 5. Can correct mistakes and provide proper guidance immediately. B. Things need to be improved: 1. The question is too vague with fuzzy semantic. 2. Too much redundant words and the purity of language is not enough. 3. Students do not have enough time to speak up because of the course schedule. Finally, based on the conclusions above, the author makes some suggestions to teachers, parents, education authorities, and directions for future research.
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CHANG, CHIA-YUAN, and 張家瑗. "A Study on Applying cloud Services Platform to 1st and 2nd Grade Elementary School Homeroom Teacher’s Classroom Management." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/msfnhr.
Full textAbstract:
碩士萬能科技大學
資訊管理研究所在職專班
106
The purpose of this study is to use the cloud service platform to 1st and 2nd grade elementary school homeroom teacher’s classroom management. Hope that can help teachers to communicate with their parents in class management through the platform.This platform not only to 1st and 2nd grade elementary school homeroom teacher’s classroom management., but also provides an interactive communication channel among teachers, students and their parents. It can also record and preserve teacher’s knowledge management. The research method is: firstly, the researcher constructed and documented 1st and 2nd grade elementary school homeroom teacher’s classroom management and parent-teacher communication. Secondly, established the “Love 208” platform based on the above connotation. The platform was divided into four sections. The first part is the homeroom teacher’s personal teaching resources archive area. The second part is subject teachers’area. The third part is the sharing area for the whole class. The fourth part is a personal area for students. After that, senior teachers within the school were invited to apply the Delphi method to examine the accuracy and appropriateness of 1st and 2nd grade elementary school homeroom teacher’s classroom management and parent-teacher communication and the above connotation, together with evaluation and correction. In the end, this cloud services platform would be introduced into classroom and evaluate its effectiveness. All data in this research was collected during December 2017 to May 20, 2018. The results of this research showed that (1) Applying cloud services platform in1st and 2nd grade elementary school homeroom teacher’s classroom management could help teachers in classroom management and increase their teaching efficiency; (2) Cloud services platform could provide a secured channel for interactive communication among teachers, parents and students;(3) Parents hold a positive attitude about teachers' use of cloud services platforms. Recommendations for future research: (1) Studies on related topics can extend object of study to other graders. The barriers of higher graders’ information and language abilities will be lower; (2) If cloud services platform cannot be fully applied to the research background, paper documents will be required to assist recording class affairs; (3) Research tools could choose a cloud platform that coule be operated more easily, and with the aid of other communication software for example：FB or Line,in order to increase the use of parents and students, and thus achieve the purpose of platform construction.
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Lee, I.-Ling, and 李薏玲. "A study of perspectives of elementary school English teachers in Kaohsiung City on the 1st-9th Grade English curriculum." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/35989988894802486939.
Full textAbstract:
碩士國立台北護理學院
嬰幼兒保育研究所
97
The purpose of this study was to realize the current English teaching situation of elementary schools in Koahsiung City, to investigate the opinions of teachers, and eventually to raise suggestions for the reference of local educational administrative organizations, elementary schools, and English teachers instruction. This study adopted questionnaire survey. The data collection and analysis were based on the questionnaires “Questoinnaire of the perspectives of elementary school English teachers on the English Curriculum”. This study reclaimed 175questionnaires and there are 155effective ones. The usable percentage was 83%. The statistical techniques were descriptive statistics, T-value and One-Way ANOVA. The conclusions of this study were depicted into three parts: 1, The current English teaching situation of elementary schools in Kaohiung City. 2, The English teacher of primary school in Kaoshiung City implements the predicament faced in English course teaching. 3, The elementary school English teachers of different backgrounds that different perspective toward the English Curriculum in Kaohsiung City. Based on the conclusions, the suggestions are raised including four aspects: local educational administrative organizations, school administration, English teacher instruction, and future research.
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Ko, Chun-Man, and 柯春滿. "The Effect of the Morning Physical Activity Program to the 1st Grade Elementary School Students’ Concentration in Taipei City." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/v889x8.
Full textAbstract:
碩士臺北市立大學
體育學系體育教學碩士學位班
105
The purpose of this study was to explore the effects on the influence of concentration of the 1st grade elementary school students by implementing the Morning Physical Activity Program. There were 59 students, divided into experimental group and control group. The researcher implemented Physical Activity Program on experimental group for two times a week, lasting for six weeks. By the same time, the control group maintained the same activity in the morning. The concentration test was administered before and after the program. Data collected were analyzed quantitatively with descriptive statistics and independent samples t-tests and paired t-tests, with α=.05 significant levels. Results of this study were as following: 1. It had significant effect of improving attention of the experimental group by implementing the Morning Physical Activity Program. 2. It had no significant effect of improving attention of the control group by implementing the Morning Physical Activity Program. 3.After the Morning Physical Activity Program, there was no significant difference of concentration between the experimental group and the control group. 4. There was no significant difference of concentration in gender among the 1st graders after implementing the Morning Physical Activity Program. In conclusion, the Morning Activity Program could improve the concentration of the 1st grade students in elementary school. There was no significant difference in gender among the 1st graders after implementing the Morning Physical Activity Program.
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YANG, CHANG-LING, and 楊長苓. "A study for learning spaces in 1st and 2nd grade students at elementary school -- from developmental perspectives and experiences." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/31185409101567885639.
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CHEN, YU-CHUN, and 陳玉君. "The Study of Storytelling Ability of Elementary School Students in 1st and 2nd Grades." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/nwuqja.
Full textAbstract:
碩士國立臺北教育大學
教育學系教育創新與評鑑碩士班在職專班
106
The objective of this study is to establish a storytelling standard for school children in lower primary school grades, which can be used as reference by education competent authority when organizing storytelling competitions and for training teachers in lower primary school grades in storytelling. This standard can also be used by teachers and other related units when reviewing teaching materials for story telling classes in lower primary school grades, and then enhancing children’s storytelling skills. In this study we collected data from lower primary school level teachers who have experience in planning story telling competitions and guiding story telling. The obtained data is analyzed with the analytic hierarchy process (AHP). The system standard for storytelling by lower primary school grade children includes three aspects (voice quality in non-monotonous and expression, story structure and stage presence) and 14 evaluation criteria. Fourteen evaluation criteria are clear pronunciation, natural tone, appropriate voice speed and volume, the coherency in sound and feeling of the storyteller, clearly presentation, well-organized story structure and content, artful words, innovation, confidence, effective body language, vivid facial expression and appropriate clothing. For the aspects, the “story structure” has higher importance. For the evaluation criteria, the “coherency in sound and feeling of the storyteller” has higher importance. The conclusion and suggestion of this study can be used the references for education competent authority, teachers who direct storytelling in 1st and 2nd grades and on-site teachers, and for future studies.
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Chiu, Szu-Ying, and 邱思瀛. "A Study on the Job Stress and Job Satisfaction of 1st and 2nd Grade Elementary School Teachers in Taoyuan County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/dk6n45.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
97
The purpose of this study was to discuss the actual condition of job stress and job satisfaction for 1st and 2nd grade elementary school teachers in Taoyuan County, as well as to explore the impact of background variables to job stress and job satisfaction and analyze the relationship between job stress and job satisfaction. This study was based on the stratified random sampling. The participants were the 1st and 2nd grade teachers from public elementary schools in Taoyuan County. There are 575 qualified samples of the 629 mailed questionnaires. “The self-questionnaire for the job stress and job satisfaction of 1st and 2nd Grade teachers for elementary schools in Taoyuan County” was used as a research tool for the study. The statistical procedures used in this research were mean, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation, and enter multiple regressions. The research obtained conclusions as follows: 1. The level of the 1st and 2nd grade elementary school teachers’ job stress is in average and that mostly come from the area of Professional knowledge and skills. 2. The level of the 1st and 2nd grade elementary school teachers’ job satisfaction is in average and that mainly the Work itself is the most satisfying. 3. The perception of job stress in terms of age, marital status, service years, education background and the school size from different background variables of the 1st and 2nd grade elementary school teachers in Taoyuan County, has significant differences. 4. The perception of job satisfaction in terms of age, marital status, service years, education background and the school size from different background variables of the 1st and 2nd grade elementary school teachers in Taoyuan County, has significant differences. 5. It appeared that the job stress has significant negative correlations with the job satisfaction among the 1st and 2nd grade elementary school teachers. 6. For those of the 1st and 2nd grade elementary school teachers who have higher job stress level in areas of “superior leadership” and “interpersonal communicateon” demonstrated the lower job satisfaction. This research is aiming at providing suggestions for educational authority, elementary schools, the 1st and 2nd grade teachers, student’s parents and future study directions, in hope to reducing the level of job stressness and elevating that of job satisfaction for the 1st and 2nd greade teachers.
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Chen, Mei-fei, and 陳美妃. "An Action Study on Strengthening Reading Through Sharing-based Instruction on Reading -- Taking 1st Grade Elementary School Students as the Case Study." Thesis, 2016. http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id=%22104NTTU5178016%22.&searchmode=basic.
Full textAbstract:
碩士國立臺東大學
進修部教育行政碩士班(夜間)
104
With the action research method, this study elucidates the role of sharing-based instruction on reading in strengthening the reading of 1st Grade elementary school students.To realize the research objective, the 1st Grade students of the researcher’s class in the elementary school for the 8-week research on instruction. In the process, the recordings and videos of the instruction, the teacher’s remarks, the records of the communication with the teacher, the learning sheets of the students, the feedback sheets of the students, and the records of the interviews were analyzed and summarized. The students were asked to fill the “Chinese Literacy Scale” and take the “Quiz on Reading Comprehension” before and after the instruction, so as to probe into the difference in the reading of the students before and after the instruction. The conclusions of this study are as follows:1.The research can adopt appropriate solutions to solve the problems in the instruction. 2.The sharing-based instruction on reading can improve the literacy of the 1st Grade elementary school students. 3.The sharing-based instruction on reading can improve the reading comprehension of the 1st Grade elementary school students. 4.The action study on the sharing-based instruction on reading can enhance the professionalism of teachers.Based on the results, this study proposes suggestions on the instruction of reading as the reference for future instructors and studies.
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Huang, Wan-Ching, and 黃婉晴. "A Study on the Parental Involvement in schooling and Teacher Stress of 1st and 2nd Grade Elementary School Teachers in Taoyuan County." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/04451332532530821707.
Full textAbstract:
碩士銘傳大學
教育研究所碩士在職專班
100
The purpose of this study was to explore the present status of the relationships between the perception of parental involvement in schooling and the teacher stress as perceived by 1st and 2nd grade teachers in elementary school in Taoyuan County, as well as to compare the differences resulted from background variations and to analyze the relations between the perception of parental involvement in schooling and the teacher stress. The research method was based on a questionnaire survey. Data were collected and analyzed by means, standard deviation, t-test, one-way ANOVA, Pearson product-moment correlation analysis. According to the result, the researcher presented the conclusions and specific suggestions to provide references for educational administrative institutions, elementary schools, the teachers in elementary schools, students’ parents and further studies.The major findings of this study were as following: 1. The perception of parental involvement in schooling of the 1st and 2nd grade teachers in Taoyuan County elementary school is at the middle level. 2. The teacher stress of the 1st and 2nd grade teachers in Taoyuan County elementary school is at the middle level. 3. There are some differences in perception of parental involvement in schooling of the 1st and 2nd grade teachers in the elementary school of different background in Taoyuan County. 4. There are some differences in teacher stress of the 1st and 2nd grade teachers in the elementary school of different background in Taoyuan County. 5. The relationship between the perception of parental involvement in schooling and the teacher stress of the 1st and 2nd grade teachers in Taoyuan County elementary school shows a significant positive correlation.
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Cheng, Yen-Wen, and 鄭硯文. "A study of the self-concept of 1st and 2nd grade students of elementary school related to their family backgrounds and parenting styles." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/83721911904284957967.
Full textAbstract:
碩士中國文化大學
心理輔導學系
100
The study was aimed to investigate the relationship between the self-concept of the 1st and 2nd grade students of elementary school with their family background and with their parents’ parenting styles. The Parenting Styles and Dimensions Questionnaire, the Chinese Piers-Harris Children’s Self-Concept Scale, and a self-designed family background survey were used for collecting data. A total of 732 first and second grade students of elementary school and their parents in New Taipei City and Taipei City were recruited for this study. Collected data were then analyzed using descriptive statistics, t-test, one-way ANOVA and K-means clustering analysis. The results were as follows: 1. With the average score of all study participants being 43.04 and the standard deviation being 2.170, the self-concept of the st and 2nd graders is considered moderate compared with the norm of the original Piers-Harris Children’s Self-Concept Scale. 2.The results indicate that gender plays a rather significant role in this test which girls' overall self-concept is better than boys. 3.Parenting styles and family background showed no significant impact on the self-concept of the 1st and 2nd grade elementary school children. The results of this study may be affected by the sampling errors and the choices of investigation tools. Limitations and the implications of this study were discussed. Further research is needed for exploring the relationship between the self-concept of the 1st and 2nd grade students of elementary school with their family background and with the parenting styles of their parents.
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GONG, YUH-WEN, and 龔毓雯. "Applying the Four-part Theory of Chinese Self to Explore the Contents of Self Concept of 1st and 2nd Grade Elementary School Students." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/41248927306598351806.
Full textAbstract:
碩士中國文化大學
心理輔導學系
101
The purpose of this study was to explore the contents of self-concept of younger children with the framework of the four-part theory of Chinese self. Data were collected from 20 first and second grade elementary school students in the Northern and central parts of Taiwan by conducting semi-structured interviews with them. The data were analyzed with content analysis method based on the post-positivism paradigm. The results showed that these younger children have developed the four parts of self including individual-oriented self, relationship-oriented self, other-oriented self, and familistic (group)-oriented self, corresponding with the four-part theory of Chinese self. These children provided rich information describing themselves including their appearances, abilities, emotions, personal characteristics, personal preferences, interpersonal relationships, and their health conditions. Most children reported a positive description about themselves in these four aspects. Limitations and suggestions of this research were also discussed. Keywords: younger children, self-concept, four-part theory of Chinese self.
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CHANG, TING-TING, and 張婷婷. "Action Research into How Pop-up Books as a Teaching Aid Affect the Creative Performance of 1st and 2nd Grade Elementary School Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/45885k.
Full textAbstract:
碩士華梵大學
工業設計學系碩士班
104
In recent years in order to encourage national competitiveness, countries worldwide are working to cultivate their young students’ creativity using pop-up books. The pop-up book is a text book which combines two different attributes together: text books and toys. By introducing a DIY pop-up book, the hope is students will learn to enhance their ideas and inspire creation while having fun doing it. The purpose of this research is to assist students in creating their own pop-up books with their own stories, thus motivating creativity by implementation of the pop-up book tutorial course. This action research is an attempt to find out what impact pop-up books may have towards the creative development of 1st and 2nd grade students. Study targets are twenty-six 2nd grade students from a school in the city of Keelung, for a period of five weeks, one to two classes per week, forty minutes per session for a total of eight sessions. Torrance Tests of Creative Thinking (TTCT) was being used as an investigative tool. Both Form A and B test were implemented. Using qualitative descriptions and expert assessments regarding the creative abilities of the studied targets, the following was concluded: 1. The suitable Origami technique for 1st and 2nd grade students is simple folding, sticking, and cutting techniques. They are also suitable in making different kinds of pop-up books such as reel books, flip books, house books and screen books etc. 2. Through pop-up book tutorials, 1st and 2nd grade students were guided to create their own pop-up books. Appropriate encouragement and praise will also enhance their creative abilities. 3. The pop-up book tutorial course for 1st and 2nd grade students is extremely effective. TTCT helps improve FLUENCY, but not very significantly. However, it shows significant improvement in student’s ORIGINALITY, ABSTRACTNESS of TITLES, ELABORATION and RESISTANCE TO PREMATURE CLOSURE. Therefore, pop-up book teaching helps students to think and create with an open mind, and allow their innovations to be more detailed oriented. In conclusion, pop-up book tutorial courses can in fact help 1st and 2nd grade students develop and nurture creativity. This research also serves as a reference to those who are engaged in related research.
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Hung, Jui-Yuan, and 洪瑞遠. "Learning Effects of 1st-9th Grades Curricula with Information Technology Incorporate in Elementary School Calligraphy Appreciatory Instruction." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/80541487309520917609.
Full textAbstract:
碩士國立高雄師範大學
工業科技教育學系
93
The major purpose of this study were to probe into the effect of teaching about Information technology incorporate elementary school calligraphy appreciate teaching, and understand the impacts of student's attitude towards study and achievement towards study in different teaching method , different sex and different ability . This research takes two classes of grade four of elementary school in Kaohsjung, amounts to 69 research objects, carry on the teaching of experiment of 12 weeks. Before experiment teaching, the two groups received a pre-test of “Rating Scale of Learning Attitude towards Calligraphy ” and “ Test of Learning Achievement towards Calligraphy “. At the end of the experimental teaching, these two groups received “Rating Scale of Learning Attitude towards Calligraphy ” and “ Test of Learning Achievement towards Calligraphy “. And the group of students under the teaching embedded with information technology received the test of “ Rating Scale of Learning Attitude towards Information Technology Integrating Calligraphy Appreciate Teaching” . According to the findings of this research, the following conclusions are summarized: 1.The influence of the attitude towards study of Information technology incorporate calligraphy appreciate teaching (1)The attitude of students whose studying in Information technology incorporate calligraphy appreciate teaching were better than students whose studying in traditional calligraphy appreciate teaching. (2) Using different teaching methods, the attitude towards study to calligraphy appreciation of student of different sex will be different, and the behavior of the girl students will be better than that of the boy students. (3) Using different teaching methods, students of the high ability level will be superior to students of the low ability level on the behavior of the attitude towards study. 2. The influence of the achievement towards study of Information technology incorporate calligraphy appreciate teaching (1) The achievement of students whose studying in Information technology incorporate calligraphy appreciate teaching were better than students whose studying in traditional calligraphy appreciate teaching. (2) Using different teaching methods, the achievement towards study to calligraphy appreciation of student of different sex will be different, and the behavior of the girl students will be better than that of the boy students. (3) Using different teaching methods, students of the high ability level will be superior to students of the low ability level on the behavior of the achievement towards study. According to the objectives and findings of this research, the following conclusions are summarized: 1.Information technology incorporate calligraphy appreciation can teaching with the website course , this teaching mode not only offer teachers and students an intact teaching of activity procedures,also can design and consult for the teaching relying mainly on theme too. 2. Using Information technology incorporate calligraphy appreciate teaching can raise students’ attitude towards study of calligraphy appreciate. 3. Using Information technology incorporate calligraphy appreciate teaching were helpful with students’ study achievement of calligraphy appreciate. 4. Girl students whose study with Information technology incorporate calligraphy appreciate teaching have better attitude towards study and better achievement towards study than boy students. 5. Teachers and students for using information technology incorporate calligraphy appreciate teaching, have turning towards , positive response. Finally, discuss according to the analysis result of the data, and propose the suggestion about teaching , teaching designed and studies in the future.
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Lin, Chia-Ju, and 林家如. "An Action Research of New Immigrants Culture Art Teaching in 1st & 2nd Grades at Elementary School." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/5jjdgw.
Full textAbstract:
碩士國立嘉義大學
視覺藝術研究所
98
Abstract An Action Research of New Immigrants Culture Art Teaching in 1st & 2nd Grades at Elementary School The purpose of the study was to investigate the suggestion of multicultural art teaching to new immigrants in Taiwan. Through the study of teaching, this study tried to investigate the learning situation of multicultural art teaching on new immigrants in Taiwan. Besides, through the teaching experiences of the researcher and the adjustment of attitude and ways of teaching, the researcher also tried to improve the learning achievements of the students and upgrade the researcher’s professional abilities. Furthermore, the results of the study could not only give suggestions to teaching, but also provide references for other researchers and teachers. The present study adopted action research and the participants were 1st and 2nd grade students of elementary school. Through qualitative observation, data analysis, and researcher’s reflection on teaching, the findings of the current study were as follows: (1) After taking the arts education courses of multiculturalism, the 1st and 2nd grade students of elementary school had positive attitudes towards the females of new immigrants and their offsprings. (2) Through integrating the education of arts to multicultural teaching, this can help students experience multiculturalism of new immigrants.Besides, the teachers and the students can improve themselves through the practice of multicultural art teaching. (3) As a whole, students of the elementary school had better understanding of females of new immigrants and their culture. Besides, the curriculums were very popular among students and more suitable for 1st and 2nd grade students. Finally, the results of the present study are supposed to give suggestions to art teaching activities and provide direction for further research. Key words：New Immigrants Culture, art teaching
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Tzeng, Jia-Lou, and 曾家樓. "A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/98975069711017993456.
Full textAbstract:
碩士元智大學
管理研究所
89
A Policy Implementation Research on 1st-9th Grade Curriculum Alignment in Elementary Schools: An Instance of Demonstration Schools in Taoyuan County Student: Jia-Lou TzengAdvisor: Dr. Hung-Hui Li Institute of Management, Yuan-Ze University Abstract The Thesis probes into current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools and provides future policy implementation references with teachers’ points of view on its policy itself, evaluation of demonstration achievements, and three variables and fourteen factors which influence policy implementation. With historical document analysis and questionnaire research approaches, “the policy implementation research questionnaire on 1st-9th Grade Curriculum Alignment implemented in Elementary Schools” is designed and applied for three demonstration schools teachers in Taoyuan county in 1999. 92 valid samples are analyzed by statistic methods, such as mean, correlation ,regression and analysis of variance. According to the result of data analysis, the following conclusions are attained: (1) in the aspect of current situations in 1st-9th Grade Curriculum Alignment implemented in Elementary Schools, Policy Implementation Process Variable achieves the highest degree of recognition, while Policy Content Variable gains the lowest one; School Organization Structure Factor commands the highest degree of recognition among the fourteen influence factors, while Policy Clearness Factor gains the lowest one; (2) in the aspect of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment and evaluation of demonstration achievement, teachers with positive attitude are much more than those with negative attitude, but over 40% of teachers, more than teachers with positive attitude, do not have particular favors; (3)teachers to Viewpoints of Policy Implementation of 1st-9th Grade Curriculum Alignment, Evaluation of Demonstration Achievement, Policy Content Variable, Policy Context Variable, and Policy Implementation Process Variable, are positively related; (4)Policy Context variable and Communicating Factor between Executives and Target Groups are the most remarkable influences of teachers’ viewpoints on policy implementation of 1st-9th Grade Curriculum Alignment , and Policy Implementation Process Variable and Implementing Project Factor powerfully influence teachers‘ viewpoints on evaluation of demonstration achievements; (5)teachers in different sizes of schools have divergent degrees pf recognition on Policy Opinions, Evaluation of Policy Implementation Achievement, and Policy Implementation Process Variable: teachers in suburban medium-sized schools have the highest degree of recognition, while teachers in small-sized school or small-sized class do not show higher recognition; (6)teachers with different sexes, service years, and with or without attendance in administration assistance have marvelously different recognition on Policy Content Variable: male teachers have higher degree of recognition than female teachers; so do teachers serving 6-10 years to teachers less than 5 years and those over 11 years, and teachers with administration assistance to teachers with teaching job; (7) teachers with different educational backgrounds and professional duties show different degrees of recognition on Policy Implementation Process Variable: Teachers College-graduated teachers have higher degree of recognition than university-graduated teachers, so do directors and principals to homeroom teachers; (8) teachers serving in different grades have remarkable differences in recognition on Policy Opinions, Policy Completeness, Whole Environment Conditions, Executive’s Competence and Will, Supplement Planning: teachers in fourth grade have the highest degree of recognition, while teachers engaging different terms of advanced studies have no obvious disparity in recognition. The research provides concrete suggestions for educational administration bureaus, elementary schools, teachers, parents and relevant studies in the future
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LIN, FANG-LING, and 林芳玲. "The Study of Using TRIZ Theory to Apply Remedial Instruction Strategies of Mandarin Phonetic Symbols to Low Achievers of Elementary School 1st Grade Students." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/86837584538867278739.
Full textAbstract:
碩士中華大學
土木工程學系
104
This study was designed to investigate the teaching strategies of Mandarin phonetic symbols remedial instruction for low achievers of first grade students of Qionglin elementary school in Hsinchu County. Applying TRIZ tools improved teaching strategies, including teaching methods and teaching realias in order to find out the best solution of shorten the teaching time and enhance the teaching effectiveness . Using TRIZ methods such as technical contradictions, physical contradictions, structural substance-field analysis found an oral model and a mirror to assist teaching and correct students' pronunciation and articulation; to design transparent water-writing paper wrote phonetic symbols to help shorten the teaching time; Finally, after evaluating all the Mandarin phonetic realias of this study, not only found out the most suitable teaching aids and provide students with after-school review, but also improved the unfavorable environment for students after-school review and enhance learning effectiveness. This study shows that TRIZ innovation process can be used to improve Mandarin phonetic symbols remedial instruction teaching strategies for low achievers of first grade students. It is beneficial for shortening the remedial teaching time.
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Martinková, Dana. "Rozvoj pěveckých dovedností žáků 1. ročníku základní školy." Doctoral thesis, 2012. http://www.nusl.cz/ntk/nusl-308444.
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TITLE: Development of singing skills of 1st grade pupils at elementary school AUTHOR: PaedDr. Dana Martinková DEPARTMENT: Department of musical education SUPERVISOR: Doc. PaedDr. Marie Slavíková, CSc. ABSTRACT: Work deals with possibilities of the development first year pupils' singing skills at elementary school on the basis of applying motivation elements of singing activities and the development of the pupil's interest in singing activity during the first year at elementary school. After sketching of the development of opinions on a younger pupils' singing education the author characterizes younger pupil's specialities, deals with a human voice including the development of the child's voice. After defining essential musical terms and a characterization of singing skills deals with a motivation and its applying in a school and in a musical educational process. On the basis of the suggested educational model the largest part of work is devoted to a methodology and a research organization and first of all an evaluation and a presentation of results given questionnaires for pupils' parents, interviews with pupils, tests of musicology and singing skills, found out their voice volume and evaluation of pupils' taking part in singing and other musical activities. The research verified given hypothesis and...
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Lin, Hung-Che, and 林宏哲. "A study on the effects of a field trip experience by 1st and 2nd grade elementary school students at Du Jiao Sian Farm in Chiayi County." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/myxj55.
Full textAbstract:
碩士國立嘉義大學
森林暨自然資源研究所
97
【ABSTRACT】 Under the trend of environmental conservation, the education of Ecology has shown its importance. Meanwhile, with the prosperous development of leisure agriculture, school field trips to leisure farm join the trend as well. The study targeted 1st and 2nd grade elementary school students and adopted the “pretest and posttest” method to understand the effect of a field trip held in Chiayi County Du Jiao Sian Farm. The approaches applied included paired-sample test, independent sample test, and one-way analysis of variance. The study revealed: 1. The posttest scores were significantly higher than pretest scores in terms of three field trip teaching effects - animal ecology, animal and planet ecology, and plant ecology, showing that the effect of the field trip was outstanding. 2. There was no significant difference on the effect of Du Jiao Sian Farm field trip between genders. 3. The effect of field trip on 1st graders were more significant than that of 2nd graders because of 1st graders’ started off with less ecological knowledge, higher motivation, and paid more attention 4. The pretest score of students who spent less time reading science books and watching science channels were comparatively low. After the field trip, however, the difference between this type of students and those students who enjoy reading science books and watching science channels were lessened. 5. Fathers’ educational background did not influence the effect of field trip. 6. The pretest scores of students whose mothers had elementary or junior high school degree are lower than that of students whose mothers had a more advanced educational background. After the field trip, however, the learning effectiveness of the former was better than that of the latter, showing a greater process has been made. Thus, field trips have an educational function for balancing the acquisition of knowledge in different social levels; the benefit of group learning in field trips is better than that of individual learning guided by parents; during the field trip, students in small class can better concentrate and perceive. However, the ecology concept of 1st and 2nd graders may be varied depending on the different regions in which they are located. In addition, according to feelings scale, 1st and 2nd graders have positive feedback on Chiayi County Du Jiao Sian Farm, and so is their learning effectiveness.
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Merrelová, Kateřina. "Vliv povinné plavecké výuky na zvyšování flexibility a pohyblivosti u dětí mladšího školního věku na ZŠ Hostýnská." Master's thesis, 2021. http://www.nusl.cz/ntk/nusl-446352.
Full textAbstract:
TITLE Influence of the obligatory swimming course on flexibility of children in younger school age at Hostýnská Primary School AUTHOR Kate ina Merrelová DEPARTMENT Department of physical education SUPERVISOR PaedDr. Irena Svobodová ABSTRACT This Master thesis aims at flexibility of children in younger school age. Specifically, to determine the effect of basic swimming course on the joint mobility of younger school age. We will use verified tests for joint mobility for this detection. The testing will take place twice. The first time it will be at the beginning of the swimming course and the second time it will be after two months of ongoing swimming course. The tested group will consist of pupils from the Hostýnská Primary School who have participated in the swimming course. Boys and girls will be represented equally. The theoretical part will focus on the characteristics of younger school age, the characteristics of motor skills, especially on flexibility and swimming and swimming training. The practical part will be devoted to the description of research and analysis of the results of individual tests. KEYWORDS Swimming course, coordination, flexibility, children, Junior classes of Primary School
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HUANG, SU-GHIU, and 黃素秋. "An Action Research on the Effectiveness of Classroom Rules on the 1st-grader in Elementary School Based on the Implementation of Token Economy." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/pkg6jv.
Full textAbstract:
碩士國立臺中教育大學
教育學系教育行政與管理碩士在職專班
107
This research aimed to discover how the token economy system can be used to improve classroom discipline in the first grade classroom. This study examined the experiences and reflections of 28 the first grade students, including 14 female students and 14 male students, in an elementary school for one year. “My Classroom Rules Checking List” is designed for the students to reflect their daily behaviors, which includes 10 rules that the students needed to improve most: being on time, prepared with supplies and completed homework, being kind, polite, and courteous to others, no running, keeping clean, getting in line quietly, finishing lunch on time, washing hands and brushing teeth, doing homework precisely, being knowledgeable person by reading more often . If the students behave appropriately on one goal on “My Classroom Rules Checking List”, one score could be given to the students. The full scores are ten for one day. The scores would be exchanged into token economy, which is used to purchase the reinforcement. The study reflected on the practices of applying token economy system during the students’ learning progress and made an effective improvement on classroom disciplines. The findings from this study are as follows: 1. Applying token economy system could guide the first grader to acquaint with the classroom rules. 2. Applying token economy system could improve the students’ behavior. 3. Through the action research case study, the instructor’s classroom management and counseling skills were also improved. 4. While applying token economy system in the first grade classroom, the rules should be defined clearly and easy to understand. 5. While applying token economy system, the helper could be selected among the students and be trained to calculate the token economy. 6. Keep track of records during the process so we could testify the results. Throughout this study, the researcher concluded the results and gave some suggestions to improve the efficiency of the token economy system and the reinforcement of the behaviors of first grade students.
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Ma, Ling-ling, and 馬玲玲. "Evaluation of Current English Textbooks for the Elementary School: A Study of English Textbooks Designed for the 1st —9th Grades Curriculum Alignment in Taiwan." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/64991938600633502489.
Full textAbstract:
碩士輔仁大學
語言學研究所
91
This study focuses on current English textbooks designed for the 1st-9th Grades Curriculum Alignment and adopted by elementary school learners in Taiwan. The specific objectives are: (1) to examine the subject matter and the organization of each of these nine English textbook series; (2) to probe the effectiveness of the present English textbooks for elementary school learners with respect to the five Cs─Communication, Cultures, Connections, Comparisons and Communities; (3) to explore the similarities and differences among different English textbook series; and (4) to investigate the progression of current English textbooks across four levels, two for the fifth graders and two for the sixth graders. The research materials selected for this study are nine English textbook series designed for the 1st -9th Grades Curriculum Alignment each with a total of four levels as screened and approved by the Ministry of Education by the end of the year 2002. As for the research instrument, an English Textbook Evaluation Guideline (ETEG), which is based on three foreign English performance guidelines and the English Ability Index for the 1st -9th Grades Curriculum Alignment in Taiwan, is constructed and utilized to evaluate these English textbook series. The data is analyzed both by utilizing the descriptive statistics of frequency distribution, and by the two-way ANOVA. In order to ensure the inter-reliability at a satisfactory level, two raters, including the researcher, examine the contents in the nine English textbook series with respect to the five Cs based on the criteria listed in the ETEG. The Pearson correlation reveals a satisfying inter-rater reliability. The major results of this study in response to the specific objectives above are stated in the following. First, findings related to topics and organization of English textbooks are as follows: (1) the current English textbooks cover a great variety of topics ranging from intrapersonal introspection, interpersonal relationships to environments and nature; and (2) in principle, the structure design of a unit in all English textbook series follows the theory of multiple intelligences. Second, the findings in terms of five Cs are as follows: (1) the distribution of the aspects of Communication and Connections plays significant roles, while the aspects of Comparisons and Communities do not have much weight. The proportion in the aspect of Cultures lies somewhere between the two extremes; and (2) the ANOVA statistics shows that there is a significant difference among the assessment with regard to the five Cs utilized in textbook design. Third, on the analysis of the various sets of English textbooks, several conclusions are drawn: (1) there are no significant differences among the evaluation in terms of nine textbook sets; (2) all English textbooks currently used in elementary schools show a superior compliance with the criteria regarding Communication, but pay little attention to the aspect of Comparisons. The Communities design is not included in any of the nine sets; and (3) the qualitative analysis found in these textbooks shows more similarities than differences. However, each textbook series has some characteristics of its own. Fourth, with respect to the analysis of the progression from one level to the next of each of various sets, no significant distinction is found. Most of English textbooks in this study show no significant difference across levels. This study offers a number of pedagogical perspectives on the relationship between English textbook writers, English teachers and English textbooks per se. The conclusions and suggestions drawn in this thesis are of direct relevance to and will be of value to the professional development of future textbook designers and language educators.
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Chung，Hsiu-Fang and 鍾秀芳. "An Action Research on the Impact of Guided Picture-Book Teaching over the 1st and 2nd Grader Drawing - A Case Study of Shezi Elementary School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/33839229023152345458.
Full textAbstract:
碩士華梵大學
工業設計學系碩士班
100
Abstract The study aims to discuss the impact of implementing guided picture-book teaching over 1st and 2nd graders’ painting with theme in “An Action Research on the Impact of Guided Picture-Book Teaching over the 1st and 2nd Graders' Painting.” The study conducted an action research on objects comprised of twenty 1st graders from the researcher’s class for over one year. The author designed four major painting activities incorporated with the implementation of 14 children’s picture books for guided teaching through the cycle of planning, action, observation, and reflection; thereby to understand whether if guided picture-book teaching can diversify the children’s painting shapes and even master more abundance in themes and colors of painting. An interview with peer teachers, students and parents was conducted during the research process as well as the data including teaching observation, teaching reflection, feedback on teaching survey, and students’ works, were collected and analyzed as basis for triangle checklist with the following research conclusion obtained: 一、The 1st and 2nd graders showed more variance in shape-drawing capabilities after conducting guided picture-book teaching; in particular, the shape became clearer with specific performance while the description became more sophisticated and full of changes. 二、The 1st and 2nd graders seemed to master the painting theme better upon implementing guided picture-book teaching plus instructions from the teacher. 三、Upon implementation of guided picture-book teaching, the 1st and 2nd graders showed improvement in color perception and ability to use colors for painting, resulting in a highly rich color-performance. 四、Guided picture-booking teaching and teacher’s painting instructions were complementary; as students showed slower progress in painting performance with the presence of only guided picture-book teaching or only painting instructions. 五、The implementation of guided picture-book teaching can enhance students’ good moral characters and painting knowledge and ability, helping the students become more confident and willing to share their works with others. Keywords: 1st and 2nd Graders, Picture Book, Guided Teaching, Painting Performance, Action Research
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Lee, Fu-Hui, and 李復惠. "A Study on Cognition and Stages of Concern of ‘ Health and Physical Education Area ’ in 1st-9th Grades Curriculum Alignment among Elementary School Teachers in Taichung." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/86543091151077299061.
Full textAbstract:
博士國立臺灣師範大學
衛生教育研究所
90
The purpose of this study was to realize the present situation and related factors of cognition and stages of concern of ‘ health and physical education area ’ in 1st-9th grades curriculum alignment among elementary school teachers. The method used was mainly quantitative research and partly qualitative research. The elementary school teachers in Taichung were the population, and the samples were selected by using PPS stratified random sampling and purposive sampling. In total, 389 teachers from 17 schools were surveyed and 20 teachers from 10 schools were interviewed in this research. The research instruments were a self-report survey questionnaire consisting of Innovativeness Scale, Health-Teaching Self-Efficacy Scale, Health-Teaching Stages of Concern Scale and Health-Teaching Cognition Scale, as well as an interview guide. The data collected from the questionnaire were analyzed with statistical methods. The Descriptive Analysis, t-test, One-Way ANOVA, Pearson Product-Moment Correlation and Stepwise Multiple Regression Analysis were used to analyze the quantitative data, and the qualitative data were used to prove and interpret the findings. The major findings were as follows: 1. Over thirty percent of the elementary school teachers in Taichung did not participate in in-service training of ‘ health and physical education area ‘. 2. The elementary school teachers had low health-teaching self-efficacy in the belief that one can evaluate changes in health skills. 3. The elementary school teachers had low health-teaching cognition about environmental protection program, healthy community, accident prevention and physiological changes of every developmental stage. 4. The elementary school teachers had lower concern about health-teaching in 1st-9th grades curriculum alignment. 5. Health-teaching years, educational background, in-service educational hours of health and physical education area, types of school and innovativeness were significant factors related to health-teaching self-efficacy, cognition and concern. 6. Health-teaching self-efficacy was a significant factor related to health-teaching cognition and concern. 7. There was a significant positive relationship between health-teaching cognition and higher level of concern. Finally, based on the findings of the study, several recommendations for health-teaching, educational administration, teachers themselves and future study were proposed.
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YA-MEI, LEE, and 李雅梅. "The discussion of the problem of history education of the 1st-9th-grades Curriculum—primarily by the text of Taiwan history in the textbooks of junior high school and elementary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/08282709435522307690.
Full textAbstract:
碩士國立臺北教育大學
社會科教育學系碩士班
96
History education is an important method to achieve ethnic identity and national identity and history textbooks are the main medium to convey these goals. Based on the political situation and special background, the edition work of history textbooks in Taiwan is influenced greatly under the power of the government and the under-controlled education is formed as a result. For a long time, the history education in Taiwan is put emphasis on the ethnic identity and legitimacy of the nation. Under the centralization system, the policy of education in curriculum and textbooks aim to lead students to a fixed overview of the history. From 1945, China is the main subject in history textbooks. Until 1993, after the standard curriculums of the senior high school and elementary school are amended, the situation changed. Then, after the lifting of the martial law, the government allowed the public re-consider the subject of legitimacy of the nation in history textbooks. The scholars offered the importance of Taiwan history. From then on, the research and teaching of Taiwan history was getting more and more attention. Traditionally, history education emphasized on conveying and learning documentation, and through conveying the chosen history, we told the students the glory of the past and the greatness of the tradition in order to inspire their identity. For these reasons, students took history as a boring and painful course. So after the government changed the policy and the curriculums were revised, people gradually put emphasis on Taiwan itself and pay attention to the teaching of Taiwan history. Taiwan history is not just pieces of the Chinese history but should be introduced completely in textbooks. In 2000, with the revolution of education in the world, the Ministry of Education announced the 1st-9th-grades Curriculum and changed the curriculum standard into syllabus. There was a great change about history education. However, besides the history education was took as a kind of social field, learning Taiwan history was just a subject in the elementary school. In the point of view of the theory of curriculum, learning just for one time was totally not enough or was lack of the ideal of taking local history seriously. This problem was still being concerned. Finally in 2003, the government announced a formal syllabus and added Taiwan history into junior school education. So, according to the concern of history education and the legitimacy of Taiwan, this research will examine whether the curriculum and introduction of Taiwan history in textbooks is suitable or not through the theory of curriculum. First, by the analysis of outside environment and background, we learn the idea of the 1st-9th-grades Curriculum nowadays. And then, by analysis the content about Taiwan history in the textbooks, we learn the changing process of the syllabus from temporary to a formal one. Finally, with the comparative analysis, we get an objective standard to examine and evaluate the curriculum of history education in Taiwan through analyzing textbooks in Japan. According to the analyzing result in this research, we have the following conclusions: 1. The curriculum of history follows the gradual policy of from-near-to-far and from-specific-to-abstract, and the content of the textbooks puts emphasis of the connection between junior high school and elementary school and from the pieces of history to systematized learning style. 2. History education should take Taiwan history as the main subject and convey this ideal in the content of textbooks. From the temporary syllabus to formal syllabus, the proportion of Taiwan history increases but in the textbooks of junior high school and elementary school, it decreases. 3. The knowledge of Taiwan history in textbooks is introduced with plain statement. By these statements, it is hard to cultivate students to think logically and the ability of explaining the history documentations. It is very approval that the government moved The Taiwan history education in the 1st-9th-grades Curriculum from temporary to formal one. Form this process, Taiwan history courses will be designed more suitably to the policy of curriculum theory and reassure the learning system of history education in junior high schools. However, after the contents of the textbooks is changed to match the syllabus, the difference of the contents between elementary schools and junior high schools becomes small and there are overlap existing. So there should be more objective and practical knowledge of Taiwan history in elementary school in order to match this learning period, and for junior high school, the design of the syllabus should put emphasis on complete knowledge of Taiwan history. Moreover, the portion of Taiwan history increases from temporary to formal, but the contents of the textbooks of the Taiwan history decreases. Compare with the history education in Japan, we can find that the portion of history education in Taiwan is much less than in Japan. In order to help students understand the features of Taiwan and establish the Subject Consciousness for Taiwan, the portion of Taiwan history in textbooks should increase. Finally, because the contents of the textbooks is plain statement and in order to make students feel fun in learning history and discover themselves, we suggest that the editors of the textbooks can add more various kinds of Taiwan history sources to the textbooks in elementary schools and junior high schools, such as the materials, documents, pictures and discussions. To sum up, with great change of the society, history education in Taiwan is back to its people and land. However, the content of education can’t reflect the necessary of the society and the emphasis of the knowledge itself. So, only keeping on taking care and examining the history education in Taiwan can help Taiwan history becoming the main subject, and then, people establish their affection for Taiwan and establish Subject Consciousness for Taiwan.
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Hung, Shu-Ling, and 洪淑玲. "A Study on Usage Problem of Regular Classrooms in Elementary Schools Executing the “9-year Joint Curricula” Plan: Using Taipei City’s Type B Schools 1st and 2nd Grade as an Example." Thesis, 2002. http://ndltd.ncl.edu.tw/handle/61345445636143949557.
Full textAbstract:
碩士中原大學
室內設計研究所
90
To comply with the reform trend in worldwide education and reconsidering the relative education topics, the Ministry of Education chose 1994 as “ the year of education reform” and formally addressed education reform. Along with the enforcement of a “ 9-Year Joint Curricula Plan”, education issues including education concept, education method, curricula arrangement and so forth are changing. The content and pattern in classroom space is used , interpreted and displayed must be in compliance with education reform. The primary basic units comprising a schools architectural space are the regular classrooms, the main teaching space for 1st & 2nd grade students and homeroom teachers . This is the teaching environment that influences teachers and students most deeply among the school facilities . The regular 1st & 2nd grade classrooms in elementary schools can be classified into the traditional type and open type in view of the space. To meet different teaching concepts and teaching targets, these two types of classroom space are examined . Due to the variations in form, equipment and other conditions, this study found that the space in regular traditional and open classrooms is different. Teachers who use traditional regular classrooms should adjust their teaching methods (avoiding using big-class or group-separation teaching methods) because the space is limited and closed. The limitations of space can be modified . During non-class periods, i.e. when the classroom space is open to after-class students in the afternoon, the working space is congested . The space pattern is simple, closed, lack of teaching aids, insufficient relative coordinating facilities (such as power, telecommunication route, shading facilities, etc.). As a result, teachers are creatively limited in their teaching methods. Furthermore, teacher groups have limited or no research & discussion space. Cooperation and exchange among teachers cannot be promoted. Teachers who have open type classroom space are more versatile and flexible, do not have space problems when they plan and design teaching activities. These teachers can concentrate on their teaching goals and activities . During non-class periods, these teachers have two independent working areas so they can choose an appropriate work area according to their needs . The conclusion of this study is based on an analysis of problems involving the design and space limitations imposed by traditional classroom design. The design and space distribution in classrooms must be re-defined , “ teacher study rooms must be established” and “ the space planning principles for regular classrooms restructured ”. This study proposes suggestions for improving the planning of regular classrooms as a reference for classroom design in the future. It is hoped that a quality environment for the education of our future citizens will result.
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Luňáková, Romana. "Hodnocení žáků v tělesné výchově na 1. stupni základních škol." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-396725.
Full textAbstract:
The thesis is focused on the evaluation of pupils in physical education at primary school. The theoretical part explains the concept of evaluation. What is the function of evaluation, what are the types and forms of evaluation. Next I describe the teaching methods. It focuses on evaluation in physical education in physical education - physical development, pupil's motor skills, motor performance, pupils' knowledge and pupil's relationship to physical education. The thesis also describes physical education according to the framework educational program. The practical part describes the results of the questionnaire survey, which examined how teachers evaluate pupils in the subject of physical education.
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Wang, Chia-hui, and 王嘉彗. "A Study of Reading Instruction for the 1st and 2nd Grader Elementary Schools in Taichung City." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/95145864287767828345.
Full textAbstract:
碩士朝陽科技大學
幼兒保育系碩士班
100
This paper aims to investigate the reading instruction for different backgrounds 1st and 2nd graders in elementary schools in Taichung City. Further, this paper focuses the relation between contents and effects among the 1st and 2nd grade elementary school teachers. Moreover, this paper uses questionnaires for conduct among the 1st and 2nd Elementary school teachers from the 56 Elementary schools in Taichung City. From the 496 questionnaires originally prepared, 460 are recovered. Descriptive statistics, t-test, one way analysis of variance, Pearson correlation analysis, and Scheffé method of data processing are used on the obtained data. The findings of this study are as follows: 1. Contents: The teaching strategy that 1st and 2nd grade teacher used most is to explain the difficult words in the text.; there is no fixed teaching topics; the activity often used is picture book teaching; The evaluation method often used is discussion. Content is significantly affected. 2. Effects: The most evident effect is that students read more books.Effect is significantly affected. 3. Teaching contents are not significantly affected by the genders, ages, teaching experiences, educational backgrounds, and school sizes; the teaching topics are significantly affected by the school sizes; teaching strategies, forms of activities, the evaluation methods are significantly affected by the geographical areas; the forms of activities, the evaluation methods are significantly affected by hours of study. The teaching strategies, teaching topics, and forms of activities are significantly affected by teaching hours. 4. The teaching effect is not significantly affected by the genders, ages, teaching experiences, educational backgrounds, school sizes, geographical areas and hours of study. The teaching effects are significantly affected by teaching hours. 5. Among the 1st and 2nd Grade teachers in Taichung city there is a positive correlation between the contents and the effects. That is, more often the teachers implement reading instructions. The better the reading effect is. Finally, based on the above results, the suggestions are proposed for the authority concerned, school administrations, elementary school teachers and future researchers. Hopefully, the results can make some contributions in the children’s reading instruction.
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Fangyi, Sue, and 蘇芳儀. "Elementary School fifth-grade oral." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/75468414883690694096.
Full textAbstract:
碩士臺北市立教育大學
中國語文學系
99
Abstract In a modern society nowadays, oral expression has increasingly become an important capability. On different occasions, human beings need to use oral expression accordingly to present points of view; in daily conversation, we also need this ability to express ourselves completely and effectively with limited amounts of time. Possessing a belief that a teacher is a researcher, I practice “Oral Expression Teaching” through Action Research. Hopefully, a more effective teaching strategy could be found to not only interest students but also raise the efficiency of oral expression teaching. In this study, exclusively compiled teaching materials are adopted for the fifth and sixth graders who are willing to join this course. We meet twice a week during lunch break in a three-month curriculum. The process of the research elaborates the three stages of the curriculum implementation, reflection and correction. Besides, the exclusively made “Oral Expression Evaluation Form” is used for the pre-test and the post-test; then in order to see the effectiveness of the teaching, a paired sample t-test is adopted afterwards. Finally, through the analysis of the students’ pre-test and post-test, in-class observation, feedbacks from both students and their parents, and worksheets…etc, the study is able to analyze the effectiveness of students’ learning. Finding of the research： 1. “Oral Expression Teaching” can significantly improve students' oral ability. 2. That teachers using “Read-aloud Teaching Strategy” can significantly enhance the students’ performance of verbal skills. 3. “Oral Expression Teaching” can be put into practice within an Integrated- Activities curriculum. In conclusion, the results of the action research have provided suggestions for materials selecting of oral expression teaching, strategy applying, and course integrating; moreover, recommendations and directions for future research and reference.
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Huang, Li-Chang, and 黃麗娟. "Study on the Interperson Relationship of 1st and 2st Graders in Elementary School." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/78066763903472402153.
Full textAbstract:
碩士國立臺北教育大學
社會與區域發展學系碩士班
99
This study aims to explore the factors that affect the interpersonal relationship of 1st and 2nd graders in the elementary schools in New Taipei city. There are three main kinds of interpersonal relationships for 1st and 2nd graders--- student to teacher, student to student, and student to their parents. In order to reach the objectives of this study, the researcher chooses an elemetary school in a certain township in New Taipei City as the subjects and observes and interviews them to collect the data. Then, interview two homeroom teachers, one subject teacher, four parents and students. After gathering the data, the researcher make a discussion and suggestions. Followings are the conclusions: 1.Outward appearance is not an important factor in interperwsonal relationship except the hygienic customs. 2.Inner image is the key factor in the interpersonal relationshiop of 1st and 2nd graders, especially honest. 3.Parental disciplinary style is also one of the factors. If parents discipline their children flexibly, it would make a positive effect on the interpersonal relationship of their children. If parents are too strict with their kids or spoil their children, that would cause a negative effect. 4.Students’ having good interaction with their family would have a positive effect on the interpersonal relationship, and vice versa. 5.Ranking of all siblings has different effects. 6.Academic performance, social skills, interaction with teachers, interaction with peers, daily behavior would affect the interpersonal relationship positively.
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Yung-Feng, Cien, and 陳永峰. "Sixth grade elementary school students'' knowledge of decimal." Thesis, 1998. http://ndltd.ncl.edu.tw/handle/01554922641642926992.
Full textAbstract:
碩士國立屏東師範學院
國民教育研究所
86
The study explored sixth grade students'' knowledge of decimal on three parts including decimal concept, decimal computation and decimal application. The common errors sixth graders made when working with decimals and the reasons of the errors were also of concern. A written test was administrated to 149 students with two kinds of sixth graders from four classes in two elementary schools in Pingtung. One kind with 76 students were from old curriculum and the other kind with 73 students were from new curriculum (experimental curriculum). Based on the test result, 24 students were selected for an interview with two parts. Data were collected from the written test and interview. Data analysis was a combination of quantity and quality methods. Two kinds of students had good performance in decimal concept and decimal computation, but poor in decimal application. In general, students from old curriculum always used the same strategy to do the same problem, but students from new curriculum could use alternative strategies. Students from old curriculum couldn''t explain why rules were used in computation, but students from new curriculum could. In decimal comparison, students from new curriculum influenced by whole number rule or fraction rule thought 0.6＜0.54 or 0.3＞0.09＞0.385. In units transformation, students from old curriculum didn''t understand the relations between units, therefore they misread 3 meters 7centimeters was 3.7 meters. In multiplication and division, students from old curriculum used wrong rules , therefore they misplaced decimal point, such as 0.03×2.5 was 0.75 、18.5×0.8 was 148.0, the remainder of 12÷0.94 was 72. In division word problem, two kinds of students influenced by number size thought the divisor had to be less than the dividend.
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Chen, Li-Ju, and 陳麗如. "The effect of multisensory instruction on second grade elementary school students' writingThe effect of multisensory instruction on second grade elementary school students' writingThe effect of multisensory instruction on second grade elementary scho." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/70790638740011440180.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
98
The main purpose of this research is to investigate the effect of multisensory instruction on writing for second grade elementary school students. This study used the pre-post test nonequivalent quasi-experimental design. In this research, multisensory instruction was set as the independent variable and students’ writing ability and writing attitude were set as the dependent variable. The “Multisensory writing score chart” and “Writing attitude questionnaire” and qualitative data were adopted as an instrument of analysis. Teaching introspections, Multisensory writing worksheet and interviews were integrated to provide evidence for research results. Fifty-six elementary school students from a public school in Taipei County were chosen to be the participants for this research. The participants were divided into two groups, experimental group and control group. The experimental group were administered a method of multisensory instruction, and the control group were administered traditional composition instruction. The whole instruction curriculum lasted for eight weeks, including eighty minutes per week of teaching activities which was six hundred and forty minutes in total. Both groups of participants were tested upon their writing ability and writing attitude before implementing any methods. During the instruction experiment, all instruction activities were made to video recordings, observation records, teaching introspections, and both groups were interviewed separately. Both groups of participants took tests on the first week and the third week after instruction experiment to measure immediate effects of this research. Conclusions of this study were listed as follows: 1. The students who underwent multisensory instructions turned out to be observant and creative in terms of writing. 2. The students who underwent multisensory instructions participated in a number of practices that required many sense organs working together. These students turned out to be more precise and organized in terms of writing. 3. The students who underwent multisensory instruction are able to make sense of things in various ways through different sense organs. The range of vocabularies used by these students turned out to be above average. 4. The amount of sentences and words written by these students has increased significantly as well. 5. In the field of multisensory instruction, methods that emphasize expressing sentiments through writing are more effective for the students of the 2nd grade.
50
WUN, CHEN PIN, and 陳品文. "Exploration of Misconception of the 1st Grade Students in Junior High School and Conceptual Change Teaching Design." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/87311065993112824596.
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碩士國立高雄師範大學
地理學系
103
Abstract Factors of weather refer to temperature, rainfall, and pressure, which is the unit of geography difficult for the teachers to teach and easy for the students to generate misconception in learning. By exploring research literature, it has been found that there are fewer studies focusing on teaching the junior high school students. Rather, most studies only involve generalization and organization of students' misconceptions, fewer discuss teaching strategies of misconception transformation. Therefore, this study formulated the diagnostic tests and conducted interviews with the students. In accordance with result s of the survey and analysis, we tried to dig into where the students still have misconceptions. We also further clarified whether there were misconception differences between the high-score group and the low score group, and applied to the results as reference to developing design of conceptual change teaching. The teaching strategy design employed "BDEI Conceptual Change Teaching Design" to clarify students' misconception of causes of temperature in cold and heat. Besides, by utilizing "Constructive Learning Environment Teaching Model," students' misconceptions of rainfall and pressure were transformed. Moreover, through group discussion and spirit of "Learning, Thinking, and Expression," high score group could lead low score group to learn actively. Finally, the concept of wind was instructed by "Concept Map" teaching. The research results show that after implementing teaching: (1). Students improved greatly in change the following concepts: causes of temperature changes, cloud as collection of water drops, how low pressure impacts weather patterns, and the causes of wind; (2). It is more difficult to correct students' misconceptions that rainfall is resulted from over-heavy clouds or accumulation of certain amount of clouds, and temperature has influence on pressure change; (3). high score group students' made much more progress than low score students did. Low score group students improved the concepts that had been discussed. However, they performed worse without integrating and organizing relative data. In the future, it is suggested that teachers provide more chances for the students to discuss the potential misconceptions in process of teaching, and vary teaching model to better students' learning effectiveness.