Dissertations / Theses on the topic 'Developmental pedagogy'
To see the other types of publications on this topic, follow the link: Developmental pedagogy.
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Developmental pedagogy.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Hoff, Christopher Russell. "Developmental Pedagogy in Marriage and Family Therapy Education." Thesis, Loma Linda University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10161158.
Full textAbstract:
New practice domains are opening up for practitioners of family therapy in the medical, organizational, and human relations fields. In this new environment, family therapy educators and supervisors are required to cross the epistemological spaces of scientist-practitioner, postmodernism, and critical theory. These new possibilities require that family therapist educators become comfortable moving between multiple epistemologies. This poses increasing challenges that will require a hybridization of knowledge and practice approaches in MFT education.
Through focus groups consisting of 34 participants, all of who were in their first quarter of a Master’s degree program in Marriage and Family Therapy. We found a rich set of themes that reflect the experiences of students in their first quarter of learning multiple, potentially contradictory theories. The data that emerged reflect both the deep and varied student experiences that took place as they were introduced to multiple perspectives in their first quarter, as well as student desires that they would have liked to have had met during their experience. The results in each of these areas uniquely inform potential future MFT pedagogical practices.
Keywords: pedagogy, epistemology, family therapy, narrative analysis
2
Hafiz-Wahid, Fatima. "Fear and the Pedagogy of Care: An Exploratory Study of Veteran White Female Teachers' in Urban Schools." Diss., Temple University Libraries, 2010. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/62067.
Full textAbstract:
Urban EducationPh.D.
This dissertation poses the question, “Who cares and who does not care for poor, black, brown, red and economically disadvantaged children in urban school settings?” The study takes a deeper look at some of the underlying human dynamics that inform teacher retention and student academic achievement as an education problem, specifically related to notions of care and emotions in the urban school environment. The central focus of the study is on identifying what might be the factors that contribute to the development of a “pedagogy of care” by white female teachers, and the impact of hidden dimensions of affect in the environment on their motivations and commitment. Exploring care and fear is central to the framing of this study and is done by looking beyond the cognitive structures that inform the perceived rational processes of the teachers’ engagement in the environment. This study explores the process by which the phenomenon of care and emotions is connected to the personal and professional developmental tasks of the teachers and is viewed through the interactions of their biographies and event episodes across their life story. Phenomenological Variance of Ecological Systems Theory (PVEST) (Spencer, 2006) is used as a human development frame for situating this study. This work provides the context for understanding how pre-service teachers’ beginning identity formation is impacted by their perceptions and experiences when they enter the urban environment, and how practicing teachers’ real time experiences can help us understand the ways in which veteran teachers have negotiated perceptions and developed emotional resilience to remain in the environment. The findings of this study identified the process by which veteran white female teachers vulnerabilities led to aspects of their generative caring concerns and served as supports towards the development of their emotion-capacities and caring motives for becoming resilient in the urban environment. Data from this study could be used to help schools of education, teacher educators, professional development initiatives, and policy makers to construct and implement more appropriate and stage specific trainings, curriculum, in-service supports, and legislation that would provide a variety of critical supports to help retain teachers in urban schools.
Temple University--Theses
3
Bucek, Loren Elizabeth. "Children's Dance-Making: An Autoethnographic Path Towards Transformative Critical Pedagogy." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1366147483.
Full text
4
D', Antonio Monica. "PEDAGOGY AND IDENTITY IN THE DEVELOPMENTAL WRITING CLASSROOM: A DESIGN-BASED STUDY IN A COMMUNITY COLLEGE CONTEXT." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/485133.
Full textAbstract:
Educational PsychologyPh.D.
By many accounts, developmental writing courses in community colleges are failing to teach students the requisite skills needed to be successful in college-level coursework. In the current dissertation, I have adopted an identity-based approach to examining and intervening in students’ experiences and engagement in the developmental writing course. The PRESS model of promoting identity exploration assigns educators the role of “identity agents” who design activities that encourage students to reflect on the academic content and make connections between the academic content and the self, question identity aspects, and explore alternative identity commitments. I modified activities in my developmental writing course based on the PRESS model and investigated the identity exploration, motivation, engagement, and learning of students in the course, which I studied with the Dynamic Systems Model of Role Identity (DSMRI). The study took place in a mid-sized community college in the Mid-Atlantic region of the United States. There were 15 racially mixed participating students. Design of the course activities aimed to promote the students’ identity exploration (IdEx activities) through facilitating reflection, questioning, information gathering and processing, understanding, and development of their identities as writers, and as college students. Cross-case comparisons of six narratives of participating students selected to reflect diversity of students’ characteristics and experiences highlighted the unique role identities, identity exploration, and motivation for each student, as well as their varied dynamics depending on class activities and time period within the semester. The findings also suggested that students’ role identities could be characterized along a dimension of “sophistication”—richer content with higher alignment vs. thinner content with more fragmentation. In addition, the findings indicated that despite variability, students’ engagement with the activities involved identity exploration and development in many cases. This finding illustrates the potential of identity-based pedagogy to promote desirable identity change, motivation, and learning in community college courses, and specifically in developmental writing courses. The study has implications for theory, research, practice, and professional development in community college developmental writing courses.
Temple University--Theses
5
Jess, Michael Chalmers. "Curriculum innovation from a complex ecological perspective : a developmental physical education case study." Thesis, University of Edinburgh, 2012. http://hdl.handle.net/1842/8190.
Full textAbstract:
With recent developments in Scottish education characterised by less prescriptive curriculum guidance, educators, and teachers in particular, are being presented with the opportunity to become more active participants in the curriculum innovation process (Scottish Executive, 2004). This thesis argues, however, that a more participatory curriculum innovation approach contrasts with the centrally-driven top-down curriculum projects that have held currency over the last 30 years; as such, the experiences of most teachers, and their managers, have not helped build the capacity to cope with and influence the curriculum innovation process. Following on, it is suggested there is an urgent need to develop curriculum innovation approaches that specifically set out to help educators construct these innovation-related capacities. The thesis proposes that a more participatory curriculum innovation approach may be achieved by extending concepts from current educational ‘change knowledge’ (Fullan, 1993) to include key principles from complexity-oriented theories (Biesta, 2010; Morrison, 2010). A complex ecological approach (CEA) is presented in which curriculum innovation efforts are portrayed as complex, self organising, emergent, non-linear and ambiguously bounded phenomena influenced by the ongoing interaction of contextual factors and personal capacities. The applicability of this complex ecological approach is explored by means of a case study focused on my personal curriculum innovation efforts in primary physical education (PE) over a twenty-four year period from 1987-2011 in two countries: England and Scotland. I provide a detailed retrospective analysis of the ‘Developmental Physical Education Project’ (DPEP) to explore the extent to which the macro, meso and micro contexts in which I worked and my personal capacities have influenced my curriculum innovation efforts over this twenty-four year period. In particular, the nature of my developmental PE innovation efforts, characterised as complex, self-organising, emergent, non-linear and ambiguously bounded is explored. Analysis reveals the important influence of different contextual factors on the nature of these innovation efforts, particularly the prevailing policy-making and policy-dissemination processes and the support of micro-level management. However, the most significant finding is the central role played by my personal capacities in shaping innovation efforts that, over time, are self-organising, emergent, ambiguously bounded and non-linear. In particular, the analysis highlights how six key capacities; reflection, inquiry, emotions, vision, knowledge and relationships, all played a key role in helping me cope with and influence the innovation process. Given these findings, the thesis concludes by proposing ways in which the CEA may help educators, and teachers in particular, better understand, negotiate and influence future curriculum innovation agendas.
6
Sahlin, Karin. "Developmental Coordination Disorder : Kunskapsläge och arbete kring motorisk koordinationsstörning bland lärare i idrott och hälsa och specialpedagoger." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-190509.
Full textAbstract:
Denna studie handlar om en för många okänd diagnos vid namn Developmental CoordinationDisorder (DCD) eller i svenska uttryckt motorisk koordinationsstörning. Syftet är att undersökakunskapsläget kring DCD bland lärare i idrott och hälsa och specialpedagoger samt beskriva arbetetför att skapa en tillgänglig lärmiljö i ämnet idrott och hälsa för dessa elever. Den teoretiskautgångspunkten bottnar i den humanekologiska teoribildningen och närmare bestämt i en modell vidnamn M.A.T.C.H vilken utformats för att i skolan kunna bedriva ett främjande arbete för elever medDCD. M.A.T.C.H fungerar även som ett analysverktyg i tolkningen av empirin. Studien är avkvantitativ och kvalitativ karaktär och metoden som användes för datainsamling är enkät. Enkätenbesvarades av 56 lärare i idrott och hälsa och 60 specialpedagoger. Resultaten visar att knappt hälftenav respondenterna har hört talas om DCD och att 25 % eller färre anser att de har kunskap kring hurDCD påverkar ett barns motorik. Gällande kunskap kring hur undervisningen kan anpassas efter elevermed DCD anser knappt hälften av lärarna och färre än 10 % av specialpedagogerna att de har detta.Vidare visar studien att de flesta lärare gör anpassningar för dessa elever och att dessa framförallthandlar om nivåanpassningar. Gällande specialpedagogernas delaktighet i anpassningarna uppger färreän hälften att de bidragit i detta arbete. Resultatet visar också att färre än hälften av lärarna väljer attkontakta en specialpedagog för handledning i arbetet. Orsakerna till varför många inte gör detförklarar de med att specialpedagogerna ofta har brist på kunskap och tid. Knappt hälften avspecialpedagogerna uppger att de ger handledning till lärarna och beskriver bland annat att det krävsbättre organisatoriska förutsättningar. I resultatdiskussionen förs ett resonemang kring hur ökadkunskap och samverkan kan bidra till att utveckla arbetet för att möta elever med DCD. Slutsatsernaformuleras i begreppen kunskap och samverkan. En ökad kunskap kring DCD samt en närmresamverkan mellan lärare i idrott och hälsa och specialpedagoger kan fördjupa det arbete som redangörs gällande anpassningar samt främja en tidig upptäckt av elever med DCD.
7
Ploof, Robin L. "Connection Between Early Childhood Teachers' Beliefs and Practices Regarding Play." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3625821.
Full textAbstract:
Research indicates play contributes to children's learning and development. The passage of the No Child Left Behind Act (NCLB) changed early care and education by limiting time for play in early childhood classrooms. There is a gap in the literature concerning early childhood teachers' current beliefs about play and how those beliefs are connected to their practices. The purpose of this qualitative case study was to examine the connections between early childhood teachers' beliefs regarding play and their practices in the early childhood classroom. Lave's situated learning theory formed the conceptual framework for this study recognizing the early childhood classroom and the social aspect of learning as a community of practice. Data for the study were collected through structured interviews, observations, and documents from teachers in 6 early childhood classrooms. Coding was used to identify patterns and themes. Analysis revealed that teachers held strong positive beliefs in regard to play. Teachers believed the connection between their beliefs and practices regarding play was strong and the connection between them was clear. Evidence showed the connection was not as strong and clear as teachers perceived. A clearer understanding of the link between teachers' beliefs and practices could create positive social change and benefit teachers, parents, administrators, and children. Teachers may use the information in this study to reflect on and make changes to their practices. Program directors, principals and school districts may be guided to implement curriculum changes more inclusive of play, or to include play and play theory in preservice training. These changes could bring the United States more in line with top performing countries in terms of educational outcomes for children.
8
Beers, Courtney. "Early Childhood Preservice Teachers' Knowledge of Children's Cognitive Development and Developmentally Appropriate Pedagogical Practices| Understanding the Role of Clinical Experiences." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10300319.
Full textAbstract:
The quality of early caregiving and educational environments has a significant effect on children’s later cognitive outcomes. Early childhood teachers are an important determining factor in the quality of these environments. Due to inconsistencies in practice across the early childhood field, there is a call for better prepared teachers. Teacher preparation itself is criticized for its lack of innovative and effective practices. While research finds that more effective teacher preparation programs are those that are steeped in clinical practice, these types of experiences are inconsistent and fragmented in the early childhood field. Part of the issue is the lack of knowledge on how to integrate highquality clinical experiences carefully into early childhood teacher preparation in order to prepare all preservice teachers successfully for the classroom.
The purpose of this qualitative study was to propose a middle-range, systematic theory for the types of practices and ideologies that the most successful early childhood teacher education programs use to prepare their preservice teachers for the education profession. A more focused purpose of this grounded theory study was to describe the ways in which early childhood preservice teachers learn about children’s cognitive development as well as how they describe their application of this knowledge to developmentally appropriate pedagogical practices. A secondary purpose of this study was to examine these various clinical models as described by experts in the field. Analysis was completed on semi-structured interviews with preservice teachers and faculty members, open-ended surveys completed by preservice teachers, and university documents. As a result of rigorous data analysis, a theory emerged to explain clinical practice at three model early childhood teacher preparation programs. Findings suggest that there are seven layers of strength that contribute to the model programs’ expertise in preparing their preservice teachers. This study is significant in that it reports researchbased elements that may contribute to policy regarding models for teacher preparation and meaningful clinical experiences.
9
Ring, Celia, and Erika Videll. "Har möjligheten till undervisning i förskolan påverkats av coronapandemin? : En fenomenografisk studie om förskollärares didaktiska förutsättningar i en pandemi." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45474.
Full textAbstract:
Introduction: The aim of this study is to investigate whether the corona pandemic has influenced preschool teachers' prerequisites to teach in preschool settings. We want to examine preschool teachers' experience of teaching under the influence of a pandemic and how that experience compares to teaching before the pandemic. By teaching we mean planning what to teach, how to teach and if the preschool teachers indeed have been able to implement what they planned to teach. Method: We study this with a phenomenographic research approach where the participating preschool teachers' experiences and thoughts are the main focus and where the material therefore is analyzed with a hermeneutic approach. This approach combined with the restrictions and recommendations of the pandemic, has affected our choice of method. Considering the pandemic, the data was gathered using qualitative questionnaires via email, with open questions where the preschool teachers’ have had the opportunity to answer the questions using their own words. Theory: The result has been analyzed from two perspectives; one is a theory about teaching from variation. The idea is that knowledge is learned through variations within the learning subject and the outer world combined. This theory is called variation theory. The other perspective is called developmental pedagogy which includes the teachers’ ability to see children's potential and relating the development of that potential to their own role as teachers, with an emphasis on the influence they themselves have on the learning situation. Results: The result from preschool teachers that have been participating in this study points to negative consequences due to an extensive absence of pedagogues', high level of stress amongst the preschool teachers’ and a change of priority from teaching to caring. In addition, the teachers also feel that the pandemic has limited their communication with the principal. On the other hand, teaching has been possible, but through new strategies and changed approaches. Conclusion: The participants felt an uncertainty about children ́s and pedagogues’ presence, reduced support from the principals and an increased feeling of stress. This has led to reductions and pauses in the planned education. Further, the teachers have also experienced a development in their teaching strategy and a positive impact on teaching in relation to the outdoor environment.
10
Willhaus, Janet. "Measures of physiological and psychological stress in novice health professions students during a simulated patient emergency." Thesis, Washington State University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3587191.
Full textAbstract:
Learning to provide emergency care alone and with others in the clinical environment imposes unexplored stresses on novice caregivers. It is unclear whether this stress inhibits or promotes performance and learning. Many academic health professions programs incorporate simulation as a method for teaching patient care emergencies. This study employed a modified switching replications design to explore the relationships and differences between psychological, physiological, and performance measures in health professions students who participated in acutely stressful health care simulation scenarios. Twenty-seven volunteer participants recruited from nursing, medicine, pharmacy, physical therapy, occupational therapy and speech therapy were assigned to teams in either a simulation treatment or a control group. Teams participated in two simulations scenarios where a fallen patient required assistance. Subjects in the simulation treatment groups received a standardized training module called the First Five Minutes® between simulation experiences. Mean heart rate, maximal mean heart rate, salivary alpha amylase levels, and salivary cortisol levels were compared at intervals before, during, and after each simulation scenario. Psychological stress was evaluated using the Stressor Appraisal Scale (SAS). Team performance during scenarios was scored by independent evaluators using an skills checklist adapted from a standardized commercially available training module, The First Five Minutes™. Performance scores improved in both groups during the second simulation. Mean performance scores of the simulation intervention teams (M = 14.1, SD = 1.43) were significantly higher (t = 4.54, p < .01) than the performance scores of the control teams ( M = 10.6, SD = .96). Psychological and physiological measures did not significantly predict performance. Psychological and physiological indicators were reactive to the simulations across time, but did not differ significantly between the control and simulation intervention groups. This investigation explored the multi-dimensional nature of stress (psychological and physiological) that health professions students experience while learning. Simulation intervention did significantly improve group performance, but did not mitigate individual participant stress. Future research should include study with teams of working professionals to determine whether performance and stress measures differ with experience and expertise.
11
Bergsten, Annelie, and Gustavsson Katarina Purwin. "Stöttande skrivundervisning för elever i språklig sårbarhet : En litteraturstudie." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-169936.
Full text
12
Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/1859.
Full textAbstract:
The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.
13
Feez, Susan Mary. "Montessori's mediation of meaning: a social semiotic perspective." University of Sydney, 2007. http://hdl.handle.net/2123/1859.
Full textAbstract:
Doctor of Philosophy (PhD)The distinctive objects designed by Dr Maria Montessori as the centrepiece of her approach to pedagogy are the topic of this study. The Montessori approach to pedagogy, celebrating its centenary in 2007, continues to be used in classrooms throughout the world. Despite such widespread and enduring use, there has been little analysis of the Montessori objects to evaluate or understand their pedagogic impact. This study begins by outlining the provenance of the Montessori objects, reaching the conclusion that the tendency to interpret them from the perspective of the progressive education movement of the early twentieth century fails to provide insights into the developmental potential embodied in the objects. In order to appreciate that potential more fully, the study explores the design of the objects, specifically, the way in which the semiotic qualities embodied in their design orient children to the meanings of educational knowledge. A meta-analytic framework comprising three components is used to analyse the semiotic potential of the Montessori objects as educational artefacts. First, Vygotsky’s model of development is used to analyse the objects as external mediational means and to recognise the objects as complexes of signs materialising educational knowledge. In order to understand how the objects capture, in the form of concrete analogues, the linguistic meanings which construe educational knowledge, systemic functional linguistics, the second component of the framework, is used to achieve a rich and detailed social semiotic analysis of these relations, in particular, material and linguistic representations of abstract educational meanings. Finally, the pedagogic device, a central feature of Bernstein’s sociology of pedagogy, is used to analyse how the Montessori objects re-contextualise educational knowledge as developmental pedagogy. Particular attention is paid to the Montessori literacy pedagogy, in which the study of grammar plays a central role. The study reveals a central design principle which distinguishes the Montessori objects. This principle is the redundant representation of educational knowledge across multiple semiotic modes. Each representation holds constant the underlying meaning relations which construe quanta of educational knowledge, giving children the freedom to engage with this knowledge playfully, independently and successfully. The conclusion drawn from this study is that the design of the Montessori objects represents valuable educational potential which deserves continued investigation, as well as wider recognition and application. To initiate this process, the findings in this study may provide insights which can be used to develop tools for evaluating and enhancing the implementation of Montessori pedagogy in Montessori schools. The findings may also be used to adapt Montessori design principles for the benefit of educators working in non-Montessori contexts, in particular, those educators concerned with developing pedagogies which promote equitable access to educational knowledge.
14
Drayton, Audrita. "A case study of the reported use of metacognitive reading strategies by postsecondary instructors of developmental reading courses with struggling adult readers to increase comprehension." Thesis, Florida Atlantic University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10172670.
Full textAbstract:
This qualitative research study examined developmental reading instructors’ reported use of metacognitive reading strategies as well as what other approaches they used to improve and increase the reading comprehension of their struggling adult readers. The researcher collected data using two interviews per participant and document analyses. Although studies have deemed metacognitive reading strategies effective in increasing the reading comprehension of struggling readers, the results indicated that the participants did not typically instruct their struggling adult readers in the use of metacognitive reading strategies. The implications for the study were related to instructional practice in developmental reading courses, policy changes, and struggling readers.
15
Lewis, Amy Lynne. "DEVELOPMENTAL ENGLISH PROFESSORS’ EXPERIENCES WITH LEARNING MANAGEMENT SYSTEMS AT AN URBAN COMMUNITY COLLEGE: CHALLENGES, BENEFITS, AND OTHER PERCEPTIONS." Diss., Temple University Libraries, 2016. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/376112.
Full textAbstract:
Urban EducationPh.D.
Universities and colleges are embracing and utilizing technology to a rapidly increasing extent, responding to its cost-effectiveness and efficiency as well as the regularity with which 21st century students rely upon it in their everyday lives. Chief amongst the technology used in higher education are Learning Management Systems (LMS), such as Blackboard, Sakai, and CANVAS. Urban community colleges have also embraced LMS, but with student bodies that often lack regular access to or extensive experience with using technology for socio-economic or generational reasons, the outcomes from using LMS can be very different to those experienced at four-year institutions that generally serve a more affluent, traditionally-aged demographic. In particular, students in developmental courses, or those courses designed for individuals who could not test into college-level courses, can be particularly challenged when it comes to using LMS in their studies as it is an additional component to which they must acculturate in higher education whilst attempting to rectify their skills deficiencies. For faculty teaching developmental students, this can raise the question of whether it is important to acclimate students to the technology they will be called upon to use in the 21st century classroom or whether the sole focus should be remediating students’ lacking academic skills. This qualitative, interpretivist, constructivist-activist/pragmatic study uses interviews with urban community college professors who use or reject the college’s LMS (i.e. CANVAS) to varying extents in their classrooms, non-participant observations of the course components those professors who use CANVAS post online, and course artifacts to examine and reflect upon professors’ experiences with employing or eschewing such technology with their students.
Temple University--Theses
16
Ballard, Rosslyn S. "Yoga and Long Day Care Services." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/400466.
Full textAbstract:
Yoga classes are an increasingly popular trend in early childhood education and care services. The purpose of this research is to examine how yoga classes are included in the programs of long day care centres, and how links are drawn between the components of yoga classes, and yogic strategies, and the curriculum framework Belonging, Being and Becoming: The Early Years Learning Framework for Australia, and mandated requirements that guide all service providers (and staff and educators in children’s services) to provide an environment that supports children’s growth across all developmental domains. Until recent years, yoga was not considered a suitable activity for environments such as schools and children’s services. In general, only adults attended yoga classes held in specified yoga venues. However, those who study the life skills that are advocated in yoga philosophy agree that yoga is a way of living that supports a healthy lifestyle. According to the National Quality Standard guide, the early childhood curriculum and daily programs should provide children with strategies that will lead to a healthy adulthood.
This research project explores the links between the content of the yoga classes in relation to the Early Years Learning Framework and the provision of programs that scaffold children’s levels of development. This research project examines the question: What happens when yoga is included in long day care programs?
Sub questions:
l How many long day care services in the Gold Coast offer yoga?
1 How does yoga fit with the legislated ECEC curriculum frameworks?
1 What matters to educators and parents about including yoga in the long day care programs?
Case study research methodology is used to examine how yoga is included in long day care services. Part One of the research project uses surveys to scope the early childhood education and care long-day care centres that include yoga classes in their service delivery. Part Two uses interviews to examine the perceptions of early childhood educators and yoga teachers about yoga in the early education and care programs.
On the surface, yoga classes are valued as part of the curriculum for services that include yoga in the weekly program. Early childhood services encapsulate a social culture of their own, that includes the beliefs and values of the staff and the families using the services.
This social culture needs to be considered when planning and implementing pedagogical strategies in the daily program. However, this project found that there is a paucity of research about the pedagogy of yoga in early childhood services. This project pinpoints the need to examine the use of extracurricular classes, including yoga, as part of the delivery of programs in early childhood services. Additionally, there is a need for research about how practising yoga can support early childhood development and provide strategies for continued health and well-being through a socio-cultural lens.
This research project concludes that there is no empirical evidence to confirm that yogic practices or extra-curricular yoga classes in early childhood increase the potential for health and well-being in adulthood. Recommendations for early education and care long-day care centres are three-fold. Firstly, it is necessary to collaborate with all stakeholders including children about the opportunities to participate in yoga classes. Secondly, we must examine the content activities of the yoga classes and practices and how they fit with the aspirations and expectations of parents and children. Finally, the third step is to assure a match between what the curriculum requires for children’s development and the content activities in the yoga classes. This has particular relevance to the professional knowledge of educators and yoga teachers. These recommendations are important considerations in the decision-making about the inclusion (or not) of yoga classes in the delivery of the curriculum of long day care services.Thesis (Masters)
Master of Medical Research (MMedRes)
School of Medical Science
Griffith Health
Full Text
17
Hoeffner, Kevin A. "The Effects of Learning-Styles Information on the Achievement of Community College Developmental Math Students." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1658.
Full textAbstract:
Four out of five Americans will require some postsecondary education. Therefore, a majority of population will return to a community college for retraining and personal growth (McCabe, 2003). Since the turn of this century, many studies have been conducted to examine the success and challenges of the relatively new community college system. One of the most significant challenges is the large percentage of the U.S. population requiring remedial coursework. Fifty-five percent of students entering Florida's postsecondary system require remediation. Of this large remedial population, only 51% will complete their preparatory classes. Students who do complete classes take an average of two years to finish preparatory classes and move on to college-level work. It is hypothesized that learning styles information will empower students with knowledge about their study habits and positively effect academic achievement.
This research first examined the quantitative effect that learning styles information had on student achievement. The second qualitative phase of the study examined students' perceptions of learning styles information. Three Introductory Algebra (MAT 0024) courses at a large suburban community college were intensively studied during one spring semester.
Due to the size of the study (N=69), results obtained in the quantitative portion were not significant enough to accept the hypotheses.
Responses in focus groups showed that students generally felt that learning styles information was useful and half the class used the information to modify how they studied. Half of the students in the control group modified their study habits in response to knowing more about their learning style. Although the qualitative data was supportive of the usefulness of learning styles information in the classroom the quantitative data did not support the hypotheses that learning styles information improves achievement.
18
Lunde-Whitler, Joshua Harrison. "Making Disciples, Constructing Selves: A Narratival-Developmental Approach to Identity and its Implications for the Theology, Pedagogy, and Praxis of the Present-Day Church in the United States." Thesis, Boston College, 2018. http://hdl.handle.net/2345/bc-ir:108090.
Full textAbstract:
Thesis advisor: Jane E. ReganThis project explores the concept of identity through the lens of narrativity, a multifaceted concept that describes the way the consciousness makes meaning about life, throughout life. Narrativity depicts meaning-making as both an intensely personal and communal endeavor, epitomized in the way people tell and listen to life stories together. Narrativity is endemic to who we are as humans; yet it dramatically evolves over time. Indeed, it must continuously evolve, so that we might continue to learn, love, and maintain hope amidst the myriad circumstances and exigencies we face. And so when theologians and researchers in the social sciences alike speak of an “identity crisis” at work in the United States today, they are speaking directly to a deficiency in the way people make meaning together—a deficiency that, in the present view, is indelibly linked to the country’s history of hegemonic, colonizing practices of exclusion and domination by those in power. This history, which is also our present, has profoundly shaped the capacities of people from every walk of life to co-create meaning. Understood in this way, identity formation must be seen as a pivotal task for Christian religious educators in the United States. Of course, such educators are typically interested in the formation of a “Christian identity,” and rightly so. But this work makes the case that nurturing narrativity—that is, personhood and personal identity-development—is part and parcel to Christian identity formation, which in turn is inseparable from social and political engagement. In this view, narrativity is actually ingrained into the very pedagogy and praxis of the discipling community that Jesus cultivated through his ministry. Present-day Christian communities should likewise consider themselves as discipling communities, who embody this collective (or communal) identity precisely to the extent that they cultivate narrativity through their missional-pedagogical practices. This will require most US churches to radically re-imagine their structure and aims. The primary tasks of this work are threefold: (1) It defines identity in terms of the psychosocial and spiritual notion of narrativity—and Christian identity in terms of discipleship, which awakens and restores narrativity. These definitions inform a holistic philosophy of narratival meaning-making, and a practical and liberationist approach to theological anthropology, ethics, and ecclesial mission. (2) It attempts to depict narrativity as it evolves through the lifespan, with the help of current research in neuroscience and narrative developmental psychology. This is articulated in terms of a “narratival-developmental” perspective. (3) Guided by these definitions, it suggests ways that churches in the present-day United States might begin to re-orient their missional and teaching practices around these notions of narrativity and narratival-development. Chief among these suggestions are four hypothesized principles for teaching for narrativity, which emerge at project’s end
Thesis (PhD) — Boston College, 2018
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Religious Education and Pastoral Ministry
19
Dahlstedt, Erica, and Hanna Nordell. "Anpassningar vid språkstörning i förskola och skola : Pedagogers arbete med språkstimulans." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158627.
Full textAbstract:
Syftet med studien har varit att undersöka hur pedagoger arbetar med anpassningar som gynnar barn med språkstörning i förskola och skola. Vi ville även göra en jämförande undersökning och se hur anpassningarna skiljer sig åt mellan de båda verksamheterna. I läroplanerna för både förskola och skola tydliggörs att pedagoger ska anpassa och arbeta för att främja en god språkutveckling hos barnen. För att få svar på vårt syfte har vi preciserat det i fem frågeställningar och använt oss av en etnografisk metod. Vi har genomfört praktiknära observationer med uppföljande samtal i fem olika kommuner, vid sammanlagt 18 tillfällen. Resultatet visar att pedagoger i förskolan och skolan använder många olika exempel på anpassningar som stödstrukturer, alternativ kommunikation, samtal runt ord och begrepp, samt bildstöd i sin undervisning. I studien ges många exempel på hur pedagoger arbetar för att främja lärandet. Det skiljer en del mellan förskola och skola, dels på grund av naturliga orsaker som att barnen är i olika åldrar, dels på grund av pedagogens utbildning eller ekonomiska förutsättningar i verksamheten, men också beroende på vilket perspektiv pedagogen intar. Sammanfattningsvis visar studien på att pedagoger arbetar medvetet med språkstimulerande anpassningar, främst med utgångspunkt i ett sociokulturellt perspektiv.
20
Morehouse, Paul G. "Investigating Young Children's Music-making Behavior: A Developmental Theory." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/73.
Full textAbstract:
We have many developmental theories contributing to our understanding of children as they meander steadfastly toward maturation. Yet, none have reported on how young children interpret the qualitative meaning and importance of their own music-making experiences. Music created by average, not prodigious, young children is perceived by adults as “play” music rather than “real” music. But do young children take the same view as adults? When Piaget speaks of the young child’s qualitatively unique view and experience of the world (Ginsberg & Opper, 1988), can we assume that his statement encompasses young children’s predispositions related to music-making?
Music is understood to occur when people act intentionally to produce and organize sound into rhythm and form. The guiding questions for this study are, What evidence is there to show that, when following an adult music leader, young children can engage in authentic music-making behavior and produce identifiable musical structures that move beyond random sounds or ‘noise’? What evidence is there to show that children's music-making behavior develops according to developmental stages? trek
This qualitative field study observed and videotaped over 100 children between 2 and 7 years old who chose to engage in music-making behavior in a socially-rich school environment during structured activities guided by an adult “music leader.”
The data gathered from this study suggest that young children’s motivation to make music derive from predispositions unrelated to notions of cultural and artistic expression thereby differing from adult musical needs and are instead based on more primary responses to their own developmental needs and their social environment. Functioning as “music leader,” the PI appeared to serve as an indispensable interface for assuring authenticity in the children’s music-making at all stages of development. The older children did not introduce any novel behavior specifically related to making music. However, due to the progression of cognitive and social maturity across the range of ages, new extra-musical behavior (EMB) slowly emerged at each developmental stage always seeming to enrich the experience relative to a particular group.
21
Eriksson, Isabelle. "Är manliga och kvinnliga tjänstemäns lärande i en arbetslivskontext jämställt? : Det arbetsorganisatoriska lärandets karaktär inom tjänstesektorn." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-341554.
Full textAbstract:
Syftet med denna studie är att karaktärisera det arbetsorganisatoriska lärandet på företag inom tjänstesektorn ur ett genusperspektiv. Den yrkesklass som fokuseras är tjänstemän. För att besvara denna övergripande problematik studeras män och kvinnor och deras tillgång till och upplevelse av lärandet i både formella och informella former. Frågeställningarna handlar om huruvida männen och kvinnornas tillgång till lärande skiljer sig, både vad gäller utbud av formella läraktiviteter som förutsättningar för informellt lärande, samt vilka skillnader det finns mellan könen vad gäller karaktären på det arbetsorganisatoriska lärandet, huruvida det verkar vara tal om ett reproduktivt eller utvecklingsinriktat lärande. Studien bygger på en kvantitativ statistisk enkätstudie om 53 frågor som har besvarats av 73 personer från fem olika företag. Resultaten visar att männen och kvinnornas tillgång till lärande ser olika ut, både vad gäller utbud av formella läraktiviteter som förutsättningar för informellt lärande, på så sätt att männens tillgång till lärande är större; de deltar i större utsträckning i formella läraktiviteter och har bättre förutsättningar för informellt lärande. Det finns även tendenser om skillnader mellan könen vad gäller karaktären på det arbetsorganisatoriska lärandet, på så sätt att det bland kvinnorna i högre grad indikeras ett reproduktivt lärande medan det bland männen i högre grad indikeras ett utvecklingsinriktat lärande. Slutsatsen är att det finns anledning att misstänka att vårt ojämställda arbetsliv återspeglas även på det arbetsorganisatoriska lärandet.
22
Karlsson, Sofie, Åhlström Erica Ljunglöf, and Amandaklara Sagemar. "Möjliggörande till fysisk aktivitet i arbetsgivarens regi : En kvalitativ studie om hur arbetsgivaren främjar en fysiskt aktiv arbetsplats." Thesis, Högskolan i Halmstad, Akademin för hälsa och välfärd, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44729.
Full textAbstract:
Vi har valt att titta på den fysiska aktivitet som räknas till den friskvård som arbetsplatsen erbjuder. Det handlar om att hjälpa sina medarbetare till en god personlig hälsa, samtidigt som arbetsgivaren själv vinner på hälsosamma medarbetare. Studiens hälsopedagogiska idé innebar att belysa vad som möjliggör till fysisk aktivitet och hur arbetsplatsen kan bidra till personlig utveckling gällande den fysiska hälsan. Syftet med studien var att belysa hur medarbetare och arbetsgivare beskriver aspekter som påverkar möjligheten till att utföra fysisk aktivitet i arbetsgivarens regi. För att analysera och tolka studien har vi använt oss av en teori och ett perspektiv, Bronfenbrenners utvecklingsekologiska modell och ett salutogent perspektiv. Studien utgick från en kvalitativ ansats där enskilda intervjuer använts som datainsamlingsmetod. Urvalet bestod av åtta respondenter varav fyra var arbetsgivare och fyra var medarbetare. Studien kunde av resultatet konstatera att det är viktigt för arbetsgivaren att involvera medarbetarna i det utbud som erbjuds för att så många som möjligt ska nyttja friskvården på företaget. Det är även viktigt för arbetsgivaren att ta tillvara på den sociala tillhörigheten som uttalats vara en stor motiverande faktor och bibehålla denne som en positiv aspekt i medarbetarnas vardag.In this study, we have chosen to look at the physical activity that counts as the wellness that the workplace offers. It is about helping your employees to good personal health, at the same time as the employer itself benefits from healthy employees. The study's health pedagogical idea meant to shed light on what enables physical activity and how the workplace can contribute to personal development regarding physical health. The purpose of the study was to shed light on how employees and employers describe aspects that affect the possibility of performing physical activity under the auspices of the employer. To analyze and interpret the study, we have used a theory and a perspective, Bronfenbrenner's developmental ecological model and a salutogenic perspective. The study was based on a qualitative approach where individual interviews were used as a data collection method. The sample consisted of eight respondents, four of whom were employers and four were employees. The study was able to establish from the results that it is important for the employer to involve the employees in the range offered so that as many as possible will use the wellness at the company. It is also important for the employer to take advantage of the social affiliation that has been stated to be a major motivating factor and maintain it as a positive aspect in the employees' everyday lives.
23
Shemweta, Alfred. "Att stimulera autonomin hos elever kring fysisk aktivitet ur ett livslångt perspektiv : lärares erfarenhet, i ämnet Idrott och Hälsa, om goda förutsättningar." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-153322.
Full textAbstract:
Sammanfattning Detta är en kvalitativ intervjuundersökning i form av fokusgruppsdiskussioner som innehåller åtta respondenter. Syftet med studien är att undersöka vilka förutsättningar lärare i ämnet Idrott och Hälsa i dagsläget anser vara goda för att stimulera autonomin så att fysisk aktivitet, ur ett livslångt perspektiv, ska kunna ske. Studien sker i en tanzanisk kontext och kopplas till Sverige utifrån ämnet - detta för att möjliggöra ett ömsesidigt lärande. I Tanzania heter detta ämne Physical Education, förkortat PE. Insamlade data kategoriserade med fokus på mening (dvs. meningskoncentrering) och resultaten sammankopplades därefter med det kognitiva perspektivet till utveckling, motsvarande på engelska cognitive orientation to development. Det kognitiva perspektivet till utveckling bildas av två ståndpunkter som är kognitivt utvecklingsperspektiv och Lev Vygotskijs kultur-historiskt utvecklingsperspektiv; dvs. cognitive development perspective respektive cultural-historical development perspective på engelska. Resultat visade att idrottslärare anser att personliga element, resurselement och ämnesplan för Idrott och Hälsa är essentiella förutsättningar för att stimulera autonomin kring fysisk aktivitet i det livslånga perspektivet. Det visade sig även att omgivningselement och lärarnas roll är grundläggande förutsättningar. Studien visade också att såväl elevernas motivation och personliga karaktärsdrag som deras fysiska, sociala, kulturella och historiska omgivning påverkar deras beteendeförändring.Abstract This is a qualitative research by means of focus group discussions which brought together eight participants. The purpose of this study is to examine about Physical Education teachers’ experience concerning supportive environments that are considered necessary for stimulating autonomy so that physical activity, from a lifelong perspective, can take place. The research takes place in a Tanzanian context and is linked to Sweden based on the subject so as to enable a mutual learning. While termed as Idrott och Hälsa in Sweden, this school subject is called Physical Education in Tanzania, abbreviated to PE. The collected data were categorized with the emphasis upon their implication (i.e. their core meaning) and the results were then linked with the cognitive orientation to development. The cognitive orientation to development is made of two standpoints which are cognitive development perspective and Lev Vygotsky’s cultural-historical development perspective. The results showed that, PE teachers believe that personal elements, resources element and PE curriculum are essential prerequisites for stimulating the autonomy as regards to lifelong physical activity. It also turned out that the environment elements and the role of teachers are fundamental. The study also showed that both the students' motivation and personal characteristics, as well as their physical, social, cultural and historical environments, affect their behavioral change.
24
Eriksson, Jessica. "Arbetsplatsens lärprocess och lärmiljö vid digitalisering : En enkät- och intervjustudie om ett förändringsarbete inom hemtjänsten." Thesis, Högskolan i Gävle, Pedagogik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32416.
Full textAbstract:
Då arbetslivet förändras i snabb takt och det finns förhoppningar och krav på att digitaliseringen ska lösa stora delar av de problem som uppstår vid snabba förändringar inom offentlig verksamhet har denna studie tittat närmare på hur lärandet kan se ut vid digital förändring inom offentlig verksamhet. Uppsatsens syfte var att undersöka och skapa kunskap om hur lärprocessen och lärmiljön vid införandet av nytt digitalt arbetssätt ser ut, utvecklas och fungerar i en hemtjänstgrupp. Detta gjordes genom en kvalitativ undersökning utifrån en fallstudie vid en arbetsplats i en kommun i Mellansverige. Data samlades in genom observation, enkät samt intervjuer med chef och medarbetare. De teoretiska utgångspunkter som används i studien är främst P-E Ellströms perspektiv på lärande i arbetslivet samt Ellström & Ekholm och Kocks perspektiv på lärmiljöer. Dessa teoretiska utgångspunkter används som ett verktyg för att analysera det insamlade datamaterialet. Resultatet visar att lärandet sker genom informellt lärande på arbetsplatsen genom gemensamma genomgångar, individuella uppföljningar samt ett kollegialt lärande. Lärprocessen är både reproduktiv och utvecklingsinriktad, det skiljer dels mellan chef och medarbetare men även inom arbetsgruppen hur lärprocessen tar form. Då arbetssättet är nytt för hela gruppen är mycket reproduktivt lärande men även inslag av utvecklingsinriktat lärande finns i form av vissa ifrågasättanden, innovationer och utvecklande. Lärmiljön på enheten är i stort stödjande utifrån en stöttande ledning, stöttande medarbetare, ett delvis öppet klimat och delaktighet. Det finns även vissa incitament som tyder på en begränsande lärmiljö utifrån bristande resurser i form av utrustning samt tid och även en frustration och tidvis kontrollerande ledning.
25
Avery, Helen. "Moving together – conditions for intercultural development at a highly diverse Swedish school." Doctoral thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, Språk-, litteratur- och mediedidaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-29961.
Full textAbstract:
This thesis is a case study of a primary school in a highly diverse urban neighbourhood in Sweden. Basic pre-conditions for intercultural school development are studied by examining the overall organisation of teaching, learning and opportunities for collaboration in the investigated case. The study focuses on the targeted support measures to enhance learning for students with an immigrant background: Mother tongue instruction, Swedish as a Second Language, and tutoring in the mother tongue, as well as looking at pedagogical support provided by the school library. The latter has a mission to promote learning and inclusion, where non-native speakers of Swedish are a prioritised group. Communities of practice linked to the work organisation at a meso-level are investigated, and the collaborative relationships between professional groups at the school involved in the various support measures. Teacher relationships and categorisations implied by support measures impact the learning spaces that are shaped for students and the teaching spaces within which teachers work. Collaborative opportunities and convergence of concerns in the teaching spaces combine to shape the overall space for intercultural development. The raw data for the case study consists of interviews, national policy documents and additional information on local work organisation gained through documents and observations. Four articles resulted from the case study, each focusing a specific support measure. An overarching analysis is then made of findings from these articles and the other dimensions of the investigation. The analysis describes the organisation in terms of monocultural or intercultural school cultures, pointing to significant characteristics of the landscapes of practice, with respect to their overall implications for the spaces of school development. In the discussion, findings are considered in relation to research on professional development in education, collaboration, democracy and inclusive schooling. The relative positioning of languages and cultures is given particular attention, to ascertain if the school culture is monocultural or intercultural in the sense given by Lahdenperä (2008), and to what extent it could enable intercultural development. Such positioning plays a role interms of affordances for identity, participation and engagement discussed by Wenger (1998). This case study should be understood against the wider background of recent social developments in Europe linked to globalisation and technological changes. It is argued that looking at the concrete specifics which facilitate or obstruct school development, and simultaneously reflecting on how the different forms of teaching interrelate in the overall organisation and in policy may provide a useful vantage point from which structural changes can be contemplated.The discussion underlines the importance of the physical localisation of activities, continuity in personal contacts and time available for joint pedagogical reflection, as basic conditions for effective intercultural dialogue in the organisation. Finally, the impact of policy is considered, looking at connections between levels of policy, expressed in official steering documents, and conditions for teaching and learning at the level of an individual school.
26
Johansson, Annika, and Jenny Petersen. "Bedömning och synliggörande av lärande i grundsärskolan och gymnsaiesärskolan." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-20833.
Full textAbstract:
Studiens syfte är att finna hur man arbetar inom grundsärskolan och gymnasiesärskolan med att synliggöra lärandet för eleverna och bedöma vart eleverna befinner sig kunskapsmässigt. Frågeställningarna behandlar vilka metoder speciallärare och specialpedagoger använder för att synliggöra lärandet samt vilka metoder som används för att bedöma vart eleven befinner sig kunskapsmässigt och vilka metoder lärarna använder för att göra lärandet meningsfullt, hanterbart och begripligt. Kvalitativ metod i form av webbenkäter har använts för insamling av empirin. Den teoretiska ansatsen KASAM har använts för att analysera resultatet. Resultatet visar på att den metod som lärarna använder mest för att synliggöra lärandet för sina elever är genom muntlig återkoppling. Den metod som lärarna använder sig mest av för att ta reda på var eleven befinner sig kunskapsmässigt är samtal med kollegor. För att göra lärandet hanterbart, begripligt och meningsfullt så tar lärarna reda på vilken lärmetod som passar bäst för eleven, utgår från elevens intresse och har en tydlighet kring mål och syfte med undervisningen. Resultatet visar också på likheter och skillnader i valda metoder för de elever som läser ämnesområde kontra de som läser ämne. Studiens specialpedagogiska implikationer är att ge tips på goda exempel om metoder för bedömning och synliggörande av lärande. Resultatet bidrar till förslag för fortsatt forskning kring effekten av beprövade metoder.The purpose of this study is to find out best practices for teachers within the compulsory special school and the upper secondary special school in Sweden. The goal is to make the learning visible for the pupils and to assess where the pupils are in terms of knowledge. The study addresses what methods special teachers and special educators use to make the learning visible, to assess where the pupil is in terms of knowledge and what methods teachers use to make learning meaningful, manageable and understandable. Qualitative method in the form of web surveys has been used to gather empirical data. The theoretical approach KASAM has been used to analyze the results. This reveals that the method most teachers use to make the learning visible to their pupils is through oral feedback. The method that teachers use most often to find out where the pupil is knowledgeable is talking to colleagues. In order to make learning manageable, understandable and meaningful, the teachers choose learning method best suited for the pupil based on the pupils interest and have a clear focus on the goals and purpose of the teaching. The result also shows similarities and differences in selected methods for the pupils who read the subject area versus those who read the subject. The study's special educational implications are to give tips on good examples of methods for assessing and making visible learning. The result contributes to proposals for further research on the effect of tried and tested methods.
27
Aly, Geillan Dahab. "Students' Agency in an In-Class Computer-Centered Developmental Mathematics Classroom: The Best Laid Plans of Math and (Wo)men." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/613129.
Full textAbstract:
Community colleges are tasked with helping all students regardless of their academic background to receive a degree, certificate, or other form of education. Many of these students need support in learning the mathematical content necessary to take college-level courses. Since a large proportion of students in these developmental classes are students of color, and unlikely to be successful, developmental courses are not leveling the playing field of higher education. In-class computer-centered (ICCC) classes are a possible solution to this social justice issue because they provide students with flexible learning opportunities. Students can work independently on a schedule that matches their needs and can access the multiple learning tools embedded in the software in ways that make the most sense for their own learning. Research on ICCC mathematics courses has primarily compared success rates with those of traditional lecture classes. These quantitative studies provided a limited view of student activity in an ICCC class and did not demonstrate how students were navigating these courses or the nature of their experiences. This study uses a qualitative research design to explore student actions and their experiences relative to their success. In my analysis, I utilized Bandura's construct of agency, defined as the capacity to understand, predict and alter the course of one's life's events (Bandura, 2008). My framework also considers agency as a temporal phenomenon residing in the past, present, and future (Emirbayer & Mische, 1998). Agency is operationalized temporally and by using four characteristics, intention, forethought, reflection, and reaction. This study uses case study research design where students are interviewed and observed in an ICCC class. In it I illustrate the various forms of agency students bring and leverage in the ICCC mathematics classroom in their attempts to be successful. Findings indicate that the students who were successful were most adept at leveraging a variety of resources to help them work towards their goals. There is the assumption that students need flexibility and individualized learning in developmental courses; these needs are addressed by ICCC and are a way in which the ICCC format perfects the traditional lecture. However, this research demonstrates that the question of how to best help developmental students remains open.
28
Pereira, Diego de Medeiros. "Drama na educação infantil : experimentos teatrais com crianças de 02 a 06 anos." Universidade do Estado de Santa Catarina, 2015. http://tede.udesc.br/handle/handle/662.
Full textAbstract:
Made available in DSpace on 2016-12-08T16:03:16Z (GMT). No. of bitstreams: 1
122961.pdf: 2739150 bytes, checksum: 136eddbd28c6edbdfe2e18b846c2ab4f (MD5)
Previous issue date: 2015-03-26Coordenação de Aperfeiçoamento de Pessoal de Nível Superior
This thesis investigates Drama an English approach for theatre teaching and experiencing as a methodological possibility to introduce theatre in children education. It looks for structuring pedagogical procedures linked to childhood specificities by proposing a practice based both on theatrical experiences/theories and on the curricular proposals for this stage level. As such, it starts presenting national and local curriculum indications for the teaching of art and theater in early childhood education. Then, presents the theory of Drama, by English and Brazilian authors centred on this method Bowell and Heap, Neelands and Goode, O Neill, Farmer, Chalmers, Cabral and Desgranges. Next, it reports and discusses 09 drama processes with children from 02 to 06 years old, in order to present evidence about the close relationship between drama and the teachers strategies to work with children of this age level. The experiences took place in Public Infant Schools of Florianópolis/Brazil, and were conducted by teachers who take part in a theatre group, Trupe da Alegria . A dialogue with the theory of Lev Vygotsky backed this study.
29
Maziev, Yuri. "A CRITIQUE OF VYGOTSKIAN SCHOLARSHIP IN WRITING AND LITERACY STUDIES: THE ROLE OF MARXIST DIALECTICS IN THE DISCUSSIONS OF METHOD." Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1302496150.
Full text
30
Priest, Deborah Jean. "A problem-posing intervention in the development of problem-solving competence of underachieving, middle-year students." Thesis, Queensland University of Technology, 2009. https://eprints.qut.edu.au/31740/1/Deborah_Priest_Thesis.pdf.
Full textAbstract:
This study reported on the issues surrounding the acquisition of problem-solving competence of middle-year students who had been ascertained as above average in intelligence, but underachieving in problem-solving competence. In particular, it looked at the possible links between problem-posing skills development and improvements in problem-solving competence.
A cohort of Year 7 students at a private, non-denominational, co-educational school was chosen as participants for the study, as they undertook a series of problem-posing sessions each week throughout a school term. The lessons were facilitated by the researcher in the students’ school setting. Two criteria were chosen to identify participants for this study. Firstly, each participant scored above the 60th percentile in the standardized Middle Years Ability Test (MYAT) (Australian Council for Educational Research, 2005) and secondly, the participants all scored below the cohort average for Criterion B (Problem-solving Criterion) in their school mathematics tests during the first semester of Year 7.
Two mutually exclusive groups of participants were investigated with one constituting the Comparison Group and the other constituting the Intervention Group. The Comparison Group was chosen from a Year 7 cohort for whom no problem-posing intervention had occurred, while the Intervention Group was chosen from the Year 7 cohort of the following year. This second group received the problem-posing intervention in the form of a teaching experiment. That is, the Comparison Group were only pre-tested and post-tested, while the Intervention Group was involved in the teaching experiment and received the pre-testing and post-testing at the same time of the year, but in the following year, when the Comparison Group have moved on to the secondary part of the school. The groups were chosen from consecutive Year 7 cohorts to avoid cross-contamination of the data.
A constructionist framework was adopted for this study that allowed the researcher to gain an “authentic understanding” of the changes that occurred in the development of problem-solving competence of the participants in the context of a classroom setting (Richardson, 1999). Qualitative and quantitative data were collected through a combination of methods including researcher observation and journal writing, video taping, student workbooks, informal student interviews, student surveys, and pre-testing and post-testing. This combination of methods was required to increase the validity of the study’s findings through triangulation of the data.
The study findings showed that participation in problem-posing activities can facilitate the re-engagement of disengaged, middle-year mathematics students. In addition, participation in these activities can result in improved problem-solving competence and associated developmental learning changes. Some of the changes that were evident as a result of this study included improvements in self-regulation, increased integration of prior knowledge with new knowledge and increased and contextualised socialisation.
31
Sjöberg, Therese. "Utomhuspedagogikens betydelse i förskolan : En intervjustudie om utomhuspedagogik och aktivitet för barnen i förskolan." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32005.
Full textAbstract:
Syftet med den här studien är att visa på möjligheter till utomhuspedagogik, synliggöra olika aspekter på utomhuspedagogik och varför det behövs utomhuspedagogik i förskolan. Fokus ligger på förskollärares möjlighet att erbjuda förskolebarn pedagogiska och gemensamma aktiviteter i utomhusmiljön på förskolan, hur de inkluderar barnen till att utforska utomhusmiljön som är en del av deras närmiljö. De frågor som besvarats är följande; Vilka möjligheter samt svårigheter upplever en förskollärare i sitt utövande av utomhuspedagogik? Vad anser förskollärare om barnens lekmöjligheter på förskolegården? Hur uppfattar förskollärare den pedagogiska miljön på förskolegården? Intervjuer har genomförts med förskollärare som just nu är aktiva inom yrket. Studiens resultat utgår från sex intervjuer med utbildade förskollärare från fyra olika förskolor, tre stycken i mellansvenska städer och en i storstad. Därtill har en kartläggning genomförts med hjälp av anteckningar av en förskolas gård, vilka material och ytor som finns tillgängliga för barnen och de vuxna. Resultatet visar hur utomhuspedagogik kan användas i förskolan och hur det är ett verktyg till utveckling för barnen genom att interagera med de vuxna utomhus. Slutsatsen av studien är att utomhuspedagogik och aktivitet utomhus har betydelse för barnen och att det är viktigt att ha en fungerande utomhusmiljö på förskolan. Samt att förskollärarens roll är viktig i utforskandet av utomhusmiljön.
32
Jarmander, Malin. "Kompetensutveckling i förskolan : en fallstudie utifrån flera perspektiv." Thesis, Högskolan Väst, Avdelningen för psykologi, pedagogik och sociologi, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-11106.
Full textAbstract:
Denna fallstudie handlar om hur pedagoger, förskolechefer och huvudmännen ser på kompetensutvecklingen och till viss del verksamhetsutvecklingen i förskolan. Det har under de senaste tio åren införts ett systematiskt kvalitetsarbete i skola och förskola och hur det används i dagens förskola för att få syn på vilka områden som behöver verksamhets- och kompetensutvecklingen berörs i denna uppsats. Studiens syfte är att undersöka kompetensutveckling i förskolan gällande pedagogernas och förskolechefernas kompetensutvecklingsmöjligheter utifrån tre olika perspektiv. Studien genomförds genom att pedagoger och förskolechefer intervjuades med hjälp av datorstödda intervjuer samt att några huvudmän intervjuades. Data analyserades med deduktiv innehållsanalys. Det som framkom mest centralt var att det finns ett arbete med att verksamhets- och kompetensutveckla förskolan men att åsikterna kring hur väl detta arbete sker skiljer sig mellan de olika yrkeskategorierna. Däremot framkommer att det systematiska arbetet med insamling av analysmaterial och fokus på kompetensutveckling i förskolorna och för förskolecheferna fungerar från huvudmännens sida. Dock visade det sig att kontakten med både förskolechefer och pedagoger var väldigt sporadisk. Resultatet har diskuterats i relation till tidigare forskning om pedagogers åsikter kring framförallt kompetensutveckling i förskolan vilket har framlett till viss kritik mot huvudmännens bristande kontakt med verksamheterna i respektive område.This master theses is about how pre-school teachers, pre-school managers and directors of Education, in a case study, sees on idea development and developing people's skills in preschool. There has been throughout the last decade a new systematic quality work in school and preschool and how this is used in today's preschool to see which areas that needs learning and idea development and developing people's skills is presented in this following master theses. The aim of this study is to examine the development of skills in pre-school teachers and pre-school managers opportunities for skills development on the basis of three different perspectives. This study was carried out through computer-assisted interviews whit pre-school teachers and pre-school managers and some directors of Education were interviewed. It was found, most centrally, there was work done to develop people skills and idea development in pre-school but the opinion on how well this work is done differs between the various professional categories. However, it transpires that the systematic work whit collection of materials and a focus on the development skills in the pre-school and for pre-school managers works from the director of Educations side. However, it was shown that contact with both pre-school managers and pre-school teachers were very sporadic. The outcome has been set in relation to research on pre-school teachers opinions on primarily the work with people development skills in pre-school which has elaborated to some criticism of the lack of contact whit the activities in the respective area.
33
Keys, Kathleen. "A search for community pedagogy." Columbus, OH : Ohio State University, 2003. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1060041293.
Full textAbstract:
Thesis (Ph. D.)--Ohio State University, 2003.Title from first page of PDF file. Document formatted into pages; contains xii, 260 p.: ill. (some col.). Includes abstract and vita. Advisor: Christine Ballengee Morris, Dept. of Art Education. Includes bibliographical references (p. 236-246).
34
Hayes, Christopher Xavier, and res cand@acu edu au. "Paradoxes, Parallels and Pedagogy: A case study of Ignatian Pedagogy and of teachers’ perceptions of its implementation in Australian Jesuit Schools." Australian Catholic University. School of Religious Education, 2006. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp100.04092006.
Full textAbstract:
In 1986 the International Commission on the Apostolate of Jesuit Education (ICAJE) produced a document titled The Characteristics of Jesuit Education. This document was an attempt to define the distinctive nature of Jesuit Education. Seven years later, Ignatian Pedagogy: A Practical Approach (1993) was written by the same body in response to the following questions: How can the principles and orientation of The Characteristics be made more useable for teachers? How can Ignatian values be incorporated into a practical pedagogy for use in the daily interactions between teachers and students in the classroom? This study investigates the nature and origins of Ignatian Pedagogy, and its implementation in Jesuit schools in Australia. The first part of the dissertation is a documentary analysis and interpretation. It traces the historical development of Ignatian Pedagogy in the context of Jesuit history and spirituality, and clarifies its purposes in relation to the educational mission of the Jesuit order. The inspiration for Ignatian Pedagogy is based on the purpose and methodology of the Spiritual Exercises of Saint Ignatius Loyola. The dissertation describes the implementation of the Pedagogy within the five Jesuit schools in Australia in the period 1994 to 2000. Ignatian Pedagogy is then located and evaluated within an educational framework. Its purposes are compared and contrasted with 5 different learning theories (Behaviourist; Cognitivist; Humanist; Social Learning and Constructivist), and comparisons are also made with approaches to ‘personal change’ education such as Groome’s Shared Christian Praxis, Freire’s Pedagogy of the Oppressed and Critical Pedagogy. It is shown that Ignatian Pedagogy has many points of similarity with elements in these various theories; the pedagogy was somewhat eclectic in the ideas it incorporated in trying to be faithful to the original vision of Jesuit education, while seeking to provide a coherent across-the-curriculum strategy for promoting the spiritual and moral development of pupils.The second part of the dissertation reports a qualitative empirical study of teachers’ perceptions of the Ignatian Pedagogy and its implementation in Jesuit schools. This data collection set out to investigate the level of congruence between the intentions of Ignatian Pedagogy and teachers’ perceptions of its purposes. A sample of teachers from all five Jesuit schools in Australia were interviewed in small focus groups and the data were analysed and interpreted using the method of grounded theory according to Strauss and Corbin (1990). Their responses were consistent with the findings from interviews with a selection of ‘key informants’ – very experienced educators/administrators within Jesuit schools who had a more extensive and responsible role in schools for the implementation of the Ignatian Pedagogy. 5 key themes were abstracted from the data. The core theme was the paradoxical nature of Ignatian Pedagogy. The teachers on one hand referred to it as “good teaching practice” and yet struggled to understand and implement the pedagogy. Other themes were the relational, methodological, Christian ministry and political categories. The data shows a level of congruence between the intentions of the Pedagogy, the historically stated aims and purposes of Jesuit education and the perceptions of current Australian teachers in Jesuit schools implementing the pedagogy. The data also shows problems with implementation: ecclesiastical/religious/educational terminology caused difficulties; the term ‘pedagogy’ itself resulted in misunderstandings; the politics of implementation were influential. The study shows that Ignatian Pedagogy as an attempt to sustain and develop the vision of Jesuit education for the lay people who now constitute the teaching staff in Jesuit schools incorporated ideas that are also prominent in other theories of education for personal change. Also, because of the natural complexities and uncertainties in links between pedagogy and actual spiritual/moral change in pupils, Ignatian Pedagogy, like other intentional spiritual/moral pedagogies, (e.g., critical pedagogy, values education), exhibits common problems with its conceptualisation and implementation. Ignatian Pedagogy is best interpreted as a ‘global ministry perspective’ informing teaching across the curriculum. The study helps put Ignatian Pedagogy into perspective within the context of contemporary Australian education. It shows how an educational thrust towards the development of critical thinking, social awareness and responsibility has been attempted within Jesuit education. The dissertation concludes with proposed implications for the more effective presentation and implementation of Ignatian Pedagogy. While these implications have particular relevance for Jesuit schools and religious schools in general, they also relate to the contemporary interest in the spiritual and moral dimensions to Australian education as evident in the national Values Education programme.
35
Ahlcrona, Hampus, and Girish Framvik. "Pedagogers syn på musik som språkutvecklande verktyg : På förskolan och öppna förskolan." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-14493.
Full textAbstract:
Inledning: Idén till denna studie framkom efter vår verksamhetsförlagda utbildning (VFU) från förskollärarprogrammet på Högskolan Väst. Musiken och sången finns alltid närvarande genom sångstunder, spontansång vid matbordet eller i form av sångtexter och noter uppsatta på väggarna. Dock är de lärarledda musikaktiviteterna ofta i återskapande form, eller call-response form, det vill säga att barn upprepar något som en pedagog sjunger först. Hur kan det komma sig att musiken, som i läroplanen inte har en uttalad koppling till språket, har en förhållandevis stor roll i förskoleverksamhetens vardag? Syfte: Studiens syfte är att undersöka hur pedagoger använder musik och musikaktiviteter i språkutvecklande syfte i förskolan. Frågeställningar som användes var på vilka sätt musik kan användas i språkutvecklande syfte, och hur förskolans pedagoger talar om kopplingen mellan musik och språkutveckling. Metod: För att svara på dessa frågeställningar valde vi att använda oss av den kvalitativ forskningsmetod, närmare bestämt fokusgrupper. Genom de diskussioner som uppstår i fokusgrupper vidgas deltagarnas synsätt, erfarenheter och åsikter med hjälp av de andra deltagarnas perspektiv. Vi valde just denna metod då vi anser att den ger oss data som kan ge svar på de frågeställningar som framställts. Studien utfördes på förskolor i Västsverige, med deltagare i spridd ålder från flera olika kommunala förskolor samt en öppen förskola inom samma område. Resultat: Resultatet visar att musiken till stor del används som ett språkutvecklande verktyg på grund av det intresse och den uppmärksamhet musiken bidrar med, den sprider glädje och hjälper barn att slappna av. Det är lätt att variera lärarledda aktiviteter samt anpassa nivån på lärandeobjektet till varje individs behov och nivå. Enligt vissa pedagoger ses inte användningen av instrument i musikaktiviteter som nödvändigt för barns språkutveckling, men det ses som en stor tillgång att ha musikaliskt kunniga pedagoger i arbetslaget. Det syns även skillnad i arbetssättet på förskolor och på öppna förskolan, där öppna förskolan inte har samma krav på verksamheten. Trots det sker sångstunder och musikaktiviteter regelbundet där syftet ofta är att stötta barn i sin språkliga utveckling.
36
Svills, Ida, and Sara Jakobsson. "Livet efter särskolan : Det arbetsplatsförlagda lärandetsbetydelse." Thesis, Umeå universitet, Pedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-156399.
Full textAbstract:
Syftet med föreliggande studie är att beskriva och analysera betydelsen av det arbetsplatsförlagda lärandet för elever på gymnasiesärskolan, och nyttan den har för övergången mellan skola och arbetsliv. Syftet leder fram till följande frågeställningar: Hurpåverkar det arbetsplatsförlagda lärandet elevernas framtida yrkesbana? Hur samordnas och utvärderas elevernas arbetsplatsförlagda lärande? Vilken vägledning och vilket stöd erbjuds eleverna för att gagna det framtida yrkesverksamma livet? För att besvara syftet och frågeställningarna har en kvalitativ metod används. Den består av tretton semistrukturerade intervjuer med lärare, studie- och yrkesvägledare samt före detta elever vid gymnasiesärskolor i två kommuner. Intervjuer har också genomförts med handläggare vid Försäkringskassan och Arbetsförmedlingen, men dessa har endast använts som personlig kontakt. Resultatet analyseras med hjälp av tidigare forskning samt de teoretiska utgångspunkterna normaliseringsprincipen och careerchipteori. Resultatet visar att arbetsplatsförlagt lärande har stor betydelse för att göra övergången mellan gymnasiessärskolan och arbetslivet så smidig som möjligt. Studien visar dock på svårigheter att hitta lämpliga platser som både möter elevens önskemål och arbetsmarknades efterfrågan. Den arbetsplatsförlagda utbildningen förbereder både elever och arbetsmarknaden och möjliggör i större grad att eleverna förvärvar ett arbete efter avslutade studier. Samverkan mellan skola, arbetsmarknad och övriga externa aktörer har förbättras under de senaste decenniet, vilket också gynnat eleverna. Genom stöd och handledning till både elever och handledare på arbetsmarknaden kan hinder röjas och framgång nås.The purpose of this study is to describe and analyze the importance of workplace-basedlearning for students in upper secondary school, and the benefits it has for the transition between school and work life. The purpose leads to the following questions: How does workplace-based learning affect the students' future career path? How are the students' workplace-based learning coordinated and evaluated? What guidance and support is offered to students to benefit their future professional life? To answer the purpose and the questions, a qualitative method has been implemented. It consists of ten semi-structured interviews with teachers, study and career counselors and former students at upper secondary schools in two municipalities. Interviews have also beenconducted with officials at the Social Insurance Agency and the Employment Service, but these have only been used as personal contact. The result is analyzed using previous research as well as the theoretical starting points of the normalization principle and career-chip theory. The results show that workplace-based learning is of great importance in making the transition between upper secondary school and working life as smooth as possible. However, the study shows difficulties in finding suitable places that meet the student's wishes and the demand of the labor market. Workplace-based education prepares both students and the labor market, and enables more students to acquire a job after completed studies. Collaboration between schools, the labor market and other external actors has improved over the past decade, which also benefits the students. Through support and supervision for both students and supervisors in the labor market, barriers can be cleared and success achieved.
37
Hill, Landon. "Unique forms of knowledge and curriculum in hip-hop pedagogy." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1596975.
Full textAbstract:
Utilizing the frameworks of critical race theory and culturally relevant pedagogy, this research illustrates ways in which hip-hop pedagogy can create a more liberating educational experience for Black and Latina/o students than currently offered in urban schools. The current literature on hip-hop pedagogy mainly focuses on how hip-hop makes standardized subjects more appealing to urban students while vaguely referencing its relevance to youth living in urban communities. Much less research has specified how hip-hop, within the classroom, can address the issues directly affecting Black and Latina/o youth. Consequently, some may wonder if hip-hop is actually being used to transform education, or merely to help students excel based on the standards of dominant culture (Au, 2005). The purpose of this thesis is to understand contemporary issues facing underprivileged Black and Latina/o youth, effective teaching methods that can be implemented in schools using hip-hop pedagogy, and areas of study relevant to hip-hop culture.
38
Lin, Wen-Yun. "Development of whole language as pedagogy for Chinese teachers." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284267.
Full textAbstract:
The present dissertation is a synthesis of whole language education guided by an action research perspective with the main purpose of developing a series of articles to introduce whole language to Chinese teachers. It falls into two parts: the first part provides the background information about language and education in Taiwan, and the second part is a whole language program for Chinese teachers. Part I discusses the purpose and research questions of this dissertation with an emphasis on current issues of educational reform in Taiwan. Part II is designed to be a resource book of whole language education. It consists of four sections of two to three chapters each. Each chapter stands by itself and all together offer a whole language framework. Section one, Roots of Whole Language, focuses on general and specific philosophical elements of whole language. Section two, Connection to Related Theories, highlights the relationship between the theory of whole language and the practice of literacy education in Taiwan. Section three, Research Applying Whole Language to Chinese Literacy and Education, consists of three qualitative research studies. Section four, A Whole Language Classroom, discusses how a teacher translates her educational beliefs into classroom practices. The arguments are illustrated with examples from the Experimental Textbooks and instructional methodologies in Taiwan with the purpose of making connections between theoretical frameworks related to whole language and educational research in Taiwan. In summary, this dissertation explores whole language from interrelated perspectives. It offers a personal interpretation of whole language that builds up connections between the whole language movement as has been developed in the United States and Chinese literacy education as it is practiced in Taiwan. The major concern of this work is to share information about whole language with Taiwanese teachers and invite them to adapt whole language in their local contexts.
39
Larson, Katie Titus. "Adolescents' Self-Described Transformations and Their Alignment with Transformative Learning Theory." Antioch University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1486187834820718.
Full text
40
Forssbeck, Mikael, and Camilla Lindahl. "Stöd eller styrning? : En studie av Skolverkets stödmaterial." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-377167.
Full textAbstract:
I den här studien undersöktes hur Skolverkets stödmaterial kan påverka lärares autonomi. I studiens teoretiavsnitt presenteras begreppet continuing professional development (CPD) som handlar om den fortbildning lärare förväntas genomgå under sitt yrkesliv och hur CPD kan ses som ett sätt att styra lärares arbete. Skolverket anses vara en betrodd källa vid val av fortbildning. I avsnittet behandlas även vad autonomi innebär för lärare. Studiens empiriska material bestod av fyra av Skolverkets stödmaterial i undervisningen. Det analytiska verktyg som användes för att kunna undersöka stödmaterialens påverkan på autonomin baserades på LaCoes (2008, s. 39) sex dimensioner av den individuella autonomin. I studiens forskningsöversikt presenteras ett urval av den forskning som genomförts rörande styrningen och olika faktorer som kan påverka styrningen av den svenska skolan. I bakgrunden presenteras den Tillitsdelegation som Regeringen tillsatte år 2016 för att undersöka hur styrningen av bland annat skolan kan förbättras och hur reformerna påverkat hur styrningen av skolan sett ut. Studiens resultat visade att lärares autonomi kan påverkas av innehållet i stödmaterialen och att stödmaterialen kan anses styrande. Analysen av empirin visar även att det finns detaljstyrning i materialens innehåll som liknar en regelstyrning.
41
Assali, Zena, and Marija Vujkovic. "”Ja, man kan skylla på dem för det händer så mycket runt dem ändå” : En studie om hur förskollärare bemöter barn som utför kränkande handlingar i förskoleklass." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45473.
Full textAbstract:
The purpose of this study is to investigate how preschool teachers face children who they perceive as children with behavioral problems and how they act in the daily work to prevent and counter violations. The study aims to observe how preschool teachers deal with children who they experience as having behavioral problems in the form of aggression. The study also intends to compare two preschool classes in two municipalities where some residential areas are socio-economically vulnerable. For the collection of empirical data, the study was conducted as a qualitative study consisting of interviews with teachers and observations of children and teachers. The two selected schools were deliberately chosen based on geographical areas with known socio-economic vulnerability. The results predict that the preschool teachers encountered situations where difficulties arise, and which can be considered crucial for the children's biological, cognitive, and emotional development. The difficulties highlighted in this study are analyzed with theoretical concepts such as the punctual and relational perspective, the intercultural perspective and theories of socio-economic impact, conflict management, power and norms, aggression, and more. These theories count as significant developmental aspects in children's critical periods. The results show that the teachers in theory share a common view of the prosocial development work with children who are regarded by the preschool teachers as "children with behavioral problems". Despite this, we found significant contradictions that create a distance between what preschool teachers say they do and what they do in practice. The results of this study also show that preschool teachers use methods and strategies, in which children who are perceived as having behavioral problems get reprimanded, are threatened with punishment, and are made invisible.Syftet med denna studie är att undersöka hur förskollärare bemöter barn som de upplever som barn med beteendeproblem och hur de agerar i det dagliga arbetet för att förebygga och motverka kränkningar och beteendeproblem i form av aggression. Studien ämnar även att jämföra två förskoleklasser i två kommuner där en del bostadsområden är socioekonomiskt utsatta. För insamlingen av empiriska data genomfördes studien som en kvalitativ studie bestående av intervjuer med förskollärare samt observationer av barn och förskollärare. De två utvalda skolorna valdes medvetet utifrån geografiska aspekter med känd socioekonomisk sårbarhet. Resultaten förutspår att lärarna stött på situationer där svårigheter uppstår och som kan anses vara avgörande för barnens biologiska, kognitiva och emotionella utveckling. De svårigheterna som lyfts fram i denna studie analyseras med teoretiska begrepp som det punktliga och relationella perspektivet, det interkulturella perspektivet samt teorier om socioekonomisk påverkan, konflikthantering, makt och normer, aggression med fler. Dessa teorier räknas som viktiga utvecklingsaspekter i barns kritiska perioder. Resultaten visar att förskollärarna i teorin delar en gemensam syn på det prosociala utvecklingsarbetet med barn som av förskollärare betraktas som "barn med beteendeproblem". Trots detta fann vi betydande motsättningar som skapar ett avstånd mellan vad förskollärare säger att de gör och vad de faktiskt gör i praktiken. Studiens resultat visar även på medvetna och omedvetna metoder och strategier som förskollärare använder sig av i bemötandet av barn som upplevs ha beteendeproblem. Barnen blir tillsagda, hotade med bestraffning och osynliggjorda respektive bemötta med positiv uppmuntran.
42
Leo, Kristina, and Catrine Svensson. "När orden inte räcker till : En studie om ordförrådsutvecklande undervisning för elever med språkstörning." Thesis, Högskolan Kristianstad, Avdelningen för utbildningsvetenskap inriktning grundskola, gymnasium och specialpedagogik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21948.
Full textAbstract:
Syftet med denna kvalitativa studie är att bidra med kunskap om ordförrådsutveckling och dess främjande avseende elever med språkstörning, utifrån några lärares, speciallärares och skollogopeders beskrivningar. Elever med språkstörning utvecklar inte sina språkliga förmågor i samma takt som jämnåriga och utveckling av ordförrådet är ett vanligt svårighetsområde hos dessa elever. Ordförrådet spelar en avgörande roll för förståelsen i all undervisning och därför riskeras måluppfyllelsen hos elever med ordförrådssvårigheter. Den teoretiska ramen för studien utgörs av teorier om lexikala nätverk samt sociokulturell teori. Studiens ansats är fenomenografisk och empirin har inhämtats genom semistrukturerade intervjuer. I resultatet framkommer informanternas beskrivningar av hur svårigheter med ordförrådet yttrar sig, hur lärmiljön kan göras språkligt tillgänglig samt hur ordförrådsutvecklingen kan stimuleras och stödjas, både i klassrumsundervisningen och den individanpassade undervisningen. Informanterna beskriver att elever med språkstörning kan ha svårt att uttrycka sig, uttala och mobilisera ord vid olika tillfällen. Deras svårigheter med språklig förståelse påverkar förmågan att förstå innehållet i genomgångar, instruktioner och texter. I resultatet återfinns exempel på generella anpassningar i den ordinarie undervisningen som kan öka den språkliga tillgängligheten; en tydlig lektionsstruktur, muntliga och skriftliga instruktioner, visualisering, symbolstöd, konkret material och digitala lärverktyg. I studien ges exempel på hur ordförrådsundervisningen kan se ut för att stödja elever med språkstörning såsom högläsning, gemensam läsning samt läsgrupper där nya ord förklaras och knyts till elevernas erfarenheter. Ett fördjupat arbete med ämnesspecifika och ämnesövergripande ord beskrivs som innebär att ordet förklaras och knyts till en bild, sak eller erfarenhet samt används i språkliga aktiviteter. Förförståelse, många exponeringar och repetition är gynnsamt. Vid skrivande kan ordmobilisering underlättas av bilder, startmeningar, ordbankar, synonymlistor och ordprediktionsprogram. Resultatet visar att elever med språkstörning behöver mycket stöd, både i klassrumsundervisningen och individuellt. Speciallärarens roll blir att uppmärksamma språksvårigheterna, stödja läraren med ordförrådsundervisning i klassrummet och skapa en språkligt tillgänglig lärmiljö samt tillämpa individanpassade insatser för att stödja ordförrådsutvecklingen.The purpose of this qualitative study is to provide further knowledge regarding vocabulary development of students with Developmental Language Disorder (DLD). It is based on the feedback from class teachers, learning support teachers and educational speech therapists. Students with DLD do not advance in their language skills at the same rate as their peers and vocabulary development is a common area of difficulty for these students. Vocabulary plays a crucial role in the process of learning and therefore poses a risk of not reaching the students full potential. The theoretical framework for this study consists of theories of lexical networks and sociocultural theory. The study approach is phenomenographic and the empirical evidence was obtained through semi-structured interviews. The results outline the assessors descriptions of how the challenges with vocabulary manifest itself whilst outlining how to create language-accessible learning environments. They also define how the development of vocabulary can be stimulated and supported, both in the classroom and through individualised learning. The assessors describe that students with DLD may have some difficulty expressing themselves, pronouncing and mobilising their words in certain situations. Their difficulties with linguistic comprehension affects the ability to understand the content of the teaching, instructions and texts. Results include examples of general adaptations in ordinary teaching that can increase language accessibility; a clear lesson structure, oral and written instructions, visualisation, symbol support, concrete material and digital learning tools. This study gives examples of what vocabulary teaching may look like when supporting students with DLD, like reading aloud, shared reading and reading groups where new words are explained and linked to the students experiences. In-depth work with specific and interdisciplinary words means that the word is explained and linked to an image, item or experience and used in linguistic activities. Prior understanding, increased exposure and repetition are all beneficial. When writing, word mobilisation can be facilitated by pictures, starting sentences, word banks, thesaurus lists and word prediction programs. End results show that students with DLD need a lot of support, both in the classroom and individually. The learning support teacher's role will be to bring attention to any language difficulties, support the teacher with vocabulary teaching in the classroom, create a linguistically accessible learning environment and provide individualised support to aid vocabulary development.
43
Baum, Saskia. "Språkutveckling i Montessori- respektive Waldorfförskolan : En jämförelse av det pedagogiska arbetet med barns språkutveckling i Montessori- respektive Waldorfförskola." Thesis, Högskolan i Gävle, Pedagogik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29071.
Full textAbstract:
Språkutvecklingen hos barn har fångat en nyfikenhet hos mig under min studietid och hur det vardagliga arbetet kan utveckla barnens språkutveckling. Ett intresse för olika pedagogiska inriktningar har vuxit fram och vilka strategier som används inom dessa för att stimuleras den verbala språkutvecklingen. Syftet med studien är därför att jämföra två pedagogiska arbetssätt, ett grundat i Montessoripedagogik systemet och ett grundat i Waldorfpedagogik systemet. Studiens frågeställning är vilka strategier som förskollärarna använder sig av och vilka likheter och skillnader som finns inbördes och mellan de två olika pedagogiska inriktningarna. Genom semistrukturerade intervjuer med fyra olika förskollärare, två inom respektive pedagogisk inriktning, där deltagarna svarar på frågor om vilka arbetssätt som respektive förskola använder sig av för att stimulera språkutvecklingen hos barn. Detta medför att resultatet nödvändigtvis inte behöver bero på respektive pedagogisk ideologi. Utan det kan även förekomma strategier utan specifik pedagogisk inriktning. Studien visar att barnens första språkutveckling är något som är en del av den vardagliga verksamheten på förskolan. Strategierna som används skiljer sig däremot emellan de pedagogiska inriktningarna. I Montessoriförskolan nyttjas pedagogiskt material för att lära barnen de mer specifika delarna av språkutvecklingen. Inom Waldorfförskolan nyttjas den fria leken och ett mer generellt lärande, där lärandet anpassas efter barnets egna förmågor.Fastställt via akademichefsbeslut HIG-STYR 2019/7 den 2019-01-07
Daniel Petterson, fil dr, univ. lekt Pedagogik och Erika Björklund, fil dr, univ. lekt Pedagogik går in som examinatorer på PEG700 under veckorna 1 till och med 3, 2019 då Peter Gill, prof. Pedagogik, gått i pension från och med 2019-01-01.
44
Fälth, Linda. "The use of interventions for promoting reading development among struggling readers." Doctoral thesis, Linnéuniversitetet, Institutionen för pedagogik (PED), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-25548.
Full textAbstract:
A challenge for both researchers and practising teachers is to develop, disseminate and implement methods to help all students acquire good reading skills. One way to do this is to conduct intervention studies. Within the framework of this dissertation two such studies are carried out with the purpose of promoting the reading development of children whose reading ability has not yet reached the adequate age level. The empirical material consists of two studies containing different interventions. These studies form the basis of the four articles included in the dissertation. The overall aim was to analyse the effects of the interventions with regard to both quantitative aspects of pupils’ reading abilities as well as the qualitative aspects of interpreting intervention as a method for promoting reading development. The interventions contain training programmes aiming at promoting pupils’ reading development. The participants of the first study attended grades 1-4, while in the other study only pupils from grade 2 participated. The first study comprises two different training programmes, one of which was computer-based. In the other study both training programmes were computer-based. One programme focused on phonology, whereas the other was more oriented towards reading comprehension. Results showed that pupils who received a combination of phonological and comprehension training made greater progress on tests measuring word decoding, phonological ability and reading comprehension than the comparison groups. These results are valid in the short term, i.e. immediately after the end of the intervention, but also in the long term, one year after the intervention was concluded. The results also demonstrate that computer-based intervention in reading training with a strict framework, combined with individually adapted contents may be both effective and motivating and also have a substantial effect on the success of the interventions. The results from one of the studies also showed that it is possible to achieve positive results on pupils’ reading skills with interventions that do not contain any homework. The main contribution of this thesis is important for further research and measures for children with reading disabilities.
45
Bessa, Márcio Leite de. "Aprendizagem de geometria no curso de pedagogia: um experimento de ensino sobre a formação dos conceitos de perímetro e área baseado na teoria de V. V. Davydov." Pontifícia Universidade Católica de Goiás, 2015. http://localhost:8080/tede/handle/tede/731.
Full textAbstract:
Made available in DSpace on 2016-07-27T13:45:07Z (GMT). No. of bitstreams: 1
MARCIO LEITE DE BESSA.pdf: 4565646 bytes, checksum: 71be3818ddbcc36d4bb1c64586513203 (MD5)
Previous issue date: 2015-08-20The pivotal issue that we sought to clarify was how the organization of the geometry academic curriculum, founded on Davydovs Theory of Developmental Education, could help graduate students of Education formulate the concepts of area and perimeter. Research began with a diagnostic assessment, which revealed a lack ofdomain in students who are beginning the pedagogical program graduation centered on the basic operations of mathematics, specifically focusing on geometry. Beginning with the students shortcomings in the formulation of mathematical concepts, we sought to clarify the following questions: With the teaching of instrumental mathematics based on the theory of Developmental Education,what are the possible effects in the students quality of learning? Could thisteaching foster an environmentof intellectual development in students through learning the basic concepts of geometry, such as perimeter and area? What contradictions involve the practical realization of Developmental Education, in the context of a graduate degree in Pedagogy? What kind of interpretation and evaluation did students use from their learning about perimeter and area, on this alternative for organizing the teaching of mathematics? Therefore, the study aimed to: analyze the contributions of the Davydovs theory of Developmental Education to the organization of geometry and its practical application, in view of the learning of the perimeter and area concepts for students in the first semester of the Pedagogy program. The field study involved a thirty-six-student class in the pedagogy course and a teacher, with whom we developed a formative educational experiment. The investigation consisted of bibliographic and field research. The literature review spanned the periods from 2005 to 2014, focusing on the learning and training of these concepts. Data collection involved questionnaires, reports of the subjects, interviews, and audio and video recordings. The teaching experiment was conducted in eight (8) h(a) for ninety (90) minutes each between February and June 2014. The didactic experiment followed the basic premises of Davydov. In the data analysis, Bogdan & Biklen (1994) guidelines to the categorization and systematization of data were adopted. The data analysis revealed that this studys main contribution was to provide an alternative way of organizing mathematics teaching, considering that the experiment exhibitedthat on average, 85% (eighty five percent) of students demonstrated qualitative changes in the way thinking about the concept of perimeter and 72% (seventy two percent) about the concept of area.
O problema central que se buscou esclarecer foi o de que a organização do conteúdo escolar de Geometria, fundamentada na Teoria do Ensino Desenvolvimental de Davydov, pode ajudar os estudantes do curso de Pedagogia a formar os conceitos de Perímetro e Área. A pesquisa foi iniciada com uma avaliação diagnóstica a qual revelou a falta de domínio de estudantes que ingressam no curso de Pedagogia das operações elementares da Matemática, especificamente dos conteúdos de Geometria. Partindo-se das dificuldades dos estudantes na formação de conceitos matemáticos, buscamos esclarecer as questões: Que repercussões teriam, na qualidade da aprendizagem dos estudantes em Pedagogia, o ensino de Matemática Instrumental fundamentado na Teoria do Ensino Desenvolvimental? Esse ensino pode propiciar condições para o desenvolvimento intelectual dos estudantes por meio da aprendizagem dos conceitos básicos da geometria como Perímetro e Área? Que contradições envolvem a realização prática do Ensino Desenvolvimental no contexto de um curso de graduação em Pedagogia? Que leitura e avaliação os estudantes fazem de sua aprendizagem dos conteúdos de Perímetro e Área sobre essa alternativa para organização do ensino de Matemática? Desse modo, a pesquisa teve como objetivo analisar as contribuições da teoria do Ensino Desenvolvimental de Davydov para a organização dos conteúdos de Geometria e sua aplicação prática, tendo em vista a aprendizagem dos conceitos de Perímetro e Área, por estudantes do primeiro período do curso de Pedagogia. A pesquisa de campo envolveu uma turma do curso de Pedagogia com 36 (trinta e seis) estudantes e 1 (um) professor com os quais foi desenvolvido um experimento didático formativo. A investigação constou de pesquisa bibliográfica e pesquisa de campo. A pesquisa bibliográfica abrangeu o período de 2005 a 2014, com foco na aprendizagem e na formação desses conceitos. A coleta de dados envolveu aplicação de questionários, relatos dos sujeitos, entrevistas e gravações em áudio e vídeo. O experimento didático foi realizado em 8 (oito) h(a) de 90 (noventa) minutos cada, no período de fevereiro a junho de 2014 e seguiu as premissas básicas de Davydov (1988). Na análise dos dados, foram adotadas as orientações de Bogdan & Biklen (1994) para a categorização e sistematização dos dados. A análise dos dados revelou que a principal contribuição desta pesquisa consistiu em mostrar um caminho alternativo de organização do ensino de Matemática, haja vista que o experimento permitiu verificar que, em média, 85,0% (oitenta e cinco por cento) dos estudantes demonstraram mudanças qualitativas no modo de pensar Matemática o conceito de Perímetro e 72,0% (setenta e dois por cento), o conceito de Área.
46
Birk, Tammy A. "Becoming Cosmopolitan: Toward a Critical Cosmopolitan Pedagogy." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308276138.
Full text
47
Kourieh, Gladys. "Anpassad undervisning till sent anlända elever : Hur ämneslärare på högstadiet anpassar undervisningen till sent anländna elever." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1186.
Full textAbstract:
This research paper has examined how three teachers in a Swedish state secondary school adapt their teaching to immigrant pupils aged 13 to16 who have recently arrived in the country. The study is based on observation in the classroom and interviews with the teachers. The study showed that all the teachers adapted their teaching methods in the different subjects by actively working with language development during their lessons. The methods employed included explaining words and definitions, using visual methods of teaching and setting frequent written exercises. In this way the pupils developed their language skills whilst covering the subject coursework. The result also showed that the interviewed teachers agreed that all teachers in the school with immigrant pupils required a basic knowledge of how teaching methods should be adapted to pupils studying a second language. Finally the study showed that there is a limit of time, personnel, finances and the ignorance of recently arrived pupils’ previous school records meant their chances of positively adapting their teaching methods were further restricted. .
48
Persson, Paulina, and Wirkensjö Simon. "Rekrytera, utveckla & behålla : Hur kan arbetet med kompetensförsörjning se ut i offentlig sektor?" Thesis, Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-80215.
Full textAbstract:
I en värld som ständigt förändras och utvecklas kan det finnas ett pågående tryck hos organisationer att behålla värdefull kunskap men även att identifiera var kunskap saknas och åtgärda detta. Arbetet med detta hos organisationer kallas ofta för ”kompetensförsörjning”. Syftet med denna studie är att identifiera hur arbetet med kompetensförsörjning i vissa fall kan se ut för HR-medarbetare och chefer i en offentlig verksamhet. Studien är kvalitativ och innehåller tidigare forskning gällande Human Resources och kompetensförsörjning . I studien har fyra halvstrukturerade intervjuer genomförts med fyra respondenter som alla arbetar med HR inom offentlig sektor. Därefter har data blivit tematisk analyserat för att ge form till de olika teman som återfinns i resultatet. Resultatet påvisar att både HR-medarbetare och chefer är delaktiga i arbetet med kompetensförsörjning, men att cheferna ofta tilldelas utvalda ansvarsområden och att HR-medarbetare har det övergripande ansvaret och fungerar som en specialistfunktion. Slutsatsen påvisar att både HRmedarbetare och chefers olika kunskaper är viktiga beståndsdelar i kompetensförsörjningen men även att det finns alternativa arbetssätt som skulle vara önskvärda om tid och möjlighet funnits.
49
Stiwenius, Alexander. "Hållbar utveckling i gymnasieskolan : En diskursanalys av hållbar utveckling i gymnasiekursen geografi 1." Thesis, Uppsala universitet, Kulturgeografiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-353950.
Full textAbstract:
The aim of this essay is to examine how textbooks that are used in the upper secondary school course geography 1, construct the term sustainable development. Four textbooks, as well as the curriculum for the course have been analyzed from a Foucaultian perspective of a discourse analysis. In the study both texts and pictures have been analyzed to understand how textbooks create the concept of sustainable development. The results show that the curriculum defines sustainable development as a central part of the course, but also describes other things that relate to the term without necessarily defining it as sustainable development. The textbooks presented a few themes that is relatable to sustainable development. Firstly, it is clear that sustainable development is a good thing and that it is something the reader is to strive for. It does so by promoting a lifestyle that is in line with sustainable development. Secondly, the textbooks present the difference between rich and poor countries and gives the picture that if we, the rich, help the poor people, then we will reach a sustainable development. Lastly the textbooks present faith in technological advancement as the solution to reach sustainable development.
50
Rosén, Lena. "”Det känns bra att få berätta min historia, så fler kan ta del av den och kanske förstå hur vi med autism kan uppleva det i skolan” : - Intervjuer med elever med autism som bytt från ett ordinarie gymnasieprogram till specialklass." Thesis, Linköpings universitet, Pedagogik och didaktik, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-177161.
Full textAbstract:
Abstract Each year students goes to high school with expectations to obtain new knowledge and new experiences. Taking a step from elementary school to high school, is like turning pages and starting a new chapter in their lives. However, for some of the students it doesn't turn out the way they imagined. Some of the students experience difficulties and setbacks that they deal with in different ways. This study is about students with autism who started an ordinary high school programme and then later transferred to a special class with adaptions specified to autism. The purpose of this study is to increase knowledge about the experiences that the students with autism describe they carry from attending high school. The study has a childhood sociological theoretical frame of reference and is based on the students experiences and descriptions of their relationship to high school. It is the students’ perspective, to be heard and the interest of the student that is the most important. According to previous research there are areas considered important areas for the functionality of high school for the students with autism. The areas the previous research identified as factors for success are educational, social and emotional aspects. Eight students attending four different high schools in four different countries in mid-Sweden have been interviewed based on a semi-structured form of interview and then been analyzed with a thematic analysis. The students involved in the interviews has all attended an ordinary program at high school and then transferred to a special class with adjustments specified to autism. The students all describe in their own words their experiences of attending high school and what they consider important to be able to make it at high school. The students describe how important it is to be heard and getting the chance to talk about their own experiences. They also express a wish to help other students with autism in the future by sharing their experiences of attending an ordinary high school programme.