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Hallbrink, Sofi. "Progression i läromedelstexter : En analys av nio texter från läsprojektet En läsande klass." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-53125.
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The aim of this study is to examine nine texts used as teaching material in the reading project A Reading Class in terms of three different text-analytical structures. The texts analysed are non-fiction texts intended for grades 1–3. The analysis focuses on the similarities and differences in the textual, ideational and interpersonal structure of the texts and how the progression in the texts is revealed. The result of the analysis shows that there are considerably more similarities than differences between the texts as regards the analysed structures. The analysis cannot find any clear progression between the texts in certain respects, although the analysed material is intended for pupils in different grades, while in other respects it is possible to see some notion of progression. The result also shows that the concept of progression is problematic to apply in a text analysis alone, since it is affected by how teachers work in practice with the material in the classroom.
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Hodgson-Drysdale, Tracy. "Teaching Writing Informed by Systemic Functional Linguistics: "I never would have thought of doing that..."." Thesis, Boston College, 2013. http://hdl.handle.net/2345/3677.
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Thesis advisor: Maria E. BriskWriting is an essential tool for creating meaningful communication and as such it must be taught beginning in elementary school. Although in the past 100 years writing has become more common in our everyday lives, methods of teaching writing and teacher education have not kept pace with changes (National Commission on Writing, 2003). As a result, teachers are underprepared to teach writing and do not teach it enough (Gilbert and Graham, 2010). The goal of this study is to understand how teacher-researcher relationships can facilitate the development of a teacher's knowledge of the theoretical foundations of teaching writing through systemic functional linguistics (SFL) and the teaching and learning cycle (TLC), and how that understanding affects the implementation of meaningful writing instruction that supports bilingual students as they learn to write. Using a modified action research methodology (Herr and Anderson, 2005; Reason and Bradbury, 2001; Zeichner, 2001) the data were collected over the course of one school year and analyzed utilizing the action research spiral by examining interactions between a teacher and a researcher through seven vignettes, including planning lessons, teaching, and reviewing lessons. These vignettes reflected particular instances of support, the evolution of the teacher's understanding of teaching writing informed by SFL, and changes in instruction relating to the TLC. Student writing was also analyzed using rubrics informed by SFL theory. The findings suggest that a complex relationship exists between teachers and researchers and that multiple factors are involved in successful change initiatives. The factors include the process of change through individualized support over time, negotiation, and two types of tension: disequilibrium and resistance. In the current study, these factors helped develop the teacher-researcher relationship in ways that promoted changes in the teacher's practices and, to some extent, her beliefs about writing instruction which resulted in the creation of a hybrid pedagogy. While this pedagogy did not demonstrate a full implementation of instruction informed by SFL theory, it did improve the quality of writing instruction and the resulting student writing
Thesis (PhD) — Boston College, 2013
Submitted to: Boston College. Lynch School of Education
Discipline: Teacher Education, Special Education, Curriculum and Instruction
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Almufayrij, Haifa S. "Teaching English poetry to Saudi students : an exploratory study for applying a Systemic Functional Linguistic based pedagogy for improving the reading, analysis and interpretation of poems in the English language." Thesis, Loughborough University, 2016. https://dspace.lboro.ac.uk/2134/23086.
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This study formulated and applied a Systemic Functional Linguistic (SFL) based pedagogy which is culturally appropriate for Saudi students in King Saud University for improving the reading, analysis and interpretation of poetry in English. Ian Haneur affirms the necessity of the implementation of cultural knowledge for the reading of poetry; he states that cultural knowledge is “important in that it provides a basis through which understanding is achieved.”(2001: 4).This approach is concerned with linguistic applications which aim to improve analytical powers, in particular, the Systemic Functional Linguistics (SFL) (Halliday, 2004; Thompson, 2004). This pedagogy gives Saudi students a tool for reading poetic texts in English and critically analyzes them independently. An attempt which has not been approached much due to concerns of Arab educators about the values of English and American literature and its effects upon readers and a concern over the confrontation of the various moral, social, religious, national, political, historical, and even geographical contexts in the foreign texts (G.Rababah, 1983;M. Obeidat, 1996; Zughoul, 1987; and Asfour andDahiyat, 1983). Furthermore, in this dissertation, I also attempted to address the impact that social, cultural, religious and linguistic differences have on the students' reading and interpretation of poems in English by exploring the perceptions of Saudi students regarding these issues. In my case study, a preliminary questionnaire with closed and open ended questions, class practice answers, post teaching interviews and observation notes were examined using selective coding to interpret the collected data. Analysis of student perceptions in relation to the social, cultural, religious and linguistic differences and the influence they had on their reading of poetry in English revealed meaningful high percentages of agreement which prove that Saudi students were facing problems in all these areas. The analysis of the application of SFL based pedagogy for the Saudi students provided significant evidence that SFL was a useful theory of language which played a purposeful role in showing the architecture of the English language and provided the students with a decoding tool for interpretation.
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PALEARI, VALENTINA. "LA INVESTIGACIÓN COMO ACTIVIDAD DIDÁCTICA EN LA CLASE DE ESPAÑOL COMO LENGUA EXTRANJERA: INSTRUMENTOS PARA EL DESARROLLO DE UNA COMPETENCIA PRAGMALINGÜÍSTICA CONTRASTIVA INTERCULTURAL EN ESTUDIANTES DE L2." Doctoral thesis, Università degli Studi di Milano, 2019. http://hdl.handle.net/2434/675707.
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The present study aims, through an experimentation, to verify the effectiveness of didactic methods and approaches useful for students to initiate dynamics of development of a pragmatic competence in the field of the FL teaching-learning process.
For this purpose, we want to observe if a didactic reflection activity integrating both aspects belonging to the pragmalinguistic sphere and to the sociopragmatic sphere, can give rise to a potential awareness and consciousness about verbal behaviors as well as conversational norms and modes observed from the type of contact, that the activity offers students, with the target speech community. Dealing with the encounter of two sociocultural systems, which is what the learning of a foreign language in practical terms is, this type of didactic action becomes imperative, due to the fact that the interpretation of the experiences and situations everyone faces in the world, pass through a primary and automatic filter which determines a cultural-oriented conception of every linguistic and contextual aspect.
Regarding the present study, the interpretative differences between the Spanish and the Italian systems, in terms of perception of what is considered as polite/impolite, adequate/inadequate during communicative act, are the main research lines examined with a contrastive approach. The aim is to evaluate to what extent such cultural-oriented conceptions and perspectivizations, resulting from norms which are shared among the members of the same speech community, can affect, and at the same time explain, pragmatic phenomena and socially accepted verbal behavior which characterizes a certain speech act.
Testing this hypothesis, on the basis of the analysis of perceptive data related to politeness strategies and related to the concept of verbal behavior adequacy towards a specific situational context, is of particular interest between the Italian and Spanish systems, given a perceived affinity between them, which can lead to misunderstandings and pragmatic “incidents” (Calvi 2004; Guil Povedano 2007; Bailini 2016). This work aims to observe the affinity gradient between the Spanish and the Italian system taking as reference parameters provided by the model proposed by Haverkate (1996; 2003), which relativizes politeness strategies on the basis of two different cultural macro-areas of the world, and by the model proposed by Bravo (1999; 2005), which determines parameters for a reading of in-group interactional modes.
If pragmatic issues are a direct consequence of a sociopragmatic perspectivization, it becomes essential to find a didactic approach which can be effective in transmitting the “linguistic form/structure - functional pragmalinguistic value” relation. At the same time, the didactic approach should provide a first contact with the target speech community, which can offer a system of reference of those natural and inborn correspondences between pragmalinguistic resources and sociopragmatic values. Getting closer to the FL-Culture system requires the ability to read the norms of the target speech community and of the contextual situation from an emic perspective (Duranti 1997). The teaching action must set both the transmission of pramalinguistic and sociopragmatic information related to the FL sociocultural system as a goal, to make the student aware of the use of form and structures which result adequate according to the target speech community standards.
To reach this goal, the present study seeks to test an input processing mode base on an inductive implicit system, which employs input enhancement techniques as support and guideline for the input processing. As an additional goal, the method aims to reduce negative pragmatic interferences. The audiovisual material completes the prospect, being the source of the sociopragmatic information. We think that working with a sort of “hybrid” material, half-way between an FL linguistic activity and a survey about sociocultural issues, carried out autonomously by student-informers, can lead also to reflections about the potential connection between research and didactic application in the FL teaching-learning field.
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Vieira, Carlos Henrique Alves. "Os elementos léxico-gramaticais de atitude em comentários de blogs para o ensino de português." Universidade Federal de Goiás, 2016. http://repositorio.bc.ufg.br/tede/handle/tede/6651.
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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES
This master's research aims to describe and analyse the lexical-grammatical features of attitude in comments in order to understand how the public blogs for Portuguese teaching evaluate the process of teaching and learning in its various aspects, especially those that relate directly to the issue of education offered in them. These assessments are fundamental to understand, in general, the operation of non-institutional educational blogs for mother tongue teaching, for only the participants can measure the quality of this process, necessarily to be the target audience of these blogs.
Esta pesquisa de mestrado tem como objetivo a descrição e análise dos recursos léxico-gramaticais de atitude em comentários, a fim de compreender como o público de blogs para o ensino de Língua Portuguesa avalia esse processo de ensino-aprendizagem em seus mais diversos aspectos, sobretudo os que se relacionam diretamente à questão do ensino neles oferecido. Essas avaliações são fundamentais para entender, em linhas gerais, o funcionamento dos blogs educativos não institucionais para o ensino de língua materna, pois somente os participantes podem mensurar a qualidade desse processo, necessariamente por serem o público-alvo desses blogs
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Shin, Dong-shin. "A Blog-Mediated Curriculum for Teaching Academic Genres in an Urban Classroom: Second Grade ELL Students’ Emergent Pathways to Literacy Development." Amherst, Mass. : University of Massachusetts Amherst, 2009. http://scholarworks.umass.edu/open_access_dissertations/134/.
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García, Iglesias Mª Victoria. "El desarrollo de la educación literaria en aprendientes iniciales de ELE. Una propuesta didáctica llevada a las aulas." Doctoral thesis, Universitat Autònoma de Barcelona, 2017. http://hdl.handle.net/10803/457540.
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Esta tesis doctoral recoge una investigación que se propuso llevar la literatura a las aulas de primero de secundaria bilingüe para extranjeros. La intervención en el aula se materializó a través de un curso que aúna el estudio de la lengua y la literatura bajo una metodología integradora que favorece las repercusiones didácticas en el proceso global de aprendizaje del Español como Lengua Extranjera (ELE). La investigación se ha desarrollado en el marco de las teorías constructivistas del aprendizaje y se ha asentado en una base teórica que manifiesta un amplio recorrido crítico por bibliografía específica actual referente a los tres temas principales que confluyen en la investigación: los estudios sobre la complejidad cognitiva de la lectura en lengua extranjera y en especial del mensaje literario, la importancia de las estrategias inferenciales en el proceso lector y la integración del material literario en el proceso de enseñanza-aprendizaje de E/LE. El desarrollo experimental de la investigación se ha realizado en el Gymnázium Bilingválne de Žilina (Eslovaquia) con una muestra de 30 sujetos en el marco de un proceso de investigación-acción. Se han recogido datos referentes a cuatro capacidades: la estratégica, la interpretativa, la lingüística y la creativa; antes y después de la intervención didáctica. Tras la aplicación de un tipo de análisis que ha combinado el cuantitativo y el cualitativo por la esencia de los fenómenos medidos, los resultados de la investigación indican que:
a) Los participantes mejoran su capacidad de aplicación de estrategias de lectura con especial relevancia en las inferencias asociativas, las macroestrategias y las estrategias metacognitivas.
b) Las habilidades para interpretar un texto literario en ELE se han desarrollado en los participantes del grupo experimental con especial evidencia en el aumento del intertexto lector y de los conocimientos literarios referentes a recursos literarios (antítesis, hipérbole e ironía, especialmente) y a las convenciones del lenguaje literario.
c) La atención didáctica a la educación literaria de los aprendientes iniciales de ELE lejos de menguar o afectar negativamente los aprendizajes lingüísticos, los ha desarrollado en la misma medida que otro tipo de intervenciones didácticas estrictamente lingüísticas.
d) Los participantes de la muestra experimental han sido capaces de culminar el proceso didáctico de las tareas comunicativas literarias creando textos de carácter literario adecuados y con evidencias de la asimilación de aprendizajes literarios tratados durante la implementación del curso.
A través de los resultados de la investigación se ha podido constatar que los alumnos extranjeros de primero de secundaria bilingüe a la vez que aprenden lengua expanden sus habilidades y sus capacidades como lectores y, entonces, se educan literariamente también. Este hecho adquiere una relevancia específica porque supone una excepción en los estudios de didáctica de E/LE y abre, por tanto, una vía de investigación hasta ahora muy poco explorada.This doctoral thesis presents an investigation that was proposed to take the literature to the first class of bilingual secondary for foreigners. The intervention in the classroom was materialized through a course that combines the study of language and literature under an integrative methodology that favors the didactic repercussions in the overall learning process of Spanish as a Foreign Language (SFL). The research has developed within the framework of constructivist theories of learning and has been based on a theoretical basis that shows a wide critical path by current specific bibliography referring to the three main themes that converge in research: studies on cognitive complexity of reading in a foreign language and especially of the literary message, the importance of inferential strategies in the reading process and the integration of literary material into the SFL teaching-learning process. The experimental development of the research was carried out in the Gymnázium Bilingválne of Žilina (Slovakia) with a sample of 30 subjects in the framework of an action-research process. Data on four capacities have been collected: strategic, interpretive, linguistic and creative, before and after the didactic intervention. Following the application of a type of analysis that has combined the quantitative and the qualitative by the essence of the measured phenomena, the results of the research indicate that: A) Participants improve their ability to apply reading strategies with special relevance in associative inferences, macro strategies and metacognitive strategies. B) The abilities to interpret a literary text in SFL have been developed in the participants of the experimental group with special evidence in the increase of the reading intertext and the literary knowledge referring to literary resources (antithesis, hyperbole and irony, especially) and conventions of literary language. C) Didactic attention to literacy education of the initial learners of SFL, far from diminishing or negatively affecting the linguistic learning, has developed them to the same extent as other types of strictly linguistic didactic interventions. D) The participants of the experimental sample were able to complete the didactic process of literary communicative tasks by creating adequate literary texts and evidences of the assimilation of literary learning during the course implementation. Through the results of the research it has been verified that the foreign students of first of bilingual secondary while learning language expand their abilities and their capacities as readers and, then, they are educated also literarily. This fact acquires a specific relevance because it is an exception in the didactic studies of SFL and opens, therefore, a way of investigation until now very little explored.
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Lind, Emma. "Inspiratörerna, innovatörerna, rebellen och kvinnorna : Framställningen av manligt och kvinnligt i författaporträtt i läromedlet Svenska impulser 2." Thesis, Södertörns högskola, Svenska, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45655.
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In this essay, I analyze and compare the representation of social actors in six different author presentations from the teaching aid Svenska Impulser 2, (2012). More specifically, I investigate similarities and differences in the representation of men and women and, thus, what meanings are ascribed to these gender categories. Consequently, these presentations belong to three different literary epochs or -isms: the enlightenment (Jean-Jaques Rousseau and Anna Maria Lenngren); romanticism (Percy Bysshe Shelley and Mary Shelley), and modernism (James Joyce and Virginia Woolf). The analysis is further grounded on Judith Butler’s theory on performative gender and systemic functional grammar as developed and defined by Michael Halliday. The method of analysis is critical discourse analysis (CDA) where I quantify and analyze different types of representational strategies and process and participant functions (transitivity). In addition, these two sections of quantifications are each followed by a qualitative analysis with a certain focus on different epiteths, attributes, general descriptions, and agency. My findings show that the presentations of women are more populated and, that they are portrayed as dependent on men, whereas men are portrayed as independent explorers, innovators, influencers, rebels or radical political debaters and thinkers. While some of these qualities are implied, however more or less muted, in the presentations of women, they are explicated or, by other means, more evident in the presentations of men. Moreover, my analysis shows that the women’s gender identity is marked and thus emphasized in their presentations to a significantly greater degree than the men’s gender identity is in their presentations.
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Mbadinga, Mbadinga André-Marie. "Représentations et stratégies d’enseignement-apprentissage de l’espagnol en milieu exolingue : le cas des hispanisants débutants du Gabon." Thesis, Paris 10, 2014. http://www.theses.fr/2014PA100178/document.
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Une analyse de type ethnographique de la classe, des croyances et représentations des enseignants d’espagnol au Gabon sur l’enseignement-apprentissage de la langue-culture espagnole au niveau débutant (classe de 4e). 1) Comment ces enseignants (es) conçoivent-ils l’enseignement-apprentissage de l’espagnol langue étrangère (ELE) dans ce contexte plurilingue ? 2) Quels rapports entretiennent-ils avec leur substrat linguistique ? 3) En quoi leurs croyances et leurs représentations déterminent-elles leurs pratiques de classe et leurs stratégies d'enseignement ? 4) Qu’est-ce qui motive les acteurs de la classe à enseigner et à apprendre l’espagnol dans ce contexte socio-linguistiquement dominé par le français ? 5) Quelles similitudes et contrastes peut-on relever entre des enseignants novices et des enseignants expérimentés ? 6) Qu'est-ce qui caractérise le discours officiel et les adaptations sociodidactiques de l'enseignement-apprentissage de l'espagnol au Gabon de 1997 à nos jours ? Autour de ces questions, la sociolinguistique et la didactique des langues étrangères avec une approche ethnographique actualisent ici le rôle des substrats linguistiques dans l’enseignement-apprentissage d'autres langues. Cette recherche inscrit donc l’enseignement de l’espagnol en Afrique francophone au cœur des enjeux idéologiques des contacts/conflits de langues. Elle oriente la formation des futurs enseignants d’espagnol du Gabon vers la didactique du plurilinguisme avec une dimension holistique, gage du dialogue des cultures à l’heure de la mondialisation et du numériqueEthnographic analysis of class, beliefs and perceptions of teachers of Spanish in Gabon on the teaching and learning Spanish language and culture to entry level (4th grade). 1) How do these teachers design the teaching and learning of Spanish as a foreign language (SFL) in this multilingual context? 2) What relationship do they have with their linguistic substratum? 3) How beliefs and representations determine their classroom practices and teaching strategies? 4) What motivates classroom actors in teaching and learning Spanish in this French dominated sociolinguistic context? 5) What similarities and contrasts can be measured between novice teachers and experienced teachers? 6) What characterizes the official discourse on teaching and learning Spanish and social adaptations in Gabon from 1997 to today?Around these issues, sociolinguistics and teaching foreign languages with an ethnographic approach update here the role of language substrates in the teaching and learning other languages. This research therefore registered the teaching of Spanish in Francophone Africa in the heart of the ideological challenges of contact / conflict of languages. It directs the training of future teachers of Spanish as a foreign language (SFL) to Gabon didactics of multilingualism with a holistic dimension, guaranteeing the dialogue of cultures in the era of globalization and digital technology
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Stymne, Anna-Carin. "Hur begriplig är historien? : Elevers möjligheter och svårigheter i historieundervisningen i skolan." Doctoral thesis, Stockholms universitet, Historiska institutionen, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143123.
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The thesis focuses on how students learn history in the classroom, more precisely on their possibilities and difficulties in developing competence in the school subject of history. There is a particular emphasis on how they explain and understand historical processes and concepts within the subject of history. Participants are students of different grades, 8–19 years old. The purpose of the study is to explore how students learn history in concrete learning situations and my focus is on the types of knowledge students understand, learn, develop and use in comparison with what they are expected to learn. This is done based on three fundamental and well-established principles of learning. To examine what kinds of knowledge students need I use three main types of knowledge: declarative content knowledge (facts and concepts), procedural knowledge (knowledge about how to do things) and self-regulatory knowledge (knowledge about how to regulate our memory, thought and learning). I also use concepts and insights from systemic functional linguistics (SFL) in order to explain why the students use language and communicate the way they do. The thesis shows that history is challenging for young students. Young students have difficulties with complex and abstract concepts in history as they treat concepts as facts. Older, more competent, students use concepts on a more abstract level and use different kinds of linguistic resources when formulating explanations of higher complexity, more similar to the way explanations in the domain of history are commonly written. The youngest students and some of the older students lacked factual knowledge, concept knowledge, domain specific self-regulatory knowledge and linguistic resources. Declarative content knowledge and facts are more important and more difficult for young students to understand, develop, organize and learn than previous scholars have shown empirically. Students’ abilities to understand facts and ideas in the context of a conceptual framework and to organize and structure facts with the help of concepts at different level of abstraction (conceptual understanding) are crucial. Students also need linguistic resources, both lexical knowledge and knowledge of text structures. Language is crucial both in the process of acquiring knowledge and in the process of communication. In the learning process, teaching is crucial, since individual students’ potential to develop competence depend on the potential of the teacher to discover and engage their preconceptions and arrange for learning in a way that give students the kind of knowledge they need.
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Torsten, Lemon. "Conception versus Reality : A Case Study of SFI-teachers’ Codeswitching into English." Thesis, Stockholms universitet, Engelska institutionen, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-182672.
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The fact that people tend to alternate between languages for various communicative purposes seems to increasingly interest researchers all over the world. Thus, the linguistic phenomenon of codeswitching has been given more academic attention in recent years than ever before. This particular topic has also been infused by new research because of an ongoing pedagogic debate about whether languages other than the target language should be used in foreign languages classroom or not. The debate consists of two major opinions. On one side, adherents claim that use of non-target languages limits natural target language-input and therefore damages the learning process. On the other, it is argued that non-target languages may even be beneficial for the learning process since they carry many pedagogic opportunities with them otherwise gone lost. This paper aims to find out how, and to what extent, foreign language teachers at a Swedish for Immigrants-school codeswitch into English in class. Moreover, it is also of interest to investigate how they think about their own codeswitching and how their reasoning may reflect their codeswitching self-awareness. In search for answers to these questions, three teachers have been observed in class. Later, the teachers have been interviewed to reflect upon their own codeswitching. The study revealed clear differences in the teachers’ codeswitching and codeswitching-reasoning, However, similarities were also found, and that all three teachers shared the main objective to develop their students’ communicative competence. Moreover, they also proved to have a rather realistic picture their own codeswitching. Not only were they able to roughly estimate how, and how much, they each codeswitched. Their individual results also went in line with their reasoning to a high extent, suggesting that they all have a high degree of codeswitching self-awareness.
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Draper, Elaine. "SFI...why not EFI? : A study of the teaching practices applied when teaching English to immigrants in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Ämnesforskning, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-15875.
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My aim with this study is to investigate the teaching strategies applied in teaching English to students with another mother tongue than Swedish. According to Second Language Acquisition (SLA) theory, factors such as age, language competence and mother tongue influence can affect language acquisition. SLA theory also states that multilinguals tend to select one of their languages as their primary source of information and this language is the language that most resembles the target language; Swedish and English are both Germanic languages and therefore share language closeness. Results showed that regardless of age and mother tongue, equal numbers of students chose to source Swedish only or both Swedish and their mother tongue when translating texts from English; only 3 chose to source their mother tongue only. There is to date little research that directly connects teaching approaches with SLA, particularly when dealing with multilingualism. I believe a potential area for research could be to investigate the possibility of developing teaching strategies that can potentially harness prior language knowledge. My investigation also showed that English is taught to native and non-native Swedish speakers alike through the medium of the Swedish language; that is to say the course books consist of English text with vocabulary translations and grammatical exercises from Swedish to English. A suggestion would be to reduce the use of the English to Swedish translation methods, particularly for students with a limited knowledge of Swedish, and incorporate into lessons more communicative teaching methods using authentic materials and real situations.
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Nascimento, Maria Valdênia Falcão do. "Representação social, avaliação e léxico: um olhar sobre o discurso de professores e tutores do Curso de Licenciatura Letras/ Espanhol da Universidade Federal do Ceará." http://www.teses.ufc.br, 2012. http://www.repositorio.ufc.br/handle/riufc/6134.
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NASCIMENTO, Maria Valdênia Falcão. Representação social, avaliação e léxico: um olhar sobre o discurso de professores e tutores do Curso de Licenciatura Letras/ Espanhol da Universidade Federal do Ceará. 2012. 229f. Tese (Doutorado) – Universidade Federal do Ceará, Departamento de Letras Vernáculas, Programa de Pós-Graduação em Linguística, Fortaleza-CE, 2012.Submitted by Liliane oliveira (morena.liliane@hotmail.com) on 2012-08-24T14:28:35Z No. of bitstreams: 1 2007_DIS_MVFNASCIMENTO.pdf: 1401369 bytes, checksum: a8433e913605616bbceb661282cdbf0b (MD5)
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The present work is the result of reflections on the social representation that both Spanish as foreign language pre-service teachers and instructors have about assessment. The main goal consists of investigate how the assessment is an instrument of social representation of multiple dimensions (cognitive, discourse, linguistics, and social). The analysis of the organizational semantics of the lexicon, which is embedded in discourse manifestations, allows for the understanding of assessment as content knowledge. The study addresses the following questions: (1) How do instructors and pre-service teachers view assessment in the pre-service context? (2) Which social representation of assessment emerges in the discourse of instructors and pre-service teachers when asked about assessment? (3) What are the key lexical items of social representation constructed by the participants involved? The analysis is based on the Theory of Social Representation, especially that of Moscovici (1976, 2009) and Jodelet (2001), on the Critical Discourse Studies proposed by Van Dijk (2003, 2008), and on the studies of Coracini (2003), Moita Lopes (2007) and Bordón (2004) in Applied Linguistics. Data were generated by semi-structured interviews and free word association techniques. The methodology employed for data analysis was content analysis, based onBardin’s (2010) propositions. Two teaching environments were considered: face-to-face and distance education. Results indicate that the participants have two perspectives of assessment: (1) as predominantly a verification of learning, based on instruments such as exams, seminars and portfolios; and (2) as a fundamental part of teaching and learning that serves as a “regulator” of the process. However, in the discourse of the participants, the evaluation process is not considered an important mechanism of control and exclusion, which indicates a lack of critical understanding of the sociological and ideological aspects involved in assessment. In broad terms, results indicate that assessment needs to be considered as an important issue in the preparation of pre-service teachers, and new alternatives of assessment should be discussed, studied and implemented. Furthermore, this study contributes to other studies that investigate how language and social representation mutually shape and affect each other.
Este trabalho resultou de nossas indagações a respeito da representação social de professores e tutores sobre a avaliação em um contexto de formação de professores de espanhol como língua estrangeira. O principal objetivo consistiu em investigar como a avaliação constitui-se um objeto de representação social considerando-se suas múltiplas dimensões (cognitiva, discursiva, linguística e social) e como, por meio da análise da organização semântica do léxico, presente nas manifestações discursivas dos sujeitos ao se posicionarem sobre o tema, pode-se mapear o significado construído para a avaliação enquanto objeto de conhecimento. Entre os questionamentos suscitados, visamos responder às seguintes questões: 1. De que forma os professores se posicionam acerca da avaliação num contexto de formação de professores de língua estrangeira? 2. Que representação social sobre a avaliação está presente nas manifestações discursivas dos professores ao se posicionarem sobre o tema? 3. Que itens lexicais, produzidos pelos sujeitos, podem ser tomados como vetores da representação social construída? Para o alcance dos objetivos propostos, baseamo-nos numa articulação entre a Teoria das Representações Sociais, particularmente os postulados de Moscovici (1976, 2009) e Jodelet (2001); os Estudos Críticos do Discurso propostos por van Dijk (2003, 2008), e, ainda, a Linguística Aplicada, com os trabalhos Moita Lopes (2007) e Bordón (2004). Os dados foram gerados por meio da técnica de associação livre de palavras e por entrevistas semiestruturadas. Para a análise dos dados foi empregada a metodologia da análise de conteúdo, de acordo com as proposições de Bardin (2010), considerando-se o exame dos posicionamentos presentes no discurso docente em torno da avaliação, tanto na modalidade presencial quanto na semipresencial de ensino. As análises realizadas evidenciaram que os sujeitos concebem a avaliação em duas direções: 1.como predominantemente circunscrita a uma concepção de avaliação como mera verificação da aprendizagem, centrada na aplicação de instrumentos como provas, seminários e portfólios e 2. como parte fundamental e inerente ao processo de ensino e aprendizagem, cuja função é “regular” esse processo. No entanto, o funcionamento do processo avaliativo como mecanismo de controle e de exclusão não aparece como uma questão importante nos discursos dos sujeitos, ficando ao largo uma compreensão crítica dos fatores ideológicos e sociológicos que perpassam tanto o discurso sobre a avaliação, como as condições em que essa é produzida. Em linhas gerais, o presente estudo oferece relevantes elementos para se pensar alternativas e caminhos para eventuais transformações das práticas de avaliação e sobre sua relevância na formação de futuros professores de línguas, além de fazer avançar a contribuição dos estudos que investigam a relação entre linguagem e representação social, tendo em vista a forma como estas se afetam mutuamente.
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CARVALHO, MONICA TORREAO. "5 CS AND 1 CONTEXT: AN EXPERIENCE IN TEACHING PORTUGUESE AS FOREIGN LANGUAGE ACCORDING TO USA STANDARDS FOR THE TEACHING OF FOREIGN LANGUAGE - SFLL." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2005. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7086@1.
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PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIROEsta dissertação tem por objetivo analisar, a partir dos conceitos de contexto e identidade nacional, os parâmetros norte- americanos para aprendizagem de língua estrangeira - Standards for Foreign Language Learning - conhecido como os 5 Cs do ensino de línguas estrangeiras, documento elaborado pelas principais associações e conselhos de ensino de LE dos Estados Unidos da América, . Esta análise tem como eixo orientador o relato de uma experiência de ensino de português, por um ano letivo, em Boston College, com o qual busca-se perceber as implicações das propostas do documento para o desenvolvimento de um programa de ensino de português como língua estrangeira - PLE.
This dissertation aims to analyze through the concepts of context and cultural identity the Standards for Foreign Language Learning, a document elaborated for the development of national content standards for foreign language education in the United States of America, as a collaborative project of ACTFL and eight others important foreign language associations. The analysis is oriented by the description of a two semester experience of teaching Portuguese as foreign language at Boston College. Such description intends to point out the implications of the document for the development of a Portuguese as foreign language curriculum.
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Risenfors, Kristina. "En språkutvecklande undervisningskärna : SFI-undervisningens ABC." Thesis, Högskolan Kristianstad, Fakulteten för lärarutbildning, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-21319.
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Det nu föreliggande examensarbetet har haft som syfte att undersöka och bidra med kunskap om hur några lärare beskriver språkutvecklande undervisning för elever inom SFI-undervisningen spår 1 och hur de beskriver att specialläraren med språk-, skriv- och läsutveckling kan fungera som stöd i det språkutvecklande arbetet. Undersökningen genomfördes på en SFI-utbildning på spår 1, med fyra lärare och fem undervisningsgrupper i kurserna A-D. Undersökningens empiri baseras på fem observationer, en Diamond ranking och en fokusgruppsintervju. Undersökningen har haft en kvalitativ ansats och sociokulturell teori och en modell "SFI-undervisningens ABC" som stöd och grund för empirins analys. Lärarna beskriver att de i sin språkutvecklande undervisning utgår från elevernas kunskaper och att de genom att träna tala, lyssna, skriva, läsa och förstå arbetar för en språkutvecklande undervisning. Resultatet visar också att det finns behov av att få tillgång till en speciallärare språk-, skriv- och läsutveckling på SFI eftersom det är en komplex undervisningssituation för både lärare och elever inom SFI-utbildningen. Resultatet visar att elevernas heterogena språkbakgrund ställer stora krav på den undervisande läraren som måste förhålla sig till många modersmål och dess inverkan på språkinlärningen i svenska som andraspråk. Ett resultat visar också att modellen "SFI-undervisningens ABC" som stöd används i den observerade undervisningen till viss del, men det finns behov att arbeta för att implementera den ytterligare. I undersökningens resultat framkommer att både lärare, språkstödjare och speciallärare tillsammans kan bidra till att öka kunskapen om och motverka risken för att både elever och lärare hamnar i språklig och pedagogisk sårbarhet.The purpose of this survey has been to investigate and contribute knowledge about how a few teachers describe language development teaching for students in SFI teaching track 1 and how they believe that the special needs teacher with language, writing and reading development can function as support in that work. The survey was conducted on an SFI education on track 1, with four teachers and five teaching groups in courses A-D. The survey empirics are based on five observations, a Diamond ranking and a focus group interview. The survey has had a qualitative approach with a sociocultural theory and a teaching model of The ABC of SFI teaching as support and basis for the empirical analysis. The teachers describe that their language development teaching is based on the students' knowledge and that by practicing speaking, listening, writing, reading and understanding in a multimodal and translanguaging way, they work for a language development teaching. The results also show that there is a need to have access to a special needs teacher of language, writing and reading development at SFI, as this is a complex teaching situation for both teachers and students in the SFI education. It also shows that the students' heterogeneous language background calls for a high level of proficiency in teaching on the teacher, who must relate to many native languages and its impact on language acquisition in Swedish as a second language. The result also shows that the teaching model of The ABC of SFI teaching as support is used in the observed teaching to some extent, but there is a need to work to implement it further. The results of the survey show that both teachers, language supporters and special teachers together can contribute to increasing knowledge about and counteracting the risk that both students and teachers end up in linguistic and pedagogical vulnerability.
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." Thesis, The University of Sydney, 2007. http://hdl.handle.net/2123/2465.
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The thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Yang, Dai Fei. "Improving Networked Learning in Higher Education: Language Functions and Design Patterns." University of Sydney, 2007. http://hdl.handle.net/2123/2465.
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Doctor of PhilosophyThe thesis of this study is that two seemingly disparate research disciplines can be coalesced to develop an effective pedagogical framework for educational design in the context of networked learning. That contention is grounded in, and inspired by, the rapid developments in educational technologies which have greatly changed the landscape in teaching and learning in higher education over the last decade. The study attempts to add to the corpus of contemporary learning theory which sees students not merely as passive recipients of knowledge, but as active participants in the learning process, having much greater control over their selection of technological learning tools, learning resources and learning methodologies. This is very much in line with the shift from the traditional focus on content design and knowledge transmission towards a more student-centred design for knowledge co-construction, a development which demands the type of new thinking about the design of learning tasks and learning resources contained in this study. Also set out are new lines of action for the fashioning of a collaborative learning environment, for community interaction and the sharing of knowledge, and for promoting good teaching and learning practice. The central argument of the study is that such pedagogical goals may be attained by juxtaposing the theories of Systemic Functional Linguistics (hereafter SFL) and pattern languages. These have not, thus far, been used in combination. SFL is a well established theory in the study of language, and is used in this thesis to help analyse and classify discourses produced and shared by teachers and students in networked learning. Pattern languages have their origin in architecture. Design patterns can be used as a means of representing and sharing important and specific empirical research results and design experiences. This new knowledge can be used to support and improve the quality of educational design. The study has two central components. The first uses the SFL theoretical framework to demonstrate how text is used as a key medium in networked learning. In other words, it is argued in this section that the quality of texts has a direct impact on the quality of learning and learning outcomes. The quality of text is assessed by means of a detailed discourse analysis of selected texts. This process involves deconstructing, identifying and capturing the linguistic resources and language strategies used in the texts. The detailed discourse analysis also illustrates and reveals how language is used in the construction of knowledge and the promotion of collaboration in teaching and learning. The second component centres on the argument that SFL provides valuable language knowledge which can be represented by using Alexander’s design patterns. New knowledge encoded in these design patterns can be used by teachers and designers as reusable and shared resources to help them improve their design work. The empirical research was carried out in three phases. The first involved a) the identification of text patterns of discourses used in networked learning based on detailed discourse analysis; b) Interviewing experienced academic staff to identify their perspectives on good online teaching practices and success factors. The second phase involved using the data which emerged from these interviews and discourse analysis to model illustrative patterns. (Here, illustrative means that due to the scope of the study, it is only possible to develop a limited number of patterns to illustrate the methods used for pattern development. It is not the intention to develop a full repository of design patterns in this study). In the third (validation) phase the patterns were reviewed by two groups of academic staff, with the aim of improving these patterns. Improved patterns were then tested on a group of educational design students for their usefulness and application. It is concluded from this research that it is possible to develop design patterns which ensure the best use of linguistic resources in both the teaching and learning process. Finally, it is argued that the combination of SFL and pattern languages provides a promising theoretical framework for the complex and demanding task of educational design. Future research could make use of such a framework to explore a fuller application of the pattern- based approach for the representation of new knowledge for educational design. Suggested additional research directions include finding new ways of capturing a new pedagogical approach to mobile learning and blended learning. Also, a promising direction could be the use of SFL Appraisal theory (Martin, 2000) for the investigation on how students construct interpersonal relationships (appraise peer work) in online joint projects. In the conclusion, it is contended that through its exploration of new ground in the use of SFL and pattern language theory in the construction of education design patterns, the study makes a significant contribution to knowledge in the field of networked learning.
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Gustavsson, Hans-Olof. ""Utan bok är det ingen riktig undervisning" : En studie av skolkulturella referensramar i sfi." Doctoral thesis, Stockholms universitet, Institutionen för undervisningsprocesser, kommunikation och lärande (UKL), 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7113.
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Experiences of teachers in SFI, Swedish for (adult) Immigrants, indicate that during their schooling earlier in life, SFI students have developed skills, abilities, values, ideas and expectations about teaching and learning that differ somewhat from the prevailing communicative oriented theory of second language teaching which is emphasized in SFI. In the thesis these aspects are referred to as different school cultural frames of reference. The aim of the thesis is to generate knowledge about SFI-students’ school cultural frames of reference of relevance for SFI teaching. The considerable number of immigrants from Iraqi Kurdistan during the 1990s has led to an empirical focus related to this geographical area. From a critical perspective, in some respects a research interest of this kind can be seen as contributing to a division between ‘us’ and ‘them’, in a wider sense a part of exclusion and a maintenance of the segregated Swedish society. In a special section is given an account of this research ethic question, together with arguments from intercultural pedagogy that support a focus on school cultural frames of reference. The theoretical platform for the thesis is sociocultural theory. The concepts of social representations, pedagogical code, classification, framing, power distance, diaspora and distinctions of knowledge also are used. The thesis is based on two data materials. The first consists of data from interviews and talks with students and teachers in SFI, all from Iraqi Kurdistan. The second consists of data gathered through observations, classroom observations, interviews and talks during two visits in the KDP-administrated region of Iraqi Kurdistan, each visit being for a period of about one month. This data material also includes text materials, mainly textbooks in EFL for grade five and six, and course books about EFL teaching used in teacher education. The thesis illuminates several aspects that provide an understanding as to why SFI students from Iraqi Kurdistan can have certain abilities, values, ideas and expectations about teaching, learning materials, learning, teacher and student roles that differ from the communicative oriented second language teaching emphasized in SFI. However, results from the study also underline the importance of a ‘weak’ use of this understanding in a SFI teaching context.
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Lundqvist, Ulrika. "Transspråkande undervisningsmetoder inom sfi : En kvalitativ studie av sfi-lärares utsagor om elevers modersmål som resurs i undervisningen." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-16905.
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I Sverige talas det många olika språk utöver svenskan och officiellt råder det en flerspråkig norm där också Skolverkets styrdokument betonar vikten av att tillvarata elevens alla kompetenser. Trots det råder det i praktiken ibland en enspråkig norm inom svenskt utbildningsväsende. Sfi är en utbildning för vuxna invandrare där alla elever har flerspråkiga kunskaper. Syftet med den här uppsatsen var därför att undersöka hur sfi-lärare uttrycker sin inställning till transspråkande undervisning och sin syn på förstaspråkets betydelse och funktion för undervisning. Studien utgick från en fenomenologisk ansats med kvalitativa intervjuer av åtta sfi-lärare på samma kommunala sfi-skola och som också var kollegor till mig. Analysen av intervjuerna undersökte olika aspekter av sfi-lärarnas utsagor om elevers förstaspråk som resurs i undervisningen. Studien sökte efter uppfattningar och synsätt som visade sig i lärarnas tal om ämnet. De viktigaste resultaten i studien visade att utsagorna från lärarna pekade på en positiv syn på transspråkande undervisning. Aspekter som framkom var att lärarna ansåg att flerspråkigheten hade positiv inverkan vid inlärning av ett andraspråk och att lärarnas tal beskrev en tro på elevernas personliga studieansvar. Men analysen av lärarnas utsagor kring deras egen flerspråkiga undervisning visade att lärarna lade in olika betydelser av begreppet flerspråkighet. Det vill säga att det skiljde sig mellan lärarnas utsagor hur man talade om vad flerspråkighet var och vilka kvaliteter som måste vara infriade för att undervisningen skulle uppfattas som transspråkande.In Sweden, many different languages are spoken in addition to Swedish and officially there is a multilingual norm. The National Agency for Education´s governing documents emphasizes how important it is to utilize all competencies that students possess. Despite this, there is at times a monolingual norm present in the Swedish education system in practice. SFI (Swedish for Immigrants) is an education for adult immigrants where all students have multilingual knowledge. The purpose of this thesis was therefore to investigate how SFI teachers express their attitude to translingual teaching and their view of the significance and function of the first language for teaching. The study was based on a phenomenological approach with qualitative interviews of eight SFI teachers from same municipal SFI school. These SFI teachers were also my colleagues. The analysis of the interviews examined various aspects of the SFI teachers’ statements about their students’ first language as a resource in teaching. The study looked for perceptions and perspectives that were reflected in what the teachers had to say about the subject. The most important results in the study showed that the statements from the teachers pointed towards a positive view on translingual teaching. Aspects that emerged were that the teachers considered that multilingualism had a positive impact when learning a second language and that the teachers’ statements expressed a belief in their students’ personal study responsibilities. However, the analysis of the teachers’ statements about their own multilingual teaching showed that the teachers added different meanings to the concept of multilingualism. There was a difference between the teachers’ statements regarding how they talked about what multilingualism was and what qualities must be met in order for teaching to be perceived as translingual.
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Söderlund, Svetlana, and Margareta Öllsjö. "Sfi-lärares erfarenheter av distansundervisning våren 2020." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-55183.
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Syftet med denna studie är att undersöka sfi-lärares erfarenheter av distansundervisning under våren 2020. Studiens fokus ligger på att undersöka hur digitala verktyg anpassades till elevernas olikheter, hur kommunikationen med eleverna etablerades och vilka arbetssätt och metoder som kännetecknade sfi-lärares distansundervisning. Genom att beskriva omställningen till distansundervisning orsakade av pandemier som SARS och Covid-19, redogörs för de utmaningar och möjligheter som lärare ställs inför i den digitala klassrumsmiljön. Därefter lyfts teoretiska aspekter kring kommunikation och lärarrollen i att skapa relationer med eleverna i den digitala lärmiljön. För att förstå fenomenet med distansutbildningen i sin helhet redovisas vidare utgångspunkter som bör tas hänsyn till när en sådan utbildning utformas och designas. Detta är en empirisk studie där metodtriangulering har använts med både kvantitativa och kvalitativa undersökningar. Totalt deltog 126 respondenter i webbenkät och sex respondenter i semistrukturerade intervjuer. Resultatet pekar på att lärarnas förhållningssätt till distansundervisning under pandemin och ojämlikhet i elevers digitala kompetens och elevernas bristfälliga tillgång till digitala teknik i samband med omställningen, var avgörande för hur nya arbetssätt och undervisningsstrategier formades. Sfi-lärarna använde sig av de digitala verktyg och digitala resurser som redan var inarbetade i klassrumsundervisningen. Både synkron och asynkron kommunikation tillämpades i stor utsträckning, där synkron kommunikation värdesattes tack vare dess likhet med det fysiska klassrummets upplägg och asynkron kommunikation ökade tillgänglighet till undervisningsmaterial. Sfi-lärarnas utmaningar bestod av svårigheter att vara tillgängliga för de elever som behövde stöd och att följa upp elevernas lärandeprocesser på distans.The purpose of this study is to investigate sfi-teachers’ experiences of distance education in the spring of 2020. The study focuses on examining how digital tools were adapted to students’ differences, how communication with students was established and what teaching methods characterized sfi teachers’ distance education. By describing the transition to distance education caused by pandemics such as SARS and Covid-19, the challenges and opportunities that teachers face in the digital classroom environment are described. Thereafter, theoretical aspects of communication and the teacher’s role in creating relationships with students in the digital learning environment are highlighted. In order to understand the phenomenon of distance education in its entirety, further points of departure are presented that should be taken into account when such education is designed. This is an empirical study where method triangulation with both quantitative and qualitative studies. A total of 126 respondents responded to the online survey and six respondents participated in semi-structured interviews. The results indicate that the teachers’ approach to distance education during the pandemic, and the inequality in students’ digital competence and the students’ inadequate access to digital technology in connection with the transition, were decisive for how new teaching methods and teaching strategies were formed. Sfi teachers used the digital tools and digital resources that were already incorporated in the classroom education. Both synchronous and asynchronous communication were applied to a large extent, where synchronous communication was valued thanks to its similarity to the physical classroom layout and asynchronous communication because of the increased accessibility to teaching materials. The sfi teachers’ teaching challenges consisted of difficulties in being available to the students who needed support and in following up the students’ learning processes at a distance.
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Bostic, Timothy Bruce. "Teacher Empathy and Its Relationship to the Standardized Test Scores of Diverse Secondary Students." VCU Scholars Compass, 2006. http://scholarscompass.vcu.edu/etd/908.
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The purpose of this research study was to ascertain whether there is a relationship between teachers' cognitive role taking aspect of empathy and the Virginia Standards of Learning (SOL); English, Reading scores of their students. A correlational research design using hierarchical multiple regression was used to look for this relationship. In order to control for what previous research has shown to contribute to student achievement, a teacher's years of experience, degree level, self-efficacy beliefs about managing classroom behavior and a teacher's expectations for her students were measured and placed into the regression equation. The empathy measure was taken from the Interpersonal Reactivity Index created by Mark H. Davis, Ph.D. The subscale measuring the cognitive role taking aspect of empathy was used in conjunction with the subscale on self-efficacy beliefs about managing classroom behavior from the Teacher Interpersonal Self-Efficacy instrument. The subscale on teacher expectations was created based on research by Jussim and Eccles (1992), Harris and Rosenthal (1985) and Gottfredson, Marciniak, Birdseye and Gottfredson (1995). The study attempted to see if the relationship was stronger based on the ethnicity and course level of the students. The results indicate that the null hypothesis cannot be rejected, so it is indicating that there is not a relationship. However, the results also indicated that the other teacher variables for which this study controlled were also not contributing to the variance in the test scores. These findings led to the conclusion that standardized tests, by their very nature, may possibly not be susceptible to teacher attributes or dispositions. Further, it was concluded that teachers may need to acknowledge that the SOL tests may be measuring a very small part of student achievement that, in many cases, can be considered learning to pass the tests. If education is supposed to prepare students to be educated citizens of a democracy, it is important to remember that classroom instruction must do more than focus on training students to pass standardized tests.
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Saraiva, Wellington Beckman. "Poder judiciário fluminense e capixaba diante do comércio internacional e do pré-sal: novos desafios." reponame:Repositório Institucional do FGV, 2012. http://hdl.handle.net/10438/9764.
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As transformações recentes das relações sociais e econômicas incrementados pelo dinamismo do comércio internacional, sua crescente complexidade e as recémdescobertas reservas petrolíferas na camada pré-sal, aliadas ao fenômeno da globalização, contribuem para o processo de internacionalização do Direito. Esse cenário tem demandado, ainda, novos instrumentos de solução dos conflitos e de controle social, exigindo dos magistrados brasileiros maior expertise no julgamento das demandas contemporâneas. Diante desse cenário, é necessário construir alternativas que realmente busquem modificar as estruturas vigentes na teoria, na práxis e no ensino do Direito. Assim, o objetivo geral desta pesquisa é contribuir para a eficiência da prestação jurisdicional dos magistrados, seja no âmbito estadual ou federal, que atuam no Estado do Rio de Janeiro e Espírito Santo, diante dos novos desafios que terão em face do comércio internacional e do pré-sal. Com a finalidade de alcançar seu escopo, a pesquisa, no Capítulo 1, trata dos conceitos, princípios e metodologia para atingir o objetivo geral da pesquisa. O Capítulo 2 ocupa-se da abordagem das disciplinas relevantes para uma eficiente prestação jurisdicional do pré-sal e do comércio internacional. Em seguida, o Capítulo 3 trata de analisar o conteúdo das disciplinas ministradas nas Escolas de Magistratura Estadual do Rio de Janeiro e Federal da 2ª Região, bem como as provas para ingresso à carreira da magistratura federal e estadual do Rio de Janeiro e Espírito Santo, no que tange à existência de disciplinas como Direito do Petróleo, Gás e Energia, Direito Econômico, Direito Internacional Público e Privado, Exploração & Produção, Direito do Mar, Direito Marítimo, Direito da Navegação Marítima, Direito Portuário, Direito Aduaneiro e Direito Ambiental. Por fim, serão feitas algumas considerações e apresentadas as referências da pesquisa.
The recent changes and increasing complexity of social and economic relations enhanced by the dynamism of international trade and the newly discovered oil reserves in the pre-salt, combined with the phenomenon of globalization, contribute to the process of internationalization of law. This scenario has required also new tools for conflict resolution and social control and demanded greater expertise of Brazilian judges in the trial of the contemporary needs. Given this scenario, it is necessary to construct alternatives that actually seek to modify the existing structures in the theory, praxis and teaching of law. The objective of this research is to contribute to the efficiency of the adjudication of judges who work in the States of Rio de Janeiro and Espírito Santo due to new challenges they will meet in the International Trade and the pre-salt. To achieve its purpose, Chapter 1 deals with the concepts, principles and methodology to achieve the overall objective of the survey. Chapter 2 deals with the approach of the relevant disciplines for efficient adjudication of the pre-salt and international trade. Then, Chapter 3 analyses the content of subjects taught in the School of Judges in the State of Rio de Janeiro and the Federal 2nd Region, as well as the exams of admission to the career of the judiciary in Rio de Janeiro and Espírito Santo with respect to the existence of disciplines such as Law of Oil, Gas and Energy, Economic Law, Public International Law and Private Exploration & Production, law of the Sea, Maritime Law, Maritime law, Port Law, Customs Law and Environmental Law. Ultimately, concluding remarks will be made and references of the research will be presented.
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Alvarez, Georgina. "Aprender a escribir en los niveles iniciales de ELE : Un análisis de manuales del nivel A2 para el diseño de una propuesta didáctica." Thesis, Stockholms universitet, Romanska och klassiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131582.
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La presente investigación tiene como objetivo analizar la presencia que tiene la destreza de la expresión escrita en los manuales de español como lengua extranjera destinados a un público adulto de nivel básico, más concretamente de nivel A2. Asimismo, pretende observar qué tratamiento se hace de dos aspectos relacionados con la composición escrita: los géneros discursivos y los procesos de escritura. Para ello, recogemos datos a partir de una plantilla de análisis que aplicamos a cinco manuales de diferentes editoriales españolas publicados después de 2006. En esta recogida de datos destaca de la alta presencia de actividades de expresión escrita en los manuales. En relación a los géneros discursivos, los manuales dan importancia al trabajo explícito de los aspectos analizados para el presente trabajo: contexto comunicativo, destinatario y propósito. Sin embargo, notamos una presencia baja de textos que sirvan como modelo a los estudiantes a la hora de realizar sus producciones textuales y es prácticamente inexistente la reflexión acerca de la estructura y características de los modelos. En cuanto a los procesos de escritura, el proceso de textualización es el que tiene más presencia en los cinco manuales analizados, mientras que la planificación y la revisión quedan relegadas a un segundo plano con una ocurrencia más baja. En la misma línea, destacamos la poca relevancia dada a la revisión, especialmente la retroalimentación entre pares. A partir de los resultados obtenidos y basada en un enfoque ecléctico de la didáctica de la expresión escrita, presentamos una propuesta didáctica pensada para el nivel A2 en la que se combina el trabajo explícito del género discursivo con los procesos de escritura, así como fomenta la escritura colaborativa.This paper aims to analyse the presence of written expression activities in Spanish as a Foreign Language textbooks designed for adults in a pre-intermediate level (A2). Moreover, the purpose is to examine the approach which is used in relation to two key aspects of the written composition: the discourse genres and the writing process. With this objective, we compile data using an analysis template that is completed with information from five textbooks from different Spanish publishers after 2006. According to the data collection, there is a prolific presence of written expression activities in the analysed textbooks. Regarding the genres of discourse, the textbooks place relevance to the explicit practice of the following aspects: the communicative context, the audience and the purpose. However, a low presence of model texts for the students to use for their own compositions is also noted, as well as a virtually non-existent reflection of the model texts' structure and characteristics. As far as the writing process is concerned, the textualization is the process with more presence in the analysed textbooks, whereas planning and reviewing are marginalised with a lower occurrence. To the same extent, we would like to emphasize the low relevance of revision, especially that among peers. Taking into account the results and based an eclectic approach to the teaching of written expression, we present a teaching proposal for an A2 level in which the discourse genre and the writing process are dealt with explicitly, as well as we intend to encourage collaborative writing.
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Eriksson, Pia. "En ögonblicksbild från muntlig kommunikationsundervisning : 105 sfi-lärares användande av bildmaterial i undervisning med muntlig kommunikation." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-28042.
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I det här arbetet har jag studerat hur lärare i svenska för invandrare (sfi) arbetar med sina elever med bilder och kommunikation. Syftet med undersökningen har varit att bidra med kunskap om sfi-lärares val av bilder för att få igång muntlig kommunikation i studieväg 1. Jag har genomfört en enkätundersökning på nätet med 105 deltagande lärare. Resultatet av undersökningen visar att mer än hälften av lärarna använder bilder varje dag. Bildmaterialet lärarna använder sig av är igenkännbara färgfotografier som föreställer olika händelser. Lärarna använder sig av många olika typer av bilder och materialet är utformat på ett varierat sätt. Det har i min undersökning visat sig, att det vanligaste sättet att använda en bild på är att eleverna får beskriva bilden som läraren visar. Eleverna tas idag inte tillvara som den resurs de borde vara i skolan. Då eleverna tar med sig egna bilder till skolan används dessa i ringa utsträckning. Förbarnsligande material ska inte användas till vuxna elever men resultatet visar ändå att alla elever inte tycker att materialet är förbarnsligande. Ur ett specialpedagogiskt perspektiv bör vi ta tillvara elevernas kunskaper och erfarenheter. Med utgångspunkt i dessa kan lärare och elever tillsammans arbeta med att utveckla elevernas bildtolkningsförmågor och möjligheter att diskutera bilder.In this study I have examined how teachers of Swedish for Immigrants (sfi) work with their students using pictures and communication. The purpose of the study has been to contribute to the knowledge of sfi-teachers' selection of pictures in order to initiate verbal communication in Study path 1. I have completed a survey on the internet which included 105 active teachers. The results of the study show that more than half of the teachers use pictures every day. The picture material that the teachers use are recognizable color photographs of different incidents. The teachers use many different types of pictures and the material is often designed in a varied way. My study has shown that the most common way to use a picture is to let the students describe the picture the teacher displays. In today´s school the students are not utilized as the resources they should be. When they bring their own pictures to school this is seldom used. Juvenile material should not be used with adult students but the result shows that not all the students think that material for children is juvenile. From a special education teachers' point of view we should put the students' own skills and life experiences into use. Using these as our starting point teachers and students can work together to develop the students' abilities in image interpretation and create opportunities to discuss pictures.
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Noresund, Lilia. "Grammar teaching - to be or not to be, that is the question : En kvalitativ studie om grammatikundervisningens plats i språkundervisning i grundskolans tidigare år." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-5559.
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This research traces the trajectory of those methods of teaching grammar that five different teachers in Swedish from Stockholm municipality use in their practice. Their both constructive and negative attitudes towards grammar were in fokus when looking after the connection between their own experience of learning/teaching native language grammar and the methods that they are actually using in their own classes. I was trying to gain knowledge and achieve the purpose of this research by means of a qualitativ method. My empirical data consists of five interviews with the pedagogues who are teaching Swedish. I was also reviewing the scientific research related to the topic. This study has scratched the surface of the systemic funktional grammar (SFG) pedagogy. SFG is a model of grammar developed by the British linguist Michael Halliday. The meta-language informed by SFG seems to be the keyword of the model because of its implicit meaning. Only one of five teachers has been incorporating SFG into the teaching of history. When working with the third grade pupils the teacher has been using the modeling and deconstruktion of the kids own texts. the other four teachers have never heard about SFG before. The methods they are using are not updated that much, it is also easy to notice that they stich to the teaching of grammar as a separate part of language.
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Gustafsson, Veronica. "Musik som metod för andraspråksinlärning : En studie om hur pedagoger inom SFI och svenska som andraspråk kan arbeta språkutvecklande med musik." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32449.
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Abstract This study is to finding out how second language teachers can use music as a method to teaching multilingual students in Swedish as a second language. This study even deals with assets and challenges using music as a method in teaching and learning Swedish as a second language. To answer these questions, data was collected by interviews with three pedagogues who have experiences from teaching in Swedish language with music as a method. The result shows that music helps multilingual students to learn Swedish as a second language both in an individual level and in a group level. With music you can practice accent, vocal clang, pitch, and rhythmics. Music has a social influence and creates safe atmosphere in the classroom. It even creates a place of meetings between different cultures and generations. This way of working requires a brave, flexible and a direct pedagogue. There are different ways of working with music as a method in second language teaching. The students can translate favorite songs from their homelands and then teach their classmates the same song in both languages. Together you can create your own songs connected to other theoretical subjects in school. The students can shape music and songs by drawing pictures and then let them write texts to their own pictures. What is obvious is that music promotes second language progress.
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Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms.
A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics.
The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought.
The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes.
Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.
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Marti, Alexandra. ""Feedback" Correctif à l'écrit à travers l'étude comparative du FLE en Espagne et de l'ELE en France: processus d'enseignement, apprentissage et acquisition." Doctoral thesis, Universidad de Alicante, 2017. http://hdl.handle.net/10045/83069.
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Esta tesis, que quiere ser transdisciplinaria, combinando las ciencias del lenguaje, las ciencias de la educación y la sociolingüística, se centra en cuatro áreas principales: la política del plurilingüismo en las instituciones educativas, el aprendizaje y la adquisición de LE (el Francés Lengua Extranjera: FLE, y el Español Lengua Extranjera: ELE), el tratamiento del error y el feedback correctivo (FC) en la producción escrita, así como las pistas de optimización didáctica para promover la educación plurilingüe y el FC. Los resultados de este trabajo de investigación muestran que, a nivel nacional, el objetivo del plurilingüismo en las instituciones educativas está muy lejos de ser alcanzado en Francia y en España, como lo demuestra el análisis de las cifras y las estadísticas publicadas por los dos Ministerios de Educación en el año académico 2014-2015, dejando ver una situación poco ventajosa del francés en España y del español en Francia frente al dominio del inglés, aunque es innegable que el ELE presenta en este sentido mejores resultados que el FLE. A nivel local, es decir en el marco del aula, la investigación-acción realizada en clase de FLE y de ELE se ha centrado en el análisis de diferentes tipos de FC escrito (directo, indirecto, reformulativo, metalingüístico, electrónico y mixto) a través de un proceso en tres etapas: redacción / comparación con el FC / reescritura. Se trataba de descubrir el impacto de cada FC experimentado en ambos sistemas educativos y de realizar una síntesis de la retroalimentación correctiva más eficaz en Francia y en España, con el fin de desarrollar el estadio de interlengua de los alumnos. Los datos y los resultados de la investigación muestran que la práctica de algunos tipos de FC, según diferentes modalidades de agrupamiento de aprendices (individual o por parejas), ha tenido un impacto directo en el proceso de aprendizaje / adquisición de la LE, tales como el FC directo en los alumnos de Secundaria de FLE y de ELE, el FC metalingüístico en tándem en los aprendices hispanófonos de Bachillerato, el FC mixto en los aprendices francófonos de Instituto y los estudiantes de ambos países. En cambio, otros FC no han provocado la asimilación de nuevos conocimientos por parte de los aprendices; a saber el FC indirecto, sobre todo en los alumnos españoles de ESO, el FC metalingüístico en tándem en los aprendices francófonos de Instituto, el FC metalingüístico individual en los aprendices de habla español, el FC indirecto en los estudiantes de ambos lados de los Pirineos. Esto ha dado lugar a que numerosas reglas gramaticales permanezcan todavía inertes. De ahí, la presencia recurrente de errores no rectificados en la producción escrita de los alumnos. El estudio finaliza proponiendo algunas recomendaciones susceptibles de ser ampliadas o modificadas, con el fin de lograr el "plurilingüismo" tan proclamado por las instancias europeas y optimizar el FC en clase de FLE y de ELE.
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Elmgren, Hallinger Ingierd. ""De har inte den här bilden av mig, den sanna bilden" : En studie av vad som händer med identiteten när man lär sig svenska som andraspråk som vuxen." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-33027.
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Studien har två syften: att undersöka relationen mellan inlärningen av ett andraspråk, i vuxen ålder, och inlärares identitet och att ta reda på om personer som arbetar på SFI, som har kommit till Sverige i vuxen ålder, arbetar identitetsstödjande med språkinlärning eller bemöter eleverna på ett sätt som stödjer identitetsskapandet för eleverna. För att undersöka detta har semistrukturella intervjuer använts och de har analyserats med hjälp av metoden fenomenografi. De åtta personer, som har intervjuats, har alla kommit till Sverige i vuxen ålder och arbetar inom olika yrkesområden på SFI i en mellanstor, svensk stad. I intervjuerna framkom att alla de intervjuade personerna förändrade sin identitet när de var nya i Sverige. Undersökningen visar att det som var svårast var att hitta nyanser i språket och att uttrycka känslor och åsikter på det nya språket. De intervjuade sa att de kopplade sin egen bakgrund till eleverna och bemötte eleverna på ett identitetsstödjande sätt. Det man behöver jobba med på SFI är nyanser och djup i språket, att veta i vilken kontext man kan använda ett visst språkbruk och att jobba med språk och kultur på samma gång. Det skulle fungera identitetsstödjande att reflektera över hur man kan komma in i samhället och bli delaktig. Alla som möter nyanlända behöver bortse från språksvårigheter och istället se människan bakom orden.The study has two purposes: to investigate the relation between second language learning as an adult and the students' identity, and to analyse if the persons who work at SFI (Swedish for immigrants), who has arrived to Sweden as adults, work to support the students' identity as they learn the languages, or if they treat the students in a way that support their creation of a new/changed identity. To investigate this, has semi-structural interviews been used and they have been analysed with a method called “fenomenografi”. The eight persons who have been interviewed have all come to Sweden as adults and they work with different professions at SFI, in a middle-sized town in Sweden. In the interviews you could see that all the informants changed their identities when they had just arrived to Sweden. The study shows that the hardest point in the language learning was to learn to use the shades of meaning and how to express feelings and opinions in the new language. The informants told that they connected their own historical background with the students' stories and treated them in a way that supported the students' identities. At SFI you need to work with the use of different shades of meaning and go to the bottom with the language. You must also work with how to know where in different contexts you should use different styles in languages and work with both language and culture at the same time. It would work as a support to the identities to reflect on how to get into and participate in the society. Everyone who gets to meet persons who have recently arrived needs to leave the difficulties with the language out of account and instead see the individuals behind the words.
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Bygg, Joel. "Demokrati – så länge den är bekväm : En diskursanalytisk studie över den process som formade både dagens skollag SFS 2010:800 och Gymnasieskolans läroplan Gy11." Thesis, Linnéuniversitetet, Institutionen för statsvetenskap (ST), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-75407.
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The Swedish curriculum for the upper secondary school has been through a major change in the new corriculom that came in 2011 together with the new law concerning the Swedish schoolsystem (SFS 2010:800). The process behind these documents has been the main purpose and goal of this study. This has taken the form of a discourse analysis of all the material that led to the making of the current curriculum and the law concerning the Swedish school system. The discourse analysis looked after mechanisms of exclusion in both the process and the finished products of the two documents and also focused to see if there were any ethnocentric features present. The result shows that the curriculum together with the Swedish law concerning the school system is in a paradoxical relationship where Swedish teachers have to be inclusive in the pupils right to express different opinions, and at the same time be exclusive as only democratic values as is tradition in the west are to be accepted. At the same time there are some ethnocentric features present regarding how these democratic values should be thought, as it says it should follow western humanism and Christian ethics and values. These paradoxical and ethnocentric elements who are found within these documents show that some people may be excluded and that teachers may have to sacrifice either the students right to express themselves or their cultural differences or sacrifice the core values from whom the teachers are forced to abide to.
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Lopes, Jorge Luis da Costa. "Rel?gios de Sol nas aulas de Matem?tica: constru??o do conhecimento atrav?s da prototipagem." Universidade Estadual de Feira de Santana, 2017. http://tede2.uefs.br:8080/handle/tede/655.
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Submitted by Jadson Francisco de Jesus SILVA (jadson@uefs.br) on 2018-07-13T21:00:13Z
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TCC _ Jorge_revG15021816.02Final18.02Vers?ocapadura.PDF. (2).pdf: 6630381 bytes, checksum: 370c3715816360d1d3c83fa51942e90a (MD5)Made available in DSpace on 2018-07-13T21:00:13Z (GMT). No. of bitstreams: 1 TCC _ Jorge_revG15021816.02Final18.02Vers?ocapadura.PDF. (2).pdf: 6630381 bytes, checksum: 370c3715816360d1d3c83fa51942e90a (MD5) Previous issue date: 2017-12-19
The study focused on this dissertation was carried out at the Col?gio Estadual Alaor Coutinho - CEAC, located in Praia do Forte, municipality of Mata de S?o Jo?o - Bahia, a college in which a large part of the students in the academic years of 2014 and 2015 reported, in the classroom, greater difficulties of understanding the subjects related to Trigonometry and Geometry. In an attempt to reverse this situation and facilitate the learning of existing subjects in Trigonometry and Geometry, basic astronomical knowledge related to sundials, allied to concepts of Geography with respect to Geographic Coordinates and Earth Movements, were used. Activities were carried out with students from Elementary and Middle School, such as: workshops, classes and events related to the construction and positioning of Sun Clocks. As a final product, we made different Equatorial Type Sun Clocks, as well as a Didactic Sequence for teachers of education basic.
O estudo focalizado nesta Disserta??o foi realizado no Col?gio Estadual Alaor Coutinho - CEAC, localizado em Praia do Forte, munic?pio de Mata de S?o Jo?o ? Bahia, col?gio no qual grande parte dos estudantes dos anos letivos de 2014 e 2015 relatou, em sala de aula, maiores dificuldades de entendimento dos assuntos relacionados ? Trigonometria e Geometria. Na tentativa de reverter essa situa??o e facilitar a aprendizagem de assuntos existentes na Trigonometria e na Geometria, foram utilizados conhecimentos b?sicos de Astronomia relacionados a rel?gios de Sol, aliados a conceitos de Geografia com rela??o ?s Coordenadas Geogr?ficas e Movimentos da Terra. Foram realizadas atividades com estudantes do Ensino Fundamental e M?dio, tais como: oficinas, aulas e eventos relacionados com a constru??o e posicionamento dos Rel?gios de Sol. Como produto final, confeccionamos diferentes Rel?gios de Sol do Tipo Equatorial, assim como uma Sequ?ncia Did?tica destinada a professores da educa??o b?sica.
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Kramer, Thomas Jonathan. "Evaluating a Social and Emotional Learning Curriculum, Strong Kids, Implemented School-Wide." BYU ScholarsArchive, 2013. https://scholarsarchive.byu.edu/etd/4054.
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The goal of this study was to explore whether Strong Kids could result in improved social and emotional competence when implemented as a school-wide universal intervention. No prior studies have examined this question. This study also evaluated whether teachers could implement Strong Kids as it was designed and whether they viewed it as socially valid. It used a non-equivalent control group design. The treatment school in the study involved 348 students and 17 teachers from a Title I school. School demographics indicated that 61% of students were Hispanic, 37% White, and 2% of other ethnicities. Approximately 82% of the students qualified for free or reduced lunch. Teachers at the treatment school taught Strong Kids for 12 weeks, permitted treatment fidelity observations, and completed a social validity questionnaire (with a subgroup also participating in a social validity focus group). The control school participants consisted of 266 students and 11 teachers. The control school was selected because it was demographically similar to the treatment school. Teachers at both treatment and control schools completed pretest and posttest ratings of each of their students' internalizing behaviors and peer-related prosocial behaviors using nationally normed scales. Analyses comparing teacher ratings of the treatment school with ratings at the control school were performed using a split-plot ANOVA. Scores for students identified as at-risk through school-wide screening were compared to students not identified as at-risk. Average scores on the social validity questionnaire were calculated, and a qualitative analysis of the focus group was performed. Results revealed that 82% of lesson components were fully implemented. Teacher ratings at the treatment school reflected a significant decrease in students' internalizing behaviors, while ratings at the control school increased. At-risk students showed significantly greater improvements on both internalizing and peer-relations subscales compared to non-at-risk students. Social validity results revealed that Strong Kids provided a common language for teachers and students to talk about feelings and an avenue for students to seek help. It also helped teachers set school-wide expectations for handling social and emotional concerns.
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Aroca, Silvia Calbo. "Ensino de física solar em um espaço não formal de educação." Universidade de São Paulo, 2009. http://www.teses.usp.br/teses/disponiveis/76/76131/tde-13032009-100501/.
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Planetários e observatórios oferecem a possibilidade de desenvolver um ensino contextualizado de Astronomia, permitindo a realização de atividades educativas que proporcionam acesso a uma ciência escolar mais autêntica. Com isso em vista, esta pesquisa consistiu no desenvolvimento, aplicação e análise de minicursos sobre o Sol, para o ensino fundamental e física solar, para o ensino médio em um espaço não formal de educação, o Observatório Astronômico do CDCC/USP. Tópicos como a composição química, temperatura e evolução estelar foram ensinados a partir de experimentos clássicos em uma sala totalmente dedicada ao Sol, a Sala Solar com equipamentos de baixo custo. Os cursos enfatizaram atividades práticas, observacionais e questionadoras, como discussões sobre a natureza do Sol, manchas solares e proeminências, estimativas da temperatura da fotosfera, observaçã do espectro solar na região do visível e identicação das linhas de absorção entendendo como são produzidas e que tipo de informações podem ser extraídas a partir delas. O objetivo do curso do ensino fundamental foi mostrar que o Sol e um astro dinâmico e que influencia a Terra de diversas maneiras, além de contextualizar o conteúudo ensinado com atividades práticas. O objetivo do curso do ensino médio foi compreender o papel chave desempenhado pela espectroscopia na astrofísica e permitir abordagens interdisciplinares incluíndo física moderna e química no ensino de Astronomia. A metodologia de pesquisa consistiu de uma abordagem qualitativa com a realização de questionários escritos, entrevistas semi-estruturadas e lmagens. Antes dos cursos, muitos alunos concebiam o Sol como sendo uma esfera quente de fogo, as manchas solares como sendo buracos no Sol e as proeminências como magma expelido por vulcões. Após a realizaçã dos cursos os alunos apresentaram ideias sobre o Sol e aspectos de física solar mais próximas das aceitas hoje em dia pela comunidade cientca. Esta pesquisa não ficou restrita aos ganhos cognitivos dos alunos após a realização dos minicursos, pois considerou a interação de diferentes contextos responsáveis pela aprendizagem em museus de ciências. Isso foi possível pelo referencial teórico adotado: o Modelo Contextual de Aprendizagem de Falk e Dierking. Trabalhar conteudos astronômicos de forma interdisciplinar e ao mesmo tempo de maneira ativa e questionadora traz alguns desafios para as equipes de instituições como o Observatório. As atividades elaboradas nos centros de ciências devem ter como principal objetivo despertar o interesse do aprendiz pela ciência, mas também destacamos a necessidade da oferta de minicursos para voluntários, pois a linguagem, conteúdos e metodologias em atividades mais longas podem facilitar abordagens interdisciplinares e integradoras da Astronomia com outras áreas do conhecimento científico pouco exploradas nas salas de aula. Isso pode ocorrer quando o projeto pedagógico da escola é construído coletivamente, envolvendo museus de ciências, professores, escola e alunos buscando conciliar propostas de um ensino de ciências que considere o contexto fora da escola e que ao mesmo tempo tenha relação com o que o aluno está estudando em sala de aula.Observatories and planetariums offer the possibility of developing contextualized astronomy teaching by fostering educational activities that provide access to a more authentic school science. Thus, this research consisted in developing, applying and evaluating courses about the Sun for middle, junior high school students and solar physics for high school students in an informal educational space, the CDCC/USP Astronomical Observatory. Topics of chemical composition, temperature and stellar evolution were taught in a room totally dedicated to the study of the Sun, a Solar Room, designed with simple and inexpensive equipment. The course strongly emphasized practical, observational and inquirybased activities, such as estimation of the solar surface temperature, observation of the visible solar spectrum, identication of solar absorption lines, understanding how they are produced, and what kind of information can be extracted from the observed spectral lines. Some of the course goals were to foster the comprehension of the key role played by spectroscopy in astrophysics, to contextualize contents with practical activities, and to allow interdisciplinary approaches including modern physics and chemistry in physics teaching. The research methodology consisted of a qualitative approach by fillming the whole course and performing written questionnaires and semi-structured interviews. Before the courses were applied most students conceived the Sun as a hot sphere composed of fire, sunspots as holes in the Sun and solar prominences as magma expelled by volcanoes. After the courses students presented ideas about the Sun and solar physics more closely related to the ones accepted by contemporary science. This research was not restricted to students\' cognitive gains after concluding the courses, since it considered the interaction of different contexts responsible for learning in science museums. This was possible due to the theoretical framework adopted: The Contextual Model of Learning of Falk and Dierking. Some challenges have to be faced by institutions such as the Astronomical Observatory in order to teach astronomy in an interdisciplinary form and with inquiry-based activities The activities developed at science centers must have as their main objective to motivate the public towards science, but it is also important to offer courses for volunteers, since language, contents and methodologies in longer activities can facilitate interdisciplinary approaches of Astronomy with other areas of scientic knowledge seldom explored in classrooms. This can happen when the school\'s educational project is collectively constructed including science museums, teachers, school and students by seeking to enhance teaching proposals that consider the out of school context and is related to contents taught in the classroom.
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Blair, Katherine. "The Role of Contemporary Artists and Mathematics in the Art Classroom." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/697.
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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucfBachelors
Education
Art Education
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Mohammed, Tawffeek Abdou Saeed. "A taxonomy of problems in arabic-english Translation: a systemic functional Linguistics approach Tawffeek abdou." University of the Western Cape, 2011. http://hdl.handle.net/11394/4103.
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Philosophiae Doctor - PhDWorking with Arab students pursuing a degree in English Language and Translation at the Taiz University, Republic of Yemen, has brought to the researcher‟s attention a number of errors or problems encountered in Arabic to English translation. This study aims to investigate the problems encountered by student translators (STs), novice translators (NTs) as well as more experienced translators (Ts) while translating from Arabic into English. The study starts with the assumption that Arabic and English belong to different families of languages and thus there is rarely a word-for-word equivalence in both languages. The present study is cross-sectional in nature. It is based on empirical data collected from several categories of translators. In other words, the data was collected from fourth-year students in the department of English and Translation in the Faculty of Arts, Taiz University, as well as five NTs who have previously graduated from this department and are currently working in a number of accredited translation offices in Taiz. The study also investigates the challenges faced by Ts. For this purpose, a novel, a tourist brochure, an editorial, and three academic abstracts all translated by established publishing houses and translation centres in and outside Yemen are examined. These texts are analyzed to determine to what extent the problems faced by STs and NTs reoccur in published translations produced by Ts. For its conceptual framework, the study adopts an eclectic approach that does not stick rigidly to a particular paradigm but rather draws upon multiple linguistic and translation theories. However, it is mainly based on Halliday‟s Systemic Functional Grammar (SFG) and the problems have been classified along his taxonomy of meaning metafunctions into ideational, interpersonal and textual. Extra-textual problems are also analyzed. Several SFG-based translation models such as Hatim and Mason‟s (1990) sociometic model, House‟s (1977, 1997) translation quality assessment model, Hervey et al. (1992) register analysis model and Baker‟s (1990) equivalence model are also employed in the study to help the researcher examine the problems encountered in Arabic-English translation within those four categories. In addition, Nord‟s functional model to translation which is based on Skopos theory is also taken into consideration although to a minimum extent. In addition to the analysis of translations produced by various categories of translators, the study uses several triangulation research tools such as questionnaire, Thinking Aloud Protocols (TAPs), retrospective interviews, and classroom observation. These tools are employed to assist the researcher to identify the possible causes for the problems the STs, NTs, and Ts experience from the perspective of the participants themselves. The current translation programme at Taiz University is also analyzed to determine to what extent it contributes to the poor performance of the student translators and would-be translators. The study concludes that STs, NTs and even Ts encounter several problems at the ideational, interpersonal and textual levels. They also encounter problems at the extra-textual stratum. The study attributes these problems to structural and cultural differences between the two languages, the reliance on the dictionary rather than the meaning in use of lexical items, the differences in the cohesion and coherence systems of Arabic and English, the negligence of the role of context in translation as well as unfamiliarity with text-typologies and genre conventions. In other words, participants follow a bottom-up approach in translation and come close to the source text translating it literally. This approach is very damaging because it ignores the fact that the three metafunctions might be realized differently in the two languages. Furthermore, the study concludes that the manner in which translation is taught at Taiz University as well as the syllabus contribute mainly to the lack of translation competence of the student translators and would-be translators. The programme is inadequate and it needs urgent review and improvements. The present syllabus does not keep abreast with the latest theoretical and practical developments in the discipline of translation as well as neighbouring disciplines such as contrastive linguistics, text-analysis, discourse analysis, corpus linguistics and the like. As for methodology, the study concludes that it is the transmissionist (teacher-centred) teaching approach rather than the transformational (learner-centred) which is commonly used in teaching translation. As a result, the read-and-translate approach dominates the scene and no tasks, activities, or projects are given to the STs. The study provides some recommendations, which if implemented, can be useful in enabling Yemeni and Arab universities to improve the competence among student translators in order to improve translation teaching at academic level. A major contribution of this study is the description and classification of translation problems in Arabic-English translation on the basis of meaning systems. Unlike traditional descriptive error analysis, which is widely used to analyze the translation product, SFG-based text analysis provides a systematic description of translation problems which allows a precise articulation of the nature of problems that would otherwise be explained simply as translations which “sound unnatural or awkward” (Kim 2008; Yallop 1999). As far as the researcher knows, no study in the Arab world has yet tackled translation problems from this perspective. Other studies have tackled deviated forms produced by students or translators using an error analysis technique rather than a holistic approach based on solid theoretical knowledge. In other words, while most other studies focused on specific „errors‟ and error analysis and ended at that, the present study does not only looks at „errors‟ as „difference‟ (from contrastive analysis) but rather from several perspectives. It is also more comprehensive by triangulating several sources of data and pooling them together for a more informed understanding.
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Ray, James David. "Base Counting and Simple Mathematic Applications for the Special Education Classroom." Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2236.
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This thesis was designed as a self study unit for middle school aged students with special needs. The unit is broken in to sub-units that specifically cater to each number base. Also included in this plan is a brief history of counting and practical uses for the mathematics of different number bases. This has been designed to be a "fun" unit to study after taking S.O.L. tests or other state standard testing. Included in each unit are worksheets for assessment of understanding.
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Ostrander, Lisette. "Integrating Social and Emotional Competencies into Instructional Activities in a Summer Enrichment Program." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2167.
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Educators involved in the teaching, learning, and assessment of social and emotional learning (SEL) competencies face challenges on how to integrate these competencies into instruction. Limited research has been conducted about how to integrate such SEL competencies into instructional practices, particularly in the context of a summer enrichment program. The purpose of this single case study was to explore how teachers and counselors at a summer enrichment program for preK-4 students integrated SEL competencies into instructional activities. The conceptual framework was based on core competencies and standards for quality program design that the Collaborative for Academic, Social, and Emotional Learning (CASEL) developed. Participants included 2 teachers and 2 camp counselors at a summer enrichment program located in a western state. Data were collected from individual interviews with participants, observations of activities that integrated these SEL competencies into instruction, and documents related to the summer program. Data analysis included coding and categorizing of interviews and observations and content analysis of documents to identify themes and discrepant data. Key findings were that the 5 core competencies were intentionally and systematically integrated into the instructional activities of the summer enrichment program as evidenced by program planning, curricular development, implementation of a variety of instructional strategies, and informal teacher and parent assessments. This study contributes to positive social change because students who have mastered these competencies may demonstrate fewer behavioral issues and form more positive interpersonal relationships, which may lead to improved academic achievement.
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Carneiro, Fl?vio Henrique Rodrigues. "O piso salarial nacional: a valoriza??o do professor na Constitui??o de 1988." Universidade Federal do Rio Grande do Norte, 2012. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13936.
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Previous issue date: 2012-09-28The paper investigates the legal mechanisms used by the Legislature and the Executive to implement the constitutional principle of the teacher s minimum wage, which is proclaimed in the Constitution as a strategy of professional appreciation for this category. The text demonstrates that the legal mechanisms used to value the teacher were: the 1988 Constitution, the constitutional amendments to this Charter updated and modified the original text in relation to the matter, and finally, the Minimum Wage Law . Article n? 206 of 1988 s Federal Constitution established that basic education teachers, who work in public schools, would be entitled to a national minimum wage. Law n? 11.738/2008 ( Minimum Wage Law ) regulated the matter and made other determinations on the relationship between the State and the teachers such as the establishment of parameters for the distribution of the workload of teachers. Based on this law, since 2009 the minimum wage has been set annually by the Federal Government. However, state governments and municipalities throughout Brazil protested prescriptions contained in the Minimum Wage Law . In this context, some governors and mayors led the Supreme Court regarding the constitutionality of this law. The complainants considered that there was unconstitutional by the following: definition of the teacher s workday, which in the complainants point of view was competence of local governments; ensuring that teachers receive salaries tied to the minimum wage with retroactive effect; transformation of the minimum wage in basic salary, lack of sufficient budget in the states and municipalities to honor with the new values to be paid to teachers and, finally, determining workload for the teacher to perform other activities besides classroom activities. At the trial held at the STF the majority of Ministers rejected the claim and considered that the Minimum Wage Law , taken together, was constitutional. However, this decision did not alter the position of the managers or the interpretation of the ministers who agreed with the unconstitutionality of some aspects of the law. This means that one law can present differences in interpretation between ordinary people and among members of the Judiciary. The search showed the following conclusions: the law is not a definitive parameter of justice, because it is deeply linked to various interests; the development, implementation, and judgment of laws dealing with minimum wage of teaching are linked to historical and cultural aspects of society; the demand for enhancement of teacher and setting a minimum wage has only emerged in the late twentieth century, a fact explained in this work based on data that indicate the recent concern of Brazilian State with schooling a phenomenon typically Republican and with the professionalization of teaching emerging concern from the knowledge society; the Legislative and Executive search mechanism to implement the minimum wage of the teachers because of the contemporary need for professionalization of teaching
O trabalho investiga os mecanismos jur?dicos usados pelo Legislativo e pelo Executivo para concretizar o princ?pio constitucional do piso salarial do professor, princ?pio esse proclamado na Constitui??o como uma estrat?gia de valoriza??o profissional dessa categoria. O texto demonstra que os mecanismos jur?dicos usados para a valoriza??o do professor foram os seguintes: a Constitui??o de 1988; as emendas constitucionais que atualizaram essa Carta e modificaram o texto original no tocante ? mat?ria; e, finalmente, a Lei do Piso . O Artigo n? 206 da Constitui??o Federal de 1988 estabeleceu que os professores do ensino b?sico, que atuam em escolas da rede p?blica, teriam direito a um piso salarial nacional. A Lei n? 11.738/2008 ( Lei do Piso ) regulamentou a mat?ria e apresentou outras determina??es sobre a rela??o que o Estado deveria manter com o magist?rio como, por exemplo, a cria??o de par?metros para a distribui??o da carga hor?ria de trabalho do docente. Com base nessa Lei, desde 2009 o piso vem sendo definido anualmente pelo Governo Federal. Todavia, governos estaduais e prefeituras municipais de todo o Brasil protestaram contra prescri??es contidas na Lei do Piso . Nesse clima de protesto, alguns governadores e prefeitos provocaram a Suprema Corte acerca da constitucionalidade dessa Lei. Os reclamantes consideravam que a inconstitucionalidade existia em raz?o dos seguintes aspectos: defini??o da jornada de trabalho do professor, que na vis?o dos reclamantes era atribui??o dos estados e prefeituras; garantia de que os professores receberiam sal?rios vinculados ao piso com efeito retroativo; transforma??o do piso salarial em vencimento b?sico; aus?ncia de or?amento suficiente nos estados e munic?pios para honrar com os novos valores a serem pagos aos professores; finalmente, determina??o de carga hor?ria para o professor realizar outras atividades al?m de ministrar aulas. No julgamento realizado no STF a maioria dos Ministros julgou improcedente o pleito dos gestores p?blicos reclamantes e considerou que a Lei do Piso no seu conjunto era constitucional. Entretanto, essa decis?o n?o alterou a posi??o dos gestores nem a interpreta??o dos ministros que concordaram com a inconstitucionalidade de alguns aspectos da lei. Isso significa que uma mesma lei pode apresentar diverg?ncias interpretativas entre pessoas comuns e entre membros do pr?prio Poder Judici?rio. A pesquisa apontou as seguintes conclus?es: a lei n?o ? par?metro definitivo de justi?a, pois ela est? profundamente vinculada a interesses diversos; a elabora??o, a implanta??o e o julgamento das leis que tratam do piso salarial do magist?rio se vinculam aos aspectos hist?ricos e culturais da sociedade; a demanda por valoriza??o do professor e fixa??o de um piso salarial s? surgiu no final do s?culo XX, fato explicitado no trabalho a partir de dados que indicam a recente preocupa??o do estado brasileiro com a educa??o escolar fen?meno tipicamente republicano e com a profissionaliza??o do professor preocupa??o emergente a partir da sociedade do conhecimento; os poderes Legislativo e Executivo procuram mecanismos para implantar o piso salarial do professor em raz?o da necessidade contempor?nea de profissionaliza??o do magist?rio.
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Oliveira, Luciano de. "Geometria da observação dos movimentos aparentes do Sol e aplicações." Universidade Federal de São Carlos, 2011. https://repositorio.ufscar.br/handle/ufscar/4431.
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Previous issue date: 2011-12-04The purpose of this thesis is to work content of Mathematics, which include topics of Astronomy, more specifically some aspects of the geometry of the apparent movement of the Sun. By means of direct observation of the Sun, the exploitation of animations, films and lectures they acquired knowledge for the understanding of two applications: construction of a sundial and installation of collectors of solar energy for water heating. We have developed activities with different methodologies for the students so they could really understand the need of learning contents of Mathematics. For this reason we discussed the historical necessity of the use of such knowledge and the use of it for the solution of practical problems relating to the apparent movements of the Sun. Mathematics occupy central role in the realization of the activities, but it was necessary to use knowledge from other areas such as: introduction to astronomy, geographical coordinates, energy conservation, sociology, environment, etc. for a lesson more meaningful and comprehensive of the proposal through an interdisciplinary work.
O objetivo desta dissertação é apresentar uma pesquisa sobre como os aprendem conteúdos de Matemática que contemplam tópicos de Astronomia, mais especificamente alguns aspectos da geometria dos movimentos aparentes do Sol. Por meio da observação direta do movimento do Sol, da exploração de animações em computadores, filmes e aulas expositivas construiu-se conhecimento para o entendimento de duas aplicações: construção de um relógio de Sol e a instalação de coletores de energia solar para aquecimento de água. Elaboramos atividades com diferentes metodologias para que o aluno pudesse perceber a necessidade de se aprender conteúdos de Matemática. Para isso abordamos a necessidade histórica da utilização desses conhecimentos e a utilização dos mesmos para solução de problemas práticos relativos aos movimentos aparentes do Sol. A Matemática ocupou papel central na realização das atividades, mas foi necessário utilizarmos conhecimentos de outras áreas tais como: introdução à astronomia, coordenadas geográficas, conservação de energia, sociologia, meio ambiente etc. para um aprendizado mais significativo e abrangente da proposta constituindo-se um trabalho interdisciplinar.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/20709/1/Mei-hui_Huang_Thesis.pdf.
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Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Huang, Mei-hui. "Factors influencing self-directed learning readiness amongst Taiwanese nursing students." Queensland University of Technology, 2008. http://eprints.qut.edu.au/20709/.
Full textAbstract:
Rapid scientific and technological advances in health care mean that nurses need to keep learning and engage in professional education so that they can continue to provide safe and quality care. Education programs which prepare nurses for practice as a registered nurse have a vital role to play in ensuring that graduates are self-directed in responding to the need for ongoing learning throughout their professional career. In many countries, improving students’ readiness for self-directed learning has thus gained increasing recognition as being an important goal of nursing education programs. This level of interest in developing self-directedness in learning is evident in many policy documents and research in Taiwan. The aim of this study was to investigate factors influencing self-directed learning readiness amongst Taiwanese nursing students. A conceptual framework adopted from Biggs’s ‘3P model of teaching and learning’ was constructed to guide this study’s investigation. This study employed a two-staged mixed-method design to obtain a better understanding of Taiwanese students’ experience of SDL in undergraduate nursing programs. Stage one of the present study was a qualitative approach using semi-structured interview to explore students’ experiences with learning activities which they perceived to be self-directed in their undergraduate programs. Eight students were interviewed. Findings from this stage reveal that participants perceived a shift in teaching and learning styles between their previous nursing programs and the university. The more frequent use of student-directed learning activities, in which students were encouraged to be active and to take responsibility for their learning tasks, was one of the changes in teaching and learning approaches perceived by participants. Participants further suggested a number of factors that influenced the outcomes of these learning activities, including teacher-student interaction, facilitation process and learning resources. Stage two of this study used a quantitative approach consisting of two phases: instrument pilot testing and a cross-sectional survey. In the first phase, the instruments were translated into Chinese through a rigorous translation process and tested with a convenience sample of nursing students in Taiwan. Results indicated the translated instruments were reliable and stable. The second phase, a cross-sectional survey, was conducted to examine the conceptual framework of this study. A total of 369 undergraduate nursing students completed the questionnaire. Results of data analysis provides support for the conceptual framework proposed for this study, suggesting that students’ achievement goals and their perceptions of the learning environment significantly influence their adoption of learning approaches and the development of SDL readiness. Based on the results, this study provides practical implications that nurse educators may adopt to enhance students’ SDL readiness. This study also provides theoretical implications and recommendations for future research. It is envisaged that these recommendations may help future researchers focus their research design and further understandings of how to help students develop their ability to become self-directed learners.
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Vu, Thao Thi. "English Language Curriculum Reform at the National Level: a Case of Intentions and Realities in Viet Nam." Thesis, 2020. http://hdl.handle.net/2440/129584.
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Globalisation and the global economy have become bywords in the new millennium. English has become the lingua franca for increasing international trade and commerce, and the spread, the reach, the creep of English has been an undeniable aspect of the phenomenon. As a result, developing countries are under pressure to increase their numbers of competent English users so as to improve national competitiveness and become participating members in this commercial world. In response, significant efforts in numerous countries have been dedicated to large-scale, heavily-invested reform projects aiming to bring about radical change in English language curricula, materials, and pedagogies. Common to such reform efforts has been a move towards Communicative Language Teaching (CLT), which has generally been promoted as the approach to teaching and learning most likely to produce the communicative English users require for commercial exchange. Vietnam has recently taken the path of English language reform at the school level with the Government allocating $US425 million to the initiative. Project 2020 was announced in 2008 with specific English language achievement targets to be met by 2020. As part of the reform, the curriculum content was provided within a new textbook series and CLT was prescribed as the pedagogy to deliver the curriculum. Project 2020 has provided the context and data for this study. The study focused on the reform at the lower-secondary level (Years 6 – 9) and used a mixed methods research design to facilitate both quantitative and qualitative data analysis. The data set comprise an online teacher survey (n=112), the official curriculum mandates and textbooks, semi-structured interviews with teachers (n=11) and school principals (n=4), as well as 28 recorded classroom observations in urban and rural schools. The findings reveal that the intentions of the reform as expressed by MOET and the realities of classroom implementation are currently at a distance from each other, evident in the negative attitude of the teachers towards the feasibility of the curriculum goals and their fragmented understanding of CLT principles and premises. The analysis of classroom discourse provided evidence that classrooms were largely teacher-dominated, textbook-based and had minimal student-to-student interactions, all of which were at odds with CLT. To bridge the gap and deliver the communicative requirements of the nation, the study argues for an approach to teaching and learning in sympathy with the socio-political and cultural context in Vietnam, driven by a major focus on teacher professional development.Thesis (Ph.D.) -- University of Adelaide, School of Humanities : Linguistics , 2020
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Caroline, Modupe Akinyeye. "Investigating approaches to the teaching of writing in english as a second language in senior phase classrooms in the western cape." Thesis, 2012. http://hdl.handle.net/11394/3808.
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Magister Educationis - MEdSouth Africa in the past-apartheid era has undergone a series of curriculum changes that collectively have not yet yielded the desired results. Evidence of this is to be found in the continued low pass rates and poor performance in the annual National Senior Certificate (Grade 12) examinations, including the subject English as a First Additional Language (EFAL). Apart from language policy considerations, reasons related to the teaching approach used in EFAL may have a bearing on the results.The Revised National Curriculum Statement (RNCS) recommends the use of a text-(genre) approach, alongside a communicative approach, to the teaching of languages in schools to replace the old content-based methods with their aims and objectives. While the old curriculum did advocate communicative language teaching, the addition is a text-based approach. This study focuses on investigating the various approaches teachers employ in the teaching of English writing and specifically seeks to identify the extent to which a text-based approach is realized in the teaching of EFAL in Grade 9 in two schools in the Western Cape. The study does so, amongst other ways, by analysing the various texts learners are exposed to in English lessons and taking note of how teachers introduce and negotiate the different stages of writing. This study uses genre theory and Systemic Functional Linguistics (SFL) in combination with social constructivist approaches to language learning. This theory is based on the premise that language is functional and cannot be detached from the social context of the learner.A qualitative research paradigm is used and the study is underpinned by interpretive theory.According to Richards (2003), qualitative research is the study of human action in its natural setting in the context of people’s daily lives. In this case the school classroom has to function as the natural setting. The qualitative data collection instruments for this study include interviews,(particularly open-ended interviews), classroom observation schedules and audio recordings. The teaching processes in the classroom and interview sessions are recorded.The research participants for this study were two qualified English teachers. Secondly, samples of notebooks including class exercises of a selected numbers of learners of English Language in Grade 9 were collected for analysis with regard to the implementation of a text-based approach.The findings revolve round the themes derived from the analysis chapter, and are expected to provide ways of promoting the teaching of English using this approach. They reveal that the teachers in this study do not have sufficient understanding of the theories that underpin the teaching of writing in the English FAL curriculum. They attend to the use of text-based approach superficially but they apply other teaching strategies in their lessons during the teaching of English as a first additional language. The study concludes by summing up the main findings,and by spelling out some implications for further research.
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Fernández, Gómez Maria Isabel Virginia. "Estudio de Disponibilidad Léxica en estudiantes universitarios portugueses de ELE." Master's thesis, 2021. http://hdl.handle.net/1822/73662.
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Dissertação de mestrado em Espanhol Língua Segunda / Língua EstrangeiraLa Disponibilidad Léxica (DL) es un campo de la lingüístico-estadística. Desde su génesis, en la segunda mitad del s. XX, en Francia, los investigadores que a sus diferentes vertientes se han dedicado intentan escudriñar el léxico disponible (LD) de hablantes nativos y no nativos, es decir, de aquellos vocablos que lo componen y que utilizarían en un acto comunicativo normal en relación a un determinado tema. Los propósitos son varios y circundan, por citar algunos, la elaboración de diccionarios de DL para las diversas zonas del mundo hispánico, bien como la recogida del repertorio léxico que poseen los estudiantes de una LE. La aplicabilidad de este tipo de estudios no se circunscribe a la didáctica de lenguas, sino también a otras áreas como la etnolingüística, la psicolingüística o la dialectología. Para la consecución de los diversos objetivos que sean trazados en cada estudio son aplicadas pruebas asociativas o de Disponibilidad Léxica, no solo a hablantes nativos, sino también a aprendientes de lengua extranjera. En el ámbito de esta última vertiente, este trabajo, desde un punto de vista descriptivo con finalidad pedagógica, pretende constituir una aproximación al léxico disponible de universitarios portugueses aprendientes de español como lengua extranjera (ELE) y un intento de revelar su mundo conceptual a través de las palabras que evoquen. Con este fin, les ha sido aplicada una prueba de disponibilidad léxica en torno a 16 centros temáticos con el objetivo de analizar su grado de conocimiento sobre estos y contrastar los resultados obtenidos con los de trabajos análogos. En la elaboración de este estudio de caso se pueden distinguir tres fases: i) aplicación de la encuesta a los informantes; ii) lematización de las unidades léxicas registradas, de máxima relevancia por su naturaleza metodológica, pues comporta el establecimiento de criterios específicos que permitan estandarizar la edición del material recogido y iii) análisis cualitativo y cuantitativo de los resultados, destacándose especialmente los aspectos que resultaron más sugestivos e interesantes.
Lexical Availability (LA) is a branch of statistical linguistics. Since its inception in the second half of the 20th century in France, the researchers who have investigated the diverse aspects of the field have examined the lexis available to native and non-native speakers, i.e. the words that it comprises and which they would use in a normal act of communication in relation to a specific subject. Among the aims of the discipline, we could mention the compiling of dictionaries of LA for the various different areas of the Hispanic world and the collection of the lexis possessed by learners of a foreign language. The applicability of this type of study is not limited to language teaching, but is also relevant to other disciplines, such as ethnolinguistics, psycholinguistics and dialectology. In order to achieve the various objectives set out in each study, associative or Lexical Availability tests are administered, not only to native speakers, but also to foreign language learners. Working within this domain, the present study has a descriptive and pedagogical purpose, and is an attempt to examine the available vocabulary of Portuguese university students who are learning Spanish as a foreign language (SFL), with the intention of discovering their conceptual world through the words that they recall. To make it possible to compile their available vocabulary, students were asked to take an LA word association test centered on 16 areas of interest or stimuli in order to analyse the depth of their knowledge of them and compare the results obtained with those of similar studies. There are three phases involved in the execution of this case study: i) administration of the test to the informants; ii) lemmatization of the lexical units they produced, the methodology applied being of the utmost importance, as it involves establishing the specific criteria that allow us to standardise the editing of the material collected; and iii) qualitative and quantitative analysis of the results, with particular attention to those aspects of the inquiry that were specially interesting and stimulating.
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Huang, Hung-Ling, and 黃虹綾. "The Current Situation Regarding Teaching Spanish as Second Foreign Language at Senior High Schools in Taiwan and the Analysis of SFL Manual: ECO and Vamos Adelante = La situación actual de la enseñanza del español como lengua extranjera en los bachilleratos de Taiwán. Especial análisis de los manuales de E/LE: ECO y Vamos Adelante." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/24014833467851016356.
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碩士靜宜大學
西班牙語文學系
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Teaching a second foreign language has become increasingly common in senior high schools as a result of globalization. In recent years, the Taiwanese Ministry of Education has widely promoted this addition to the curriculum. This paper aims to investigate the development of second foreign language (Spanish) instruction in senior high schools and to analyze the subjects and contents of two different Spanish textbooks. This study focused on the most frequently used textbook in Spanish classes in senior high schools in Taiwan, “ECO Curso Modular de Español Lengua Extranjera A1” and the textbook “Vamos Adelante Band 1,” published in Germany. Analysis was based on two European Union criteria, “Plan curricular del Instituto Cervantes” and the “Common European Framework of Reference for Languages: Learning, Teaching, Assessment” (CEFR). The research subject consisted of the theme and function of the textbooks, and the content covered three subcategories, namely grammar, speaking practice, and cultural knowledge. We first observed whether the subject appealed to students. Regarding the function, we adopted the definition of communicative function from “Plan curricular del Instituto Cervantes.” We then compared the grammatical contents and practice materials. The category of speaking practice was based on the CEFR and was used to describe communicative language activities. For the category of cultural knowledge, we first referred to the CEFR and adopted its definition of declarative knowledge. Moreover, we observed the strategies employed for transmitting cultural elements. The results indicated that these two textbooks used different methods of subject and content design. Regarding themes, both textbooks provided topics that were relatively close to the lives of Taiwanese senior high school students; therefore, both of them enhanced students’ learning motivation. In the grammatical content, what was revealed is that although the two textbooks both provided similar grammatical content, they present their contents in different order. In relation to the speaking practice, ECO tends to do oral production; on the contrary, Vamos Adelante is prone to attach importance to interactive oral practices. In regard to the cultural elements, Vamos Adelante provided a wide diversity of ways to transmit cultural knowledge; however, both textbooks adopted the same strategy to design the elements of culture. Finally, we hope that this study can make a part of contribution to all senior high schools and teachers, in order that they can select and design the better materials or textbooks in Spanish class.
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"5 cs and 1 context: an experience in teaching portuguese as foreign language according to usa standards for the teaching of foreign language sfll." Tese, MAXWELL, 2005. http://www.maxwell.lambda.ele.puc-rio.br/cgi-bin/db2www/PRG_0991.D2W/SHOW?Cont=7086:pt&Mat=&Sys=&Nr=&Fun=&CdLinPrg=pt.
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Clark-Ott, Dorothy G. "Examining facilitators for men during nursing education: development and psychometric testing of the survey of facilitators for men (SFM)." Thesis, 2015. http://hdl.handle.net/1805/6735.
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Indiana University-Purdue University Indianapolis (IUPUI)Despite outstanding employment opportunities and high demand to address the global nursing shortage, men who consider becoming nurses are less likely to enroll in and to graduate from nursing programs. Many barriers that men commonly encounter during nursing education have been found in the literature; however, there is a lack of theoretically based research that examines factors that help men succeed as they study nursing. Based on a conceptual model derived from O’Lynn’s construct of male friendliness in nursing education and Frankl’s theory of will to meaning and purpose in life, this study examined facilitators for men during nursing education. This was accomplished through the development and psychometric testing of the Survey of Facilitators for Men (SFM) in a sample of 145 men in nursing. Strong evidence of reliability and validity was provided for the SFM consisting of three subscales (Internal facilitators, External Connections facilitators, and Institutional facilitators). Internal facilitators consist of intrapersonal strengths, experiences, and motivators. External Connections facilitators are interpersonal connections that emerge from relationships that men develop. Institutional facilitators involve structural or organizational aspects of institutions that ease barriers. Testing provided satisfactory evidence of internal consistency (α = .85) and test-retest reliability (intraclass coefficient = .72; confidence interval = 0.57–0.83). Dimensionality of three facilitator subscales was supported by Principle Axis Factoring with Varimax rotation and satisfactory factor loadings (.49–.72). Support for the conceptual model was provided using multiple regressions explaining 17% of the variance in purpose in life [F(4, 140) = 6.99, p < .001], 13% of the variance in GPA [F(6, 114) = 2.88, p < .01], and 49% of the variance in perception of nursing success [F(9, 128) = 13.42, p < .001]. Purpose in life was associated with Internal facilitators and comfortable income, GPA was associated with External Connections facilitators and age at BSN, while perception of nursing success was associated with purpose in life, holding an MSN, having a comfortable income, and having children. Future research is warranted to determine the usefulness of the SFM in designing strategies to recruit and retain men in nursing programs.
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Oliveira, Raquel Adriana Matos. "A avaliação formativa como instrumento de aprendizagem: perspetivas dos professores de Informática do concelho de Aveiro." Master's thesis, 2014. http://hdl.handle.net/1822/38031.
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Relatório de estágio de mestrado em Ensino de InformáticaO presente estudo aborda a temática da avaliação formativa como instrumento de aprendizagem, com ele pretendemos conhecer as perspetivas e as práticas dos professores de Informática do concelho de Aveiro sobre a mesma. O estudo foi realizado no ano letivo 2013/2014 e a abordagem metodológica utilizada para o estudo de caso foi qualitativa, complementada com tratamento quantitativo proporcionando uma melhor compreensão do estudo em análise. A técnica de investigação utilizada foi o inquérito por questionário. Com base nos resultados obtidos, concluímos que os professores de Informática conhecem a importância da avaliação formativa no processo de ensino-aprendizagem e que a utilizam como instrumento de aprendizagem nas suas salas de aula. Contudo, é necessário continuar a reforçar a importância da avaliação formativa e a incentivar que todos os professores a utilizem de forma a que todos os alunos consigam alcançar o sucesso em todas as disciplinas.
This study focuses on the topic of formative assessment as a learning tool, and by carrying it out we intended to understand the perspective and practice of the IT teachers from the municipality of Aveiro concerning this subject. The study was made during the 2013/2014 school year and the methodological approach used in the case study was qualitative, supplemented by quantitative analyses in order to allow a better understanding of the study that is being analysed. The investigation technique used was the survey and it was carried out using a questionnaire. Based on the results obtained, it was concluded that the IT teachers know the importance of formative assessment in the teaching-learning process and use it as a learning tool in their classrooms. However, it is necessary to keep reinforcing the importance of formative assessment and encouraging all teachers to use it so that all students can achieve success in all subjects.
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Oliveira, Sílvia Marina de Sousa. "Análise da implementação da estratégia "Semantic Feature Analysis" em contexto inclusivo: um estudo "quasi-experimental" no 1º Ciclo do Ensino Básico." Master's thesis, 2016. http://hdl.handle.net/1822/43012.
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Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem
Específicas)Este estudo teve por finalidade conhecer, descrever e analisar o impacto da estratégia Semantic Feature Analysis (SFA) na aquisição e desenvolvimento do vocabulário e na compreensão de textos, junto de alunos do 3.º ano de escolaridade, do 1.º Ciclo do Ensino Básico. Nesse sentido, foi desenvolvido um estudo quasiexperimental, cuja amostra era constituída por 65 alunos, distribuídos por três grupos: grupo de ensino regular (GER), grupo de ensino estruturado (GEE) e grupo de ensino da estratégia Semantic Feature Analysis (GESFA). Os alunos do GESFA aprenderam o vocabulário através da estratégia SFA ao longo de dez sessões, que duraram cerca de 60 minutos cada. Os alunos do GER usufruíram de uma aprendizagem do vocabulário através do ensino regular (e.g., dicionário e memorização de definições) e os do GEE pela aplicação de diversas estratégias selecionadas pelo professor titular (e.g., análise contextual, análise morfológica, mapas semânticos). Os dados foram recolhidos antes e depois da implementação da estratégia SFA através da aplicação de uma ficha de verificação de conhecimentos e, no final do estudo, aplicou-se um questionário de satisfação aos alunos e professores do GESFA. Os resultados foram analisados e apresentados sob a forma descritiva e inferencial, tendo sido possível concluir: 1) a estratégia SFA é uma estratégia flexível, pouco dispendiosa, motivadora e de fácil aplicação; 2) o processo de aprendizagem da estratégia SFA é simples e de fácil compreensão, podendo ser ensinada com sucesso na sala de aula inclusiva; 3) no final do estudo, os alunos revelaram, na sua totalidade, gostar de aprender a estratégia SFA; 4) os professores titulares de turma mostraram-se satisfeitos com a implementação e eficácia da estratégia SFA; 5) existiram diferenças estatisticamente significativas no GESFA entre o pré e o pós-teste, relativamente à compreensão do texto e à aplicação de vocabulário; 6) nos grupos GER e GEE só se verificaram diferenças estatisticamente significativas entre o pré e o pós-teste no que respeita à aplicação de vocabulário, contudo quando comparados com o GESFA foram os alunos da estratégia SFA que apresentaram resultados superiores; 7) a estratégia SFA foi mais eficaz que o ensino regular e o ensino estruturado tanto na compreensão de textos como na aplicação de vocabulário; e 8) a estratégia SFA promove eficazmente o desenvolvimento do vocabulário dos alunos e a compreensão de textos, cuja dimensão do efeito é de .87.
This study aimed to understand, describe and analyze the impact of the Semantic Feature Analysis strategy (SFA) in the acquisition and development of vocabulary and in reading comprehension, with pupils of the 3rd grade, of 1st Cycle of Basic Education. Therefore, it was developed a quasi-experimental study, whose sample consisted of 65 students, divided into three groups: the regular teaching group (GER), the structured teaching group (GEE) and the group of the teaching of Semantic Feature Analysis strategy (GESFA). Students of GESFA learned vocabulary by SFA strategy over ten sessions, which lasted about 60 minutes each. Students GER enjoyed vocabulary learning through regular education (e.g., dictionary and memorising definitions) and GEE by applying different strategies selected by the teacher (e.g., contextual analysis, morphological analysis, semantic maps). Data were collected before and after the implementation of the strategy SFA through the application of a knowledge verification form and at the end of the study we applied a questionnaire of satisfaction to students and teachers of GESFA. The results were analyzed and presented in the descriptive and inferential way, and it was possible to conclude: 1) the SFA strategy is a flexible strategy, inexpensive, motivating and easy to apply; 2) the learning process of the SFA strategy is simple and easy to understand and can be taught successfully in the inclusive classroom; 3) at the end of the study, all the students revealed they liked to learn the SFA strategy; 4) the teachers were satisfied with the implementation and the effectiveness of SFA strategy; 5) there were statistically significant differences in GESFA between the pre and post testing on the understanding of the text and in the application of vocabulary; 6) the GER and GEE groups there were only statistically significant differences between pre and post-test with regard to the application of vocabulary, however when compared to the GESFA, students of SFA strategy showed superior results; 7) the SFA strategy was more effective than regular education and structured teaching both in reading comprehension and in the administration of vocabulary; and 8) the SFA strategy effectively promotes the development of students vocabulary and reading comprehension, whose effect size is .87.
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Verde, Elisabete Maria Gonçalves Afonso. "Aplicação da estratégia "Semantic Feature Analysis" no 2.º ciclo do Ensino Básico em contexto inclusivo: um estudo "quasi-experimental"." Master's thesis, 2016. http://hdl.handle.net/1822/43013.
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Dissertação de mestrado em Educação Especial (área de especialização em Dificuldades de Aprendizagem
Específicas)Com este estudo pretende-se mostrar a eficácia da estratégia Semantic Feature Analysis (SFA) relativamente ao desenvolvimento do vocabulário e compreensão de conceitos teóricos. Tem como finalidade conhecer, descrever e analisar o impacto desta junto de uma turma de 5.º ano de escolaridade no âmbito da disciplina de Ciências Naturais. Neste sentido, foi desenvolvido um estudo quasi-experimental, junto de uma amostra composta por cinquenta e cinco alunos do 5.º ano de escolaridade distribuídos por três grupos, nomeadamente um grupo experimental (GE), um grupo designado de Escola Virtual (GEV) e um grupo de controlo (GC). A estratégia SFA foi aplicada no GE ao longo de dez sessões sendo cada sessão de quarenta e cinco minutos, tendo ficado estabelecido que nos outros dois grupos seriam aplicados métodos de ensino diferentes nomeadamente, o GEV com recurso à Escola Virtual e o GC que seguiu um método de ensino comummente utilizado pelos professore de acordo com as orientações a seguir no Ensino Básico. Os dados foram recolhidos em dois momentos diferentes, antes e depois da implementação da estratégia com recurso a uma ficha de verificação de conhecimentos. No final do estudo aplicou-se ainda um questionário de satisfação ao professor e alunos do GE. Os resultados deste estudo demonstram que: (1) a estratégia SFA é motivadora, apelativa, pouco dispendiosa, flexível e de fácil aprendizagem; (2) no final da aprendizagem da estratégia SFA, os alunos mostraram-se muito satisfeitos, tendo gostado de a ter aprendido; (3) no pré-teste não existiram diferenças estatisticamente significativas entre os grupos; (4) no pós-teste existiram diferenças estatisticamente significativas entre os grupos GEV e GE (r=.-64) e os grupos GC e GE (r=.-59), não se verificando significância entre os grupos GEV e GC; (5) verificou-se uma melhoria no desempenho dos alunos do pré para o pós-teste em todos os grupos, no entanto, o desempenho dos alunos do GE foi significativamente superior ao dos alunos do GEV e do GC, o que se deveu à efiácia da estratégia utilizada e (6) as dimensões do efeito calculadas são elevadas, r=.-88.
This study aims to show the effectiveness of the Semantic Feature Analysis strategy (SFA) for the development of vocabulary and for the understanding of theoretical concepts. It aims to understand, describe and analyze the impact of this in a class of the 5th grade in the subject of Natural Sciences. Therefore, it was developed a quasi-experimental study in a sample of fiftyfive students of the 5th grade, split into three groups: an experimental group (GE), a group of Virtual School (GEV) and a control group (GC). The SFA strategy was applied to GE over ten sessions, forty-five minute each, having been established that in the other two groups there would be applied different methods of teaching, GEV using the Virtual School and the GC following a teaching method commonly used by teachers in accordance with the guidelines of Basic Education. Data were collected at two different times, before and after the implementation of the strategy using a knowledge verification form. At the end of the study it was applied a satisfaction questionnaire to the teacher and students of GE. The results of this study show that: (1) the SFA strategy is motivating, appealing, inexpensive, flexible and easy to learn; (2) at the end of the SFA learning strategy, students showed themselves very satisfied, revealing they liked to learned it; (3) in the pre-test there were no statistically significant differences between groups; (4) in the post-test there were statistically significant differences between the groups GEV and GE (r = .- 64) and GC and GE groups (r = .- 59) and there were no significance between the GEV and the GC; (5) there was an improvement in the performance of students from the pre to the post-test in all groups, however, the performance of the GE students was significantly higher than that of students of the GEV and GC due to the effectiveness of the strategy used and (6) the effect size is high, r = 88 .-.