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1

Wijayawardene, Mihirinie. "Seeing science : a study of 9-year old, Sri Lankan, state school pupils' perceptions of science". Thesis, University of Cambridge, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.616144.

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2

Davis, Rosemary Genevieve. "A longitudinal study of developmental changes in children's problem-solving strategies between 3 and 9 years". Thesis, University College London (University of London), 1985. http://discovery.ucl.ac.uk/10020158/.

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Previous studies of children's use of problem-solving strategies have been cross-sectional, and narrowly defined. These have described age-related development across a wide range of cognitive competencies. Parallel with this child development literature, studies in both humans and animals have linked active reduction of error in problem-solving to inhibitory function of a mature and intact hippocampus, and also to the frontal lobes. The present study was designed to investigate the development of availability and use of strategies by children in problem-solving tasks, and whether development of inhibitory ability is the underlying and enabling process for this. 96 children aged 3 years (N=32), 5 years CN=32), and 7 years (N=32), fully representative of sex and socioeconomic status, were each given a battery of six experimental tasks, (Wisconsin Card Sorting Test, Spontaneous Alternation, Oddity Problem, Two-Choice Discrimination Learning, Three-Choice Discrimination Learning and Attributes Task) on four separate, equal interval testing occasions over two years. Pre-tests of non-verbal intelligence, verbal comprehension and conceptual tempo were administered, prior to the first testing. The tasks were selected, following pilot study, to elicit behavioural evidence of problem-solving strategies, which might be dominant at different ages. Strategy was defined as a reflection of hypothesis forming and testing in a problem for solution. The results show age-related changes in the use of perseveration and alternation strategies, with indications of more complex strategies available to the 7 year old group. Strategies, once available, were differentially used in tasks within a testing, and appear to be linked to the cognitive demand of a task. In discussion, it is argued that the results from the use of the longitudinal design support a concept that a further functional system of inhibitory ability is developing from about 4 years of age. Both the hippocampus and frontal lobes appear to be implicated in this system which is seen as the process underlying the development of planning ability and active reduction of error. It is finally concluded that the emergent system of inhibitory ability is not unitary, but an elaboration of earlier abilities. This is reflected by the changes observed in availability and use by children of strategies for problem-solving. The development of their repertoire thus appears to be by the addition of new strategies, and their elaboration.

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3

Batho, Thomas Robin. "The teaching of Shakespeare in secondary schools, with a particular focus on Year 9 in Key Stage 3". Thesis, University of Southampton, 1999. https://eprints.soton.ac.uk/420621/.

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The start of the research for this thesis coincided with the introduction, for the first time in state schooling, of the compulsory study and examination of Shakespeare plays at Key Stage 3. The initial stage of the research involved a survey, conducted by postal questionnaire, of the teaching of Shakespeare in fifty secondary schools in West Sussex and Hampshire. The second stage was the classroom observation in five of the surveyed schools of Year 9 lessons where Shakespeare was being taught. The third stage involved the interviewing of the five class teachers and 25% of the pupils in the observed lessons. The thesis describes and analyses, from the literature available, the development of Shakespeare teaching in secondary schools in the twentieth century. From the critical assessment of this history, together with the analysis of the data, a number of findings and key issues emerge. Year 9 is identified as the year in secondary schooling where the most teaching of Shakespeare takes place and also where the greatest variety of teaching methods are employed. In particular, this research concludes that the compulsory examination at the end of Key Stage 3 is inappropriate and has an inhibiting and limiting effect both on pupil learning and understanding of Shakespeare and on teachers' classroom practice. Shakespeare's language is identified by teachers and pupils as the biggest barrier to understanding; but the most successful teaching methods, often active methods, not only assist with pupils' understanding of Shakespeare but also contribute to the development of their overall literacy.

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4

Zecha, Stefanie [Verfasser]. "Darstellung Europas in der Geographiedidaktik Portugals. : Untersuchung von Geographieschulbüchern der 7.-9. Jahrgangsstufe / Stefanie Zecha". Aachen : Shaker, 2005. http://d-nb.info/1181611970/34.

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5

Ennis, P. J. "Linkage between prior knowledge and new experience in some school pupils aged 9-16 years". Thesis, University of Leicester, 1985. http://hdl.handle.net/2381/35636.

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This study involved close observation of 26 pupils aged 9-14 years in four schools over a period of 12 weeks, and then a further study involving 111 secondary school pupils, carried out over three years. It investigated the influence of prior knowledge on children's understanding of ideas in science, in three related areas: evidence for and against the contention that pupils formulate 'alternative frameworks' of interpretation; the pupils' understanding of the purpose of their work; and the influence of context upon meaning. Findings include (1) a caution against the rigid postulation of alternative frameworks, (2) indications, nevertheless, that pupils do anticipate and explain observations by constructing tentative predictions from prior experience, and (3) evidence that pupils often invent their own purposeful aims for lessons. During the investigation several issues relating to the teacher as researcher emerged, and the thesis chiefly reports this over-riding aspect of the inquiry. The study highlights and appraises implications for teacher-researchers in the following areas: the theory base of the research; the choice of questions to be investigated; the choice of methods; means of improving reliability and validity; and the practical opportunities for teachers. The thesis suggests ways for teachers to guard against such dangers as eclecticism, subjectivity and lack of perception. It compares the strengths and weaknesses of qualitative methods, includes an interview checklist, and compares the contributions which teachers and non-teachers can make to research. The study also suggests the need to develop semi-structured interviews in classroom research, and argues for a combination of the expertise of teacher- researchers and professional research teams in tackling inquiry into concept development in science.

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6

Teichert, Angela. "Gruppenpädagogische Arbeit mit delinquenten Jugendlichen und Heranwachsenden - eine theoriegeleitete Evaluationsstudie zur Wirkung des richterlich angeordneten 'Sozialen Trainingskurses' nach § 10 Abs. 1 Nr. 6 JGG und des 'Anti-Aggressivitätstrainings' auf Einstellungs- und Verhaltensänderung". Doctoral thesis, Universitätsbibliothek Leipzig, 2010. http://nbn-resolving.de/urn:nbn:de:bsz:15-20100315-140935-9.

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‚Der Soziale Trainingskurs’ als ambulante Maßnahme des Jugendgerichtsgesetzes im Abschnitt der Erziehungsmaßregeln hat sich im Verlauf der letzten Jahre zu einem festen Bestandteil des Jugendstrafrechts entwickelt, bei dem der Erziehungsgedanke die bestimmende Rolle einnimmt. Die Dissertation versuchte einen Beitrag zur Klärung der Frage zu leisten, ob delinquente Einstellungen und Verhaltensweisen durch die Teilnahme an einem 'Sozialen Trainingskurs' beeinflussbar und veränderbar sind und welche Faktoren sich förderlich und hemmend auswirken. Im Blickpunkt standen biografische Aspekte und Delinquenzverhalten; die Veränderungsbereitschaft der Teilnehmer; der Einfluss der Gruppennmitglieder, des Gruppenleiters, der angewandten Methoden/Verfahren sowie die Legalbewährung.

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7

Mustafa, Nadia-Shaaban. "A new teaching strategy for hearing impaired pupils in Iraq : aspects of mathematics and science for pupils aged 9-14 years". Thesis, University of Bath, 1985. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.355314.

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The study is concerned with the development of a teaching strategy suited to the specific needs of hearing impaired children. It was conducted in the last three grades in primary special schools for hearing impaired children in Baghdad. The teaching method was based around worksheets and materials in a resource-based learning context to enhance pupil understanding in the subject areas of mathematics and general science. The learning materials and the teaching method were used in one special school for hearing impaired as a pilot trial. The pupils and their teachers confirmed that the materials and method were easy to follow; knowledge and, unexpectedly, spoken and written language improved. For the field trial a language test was developed and validated. The six schools in the field trial were divided into two groups: experimental and control. The new teaching strategy was used with the experimental group; the control group, however, remained with the old method by using the same content of mathematics and science. Within these two groups there were matching grades, as well as matching pairs in the three grades to facilitate the statistical comparison between the pre- and post-tests. The methods for collecting information before, during and after the course were: pre- and post-tests (language and content), which were used with both groups. Observation, record cards and interviews with teachers and pupils were used with the experimental group. Some individuals in the control groups were observed (matched pairs). The pupils in the experimental group showed a marked improvement after only six weeks in their knowledge, as well as in their language tests. However, the control group neither improve their language nor their knowledge in mathematics. The new teaching method and materials improved the pupils' performance in the experimental group.

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8

Köpke, Imke [Verfasser]. "Bewertung von Lebensmitteln im Biologieunterricht : eine empirische Untersuchung zum Ernährungshandeln von Schülerinnen und Schülern der Klasse 9 / Imke Köpke". Kiel : Universitätsbibliothek Kiel, 2008. http://d-nb.info/1019666609/34.

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9

Shahat, Mohamed Ali Ahmed [Verfasser], Hans E. Akademischer Betreuer] Fischer i Reinders [Akademischer Betreuer] [Duit. "Improving the Quality of Instruction for Egyptian Science Classes : Developing and Evaluating a Teaching Program for Middle School Students / Mohamed Ali Ahmed Shahat. Gutachter: Reinders Duit. Betreuer: Hans E. Fischer". Duisburg, 2013. http://nbn-resolving.de/urn:nbn:de:hbz:464-20130205-105014-9.

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10

Greenaway, Roger. "Powerful learning experiences in management learning and development : a study of the experiences of managers attending residential development training courses at the Brathay Hall Trust (1988-9)". Thesis, Lancaster University, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244218.

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11

Ondrey, Hauna T. "The Twelve between two testaments : the Minor Prophets as Christian scripture in the commentaries of Theodore of Mopsuestia and Cyril of Alexandria". Thesis, University of St Andrews, 2015. http://hdl.handle.net/10023/6267.

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My thesis offers a comparison of the Minor Prophets commentaries of Theodore of Mopsuestia and Cyril of Alexandria, isolating the role each assigns (1) the Twelve Prophets in their ministry to Old Testament Israel and (2) the texts of the Twelve as Christian scripture. While the two produce radically different commentaries in terms of quantity and detail of christological interpretation, the source of their divergence cannot be reduced to Cyril's admitting messianic prophecy whereas Theodore does not. Rather, I argue that Theodore does acknowledge christological prophecies, as distinct from both retrospective accommodation and typology. Further, a careful reading of Cyril's Commentary on the Twelve limits the prospective christological revelation he ascribes to the prophets and reveals the positive role he grants the Mosaic law prior to Christ's advent. My thesis secondly explores the Christian significance both Theodore and Cyril assign to Israel's exile and restoration, the pivotal event to which the Twelve bear witness. I here argue that Theodore's reading of the Twelve Prophets, while not attempting to be christocentric, is nevertheless self-consciously Christian. Cyril, unsurprisingly, offers a robust Christian reading of the Twelve, yet this too must be expanded by his focus on the church and concern to equip the church through the ethical paideusis provided by the plain sense of the prophetic text. Revised descriptions of each interpreter lead to the claim that the label “christocentric” obscures more than it clarifies and polarizes no less than earlier accounts of Antiochene/Alexandrian exegesis. I advocate rather for an approach that takes seriously Theodore's positive account of the unity and telos of the divine economy and the full range of Cyril's interpretation, in order to move beyond a zero-sum assessment and offer instead a positive account that appreciates the strengths of each Christian reading of the Twelve.

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12

Bäuerlein, Kerstin [Verfasser], Wolfgang [Gutachter] Schneider i Wolfgang [Gutachter] Lenhard. "Leseverständnisdiagnostik in der Sekundarstufe - Theoretische Grundlagen sowie Konstruktion und empirische Erprobung der Lesetests LESEN 6-7 und LESEN 8-9 / Kerstin Bäuerlein. Gutachter: Wolfgang Schneider ; Wolfgang Lenhard". Würzburg : Würzburg University Press, 2014. http://d-nb.info/1111636494/34.

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13

Richards, Vanessa. "The links between risk and protective factors and subsequent levels of resilience in looked after children aged 9-11". Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/1229/.

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The aim of this thesis is to explore the links between risk and protective factors or experiences in the lives of looked after children (LAC), and their subsequent levels of resilience. In order to inform this study a literature review was undertaken. A consistent finding, through this review, was that LAC named a significant adult in their lives as providing an important protective factor. However, previous research has concentrated on what protective factors are pertinent for adolescents, and not whether the same protective factors are significant for younger children. Therefore, this exploratory study explores the experiences of 10 LAC aged 9 to 11 years. Through the administration of a scale from the Resiliency Scales (Prince-Embury, 2007) and semi-structured interviews, it was concluded that LAC who were found to have high to average resilience levels reported having a significant adult, stable care placement and good relationship with social worker. This raises important implications for future Local Authority (LA) practice. The foster carers of each LAC were also interviewed, and all reported that awareness training for school staff would comprise a useful step toward enhancing levels of resilience in LAC. Carers stressed their opinion that schools are generally ill prepared to deal with behaviours commonly exhibited by LAC. From an EP perspective this raises an important discussion regarding future practice; these findings indicate that it may be necessary for EPs to engage in more systemic work when supporting LAC.

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14

O'Shea, Amanda Jane. "Exploring the black box : a multi-case study of assessment for learning in mathematics and the development of autonomy with 9-10 year old children". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709287.

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15

Richter, Antje. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9". Doctoral thesis, Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2008. http://nbn-resolving.de/urn:nbn:de:bsz:14-ds-1222919366705-75442.

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Die Dissertation untersucht die Entwicklung der Rechtschreibfertigkeiten von Schülern mit Deutsch als Zweitsprache im Vergleich zu ihren Mitschülern mit Deutsch als Muttersprache in der Sekundarstufe I. Kern der Untersuchung bildet die Methode der Fehleranalyse. Mittels quer- und längsschnittlicher Analysen werden spezifische Vergleiche zwischen den Rechtschreibleistungen von 236 Schülern italienischer und deutscher Herkunft vorgenommen. Die Ergebnisse der Untersuchung präzisieren die empirisch bislang nur lückenhaft dokumentierten Rechtschreiberwerbsverläufe von ein- und zweisprachigen Schülern der Sekundarstufe I. Die Daten geben Auskunft über bestehende Leistungsrückstände der zweisprachigen Schüler und dokumentieren charakteristische Entwicklungsverläufe und Fehlerschwerpunkte. Für die Unterrichtspraxis geben die gewonnenen Erkenntnisse folglich konkrete Hinweise. Aufgezeigt werden nicht nur die Lerninhalte, für die vertiefende Instruktionen und Übungen im Unterricht der Sekundarstufe I nötig sind, sondern ebenfalls die Zeiträume, in denen sich die Schüler sichere Schreibfertigkeiten in den einzelnen orthographischen Problembereichen aneignen.

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16

Mackensen-Friedrichs, Iris [Verfasser]. "Förderung des Expertiseerwerbs durch das Lernen mit Beispielaufgaben im Biologieunterricht der Klasse 9 / vorgelegt von Iris Mackensen-Friedrichs". 2004. http://d-nb.info/975434950/34.

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17

Kohls, Klaus-Dieter [Verfasser]. "Kompetenzzunahme durch Aufgabenvariationen im Mathematikunterricht einer Gesamtschulklasse mit Fallbeispielen von Schülerinnen und Schülern aus den Jahrgangsstufen 9/10 / von Klaus-Dieter Kohls". 2007. http://d-nb.info/983631859/34.

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18

Richter, Antje [Verfasser]. "Orthographische Kompetenz in Deutsch unter der Bedingung von Zweisprachigkeit : Rechtschreibfertigkeiten italienischer und deutscher Schüler der Klassenstufen 4, 5, 6 und 9 / Antje Richter". 2008. http://d-nb.info/992024234/34.

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19

Mohammed, Mansour Abd-elfatah Ahmed. "Auswirkungen eines Computerlernprogramms auf Lernstile von Kindern im Alter von 9 bis 12 Jahren". Doctoral thesis, 2003. http://hdl.handle.net/11858/00-1735-0000-0006-AF19-8.

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20

Kiesow, Hartwig [Verfasser]. "Jugendliche zwischen Atheismus und religiöser Kompetenz : eine empirische Untersuchung zur Religiosität und zu Teilnahmemotiven für den Besuch des Evangelischen Religionsunterrichts unter 3889 Schülerinnen und Schülern der Klassen 8, 9 und 10 in Thüringen / von Hartwig Kiesow". 2003. http://d-nb.info/971229694/34.

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21

Kampmann-Küster, Isabel. "Zuverlässigkeit bildgebender Verfahren in der Früherkennung des Mammakarzinoms". Doctoral thesis, 2012. http://hdl.handle.net/11858/00-1735-0000-000D-EFFD-9.

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