Siga este link para ver outros tipos de publicações sobre o tema: Primary teaching of literature.
Teses / dissertações sobre o tema "Primary teaching of literature"
Crie uma referência precisa em APA, MLA, Chicago, Harvard, e outros estilos
Veja os 50 melhores trabalhos (teses / dissertações) para estudos sobre o assunto "Primary teaching of literature".
Ao lado de cada fonte na lista de referências, há um botão "Adicionar à bibliografia". Clique e geraremos automaticamente a citação bibliográfica do trabalho escolhido no estilo de citação de que você precisa: APA, MLA, Harvard, Chicago, Vancouver, etc.
Você também pode baixar o texto completo da publicação científica em formato .pdf e ler o resumo do trabalho online se estiver presente nos metadados.
Veja as teses / dissertações das mais diversas áreas científicas e compile uma bibliografia correta.
1
Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature". UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
Texto completo da fonteResumo:
This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
2
Newton, Susan Sublett. "Integrating social studies and literature using folktales". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
Texto completo da fonte
3
Andrews, Ann E. "Key elements of a quality literature program". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
Texto completo da fonte
4
Von, Kleist Janelle I. "Implementing literature-based curriculum in primary grades". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/580.
Texto completo da fonte
5
Heffernan, Janet Margaret. "Developing an aesthetic stance in a primary literature program". Thesis, Queensland University of Technology, 1995.
Encontre o texto completo da fonteResumo:
This study documents the steps involved in the implementation of a response-based literature program in a year six classroom within an Independent boys' school. A
response-based literature program encourages personal transactions with literary works before any objective analysis of such texts (Rosenblatt 1978). The results of
this study are intended to form the theoretical basis of the literature curriculum within the school. As part of the study, a review of the commercially-produced literature based reading scheme currently used in the school was conducted. The review showed that the teaching strategies and response activities suggested in the accompanying teacher's manual concentrated on the objective analysis ofliterary works rather than personal interpretations of those works. This seemed to be inconsistent with recent research findings which advocate that the teaching of literature should focus on the transaction which occurs between the reader and the text and the subsequent personal response evoked from that transaction before any analysis of the text is required (Rosenblatt 1978; De.Lawter 1992; Hade 1994).
Based on this premise, the study investigated teaching methods which would provide opportunities for personal responses to be evoked. In particular Rosenblatt's ( 1986)
notion of aesthetic teaching was used. This notion suggests that the reader's attention should be focused on the personal, lived-through experience of the text before any
objective examination occurs. Building on the research of other theorists, such as Cox & Many (1992), Short ( 1990), Langer (1992) and Wiseman & Many (1992), aesthetic teaching strategies were identified and implemented into a twelve month literature program. The aesthetic strategies used were: a supportive literary environment; open-ended prompts; literary discussions; reading journals; and
recreative responses. Data collected from the primary source of students' oral and written personal responses to texts and the secondary source of interviews with the classroom teacher were analysed within a framework of features derived from issues identified in the literature. These findings supported the contention that an aesthetic teaching approach encourages students to develop personal interpretations of texts. From these findings, conclusions were formed which provided the theoretical framework
for a revised literature program at Braybrook College.
6
Chartier, Mary K. "Multicultural literature through the magic of storytelling". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/737.
Texto completo da fonte
7
Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
Texto completo da fonteResumo:
This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.
8
Kothlow, Kathryn Dellert. "The integration of literature with kindergarten social studies". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/830.
Texto completo da fonte
9
Gomez-Schardein, Diana. "Integrating literature across the first grade curriculum through thematic units". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/710.
Texto completo da fonte
10
Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.
Texto completo da fonteResumo:
This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.
11
Bradfield, Kylie Z. "The teaching of children's literature: A case study of primary teachers' pedagogical content knowledge". Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/112507/1/Kylie_Bradfield_Thesis.pdf.
Texto completo da fonteResumo:
Resulting in the development of a framework labelled Literary Pedagogical Content Knowledge (LPCK), this thesis aimed to describe the complex interplay of three components in primary school classrooms: content, pedagogy, and children's literature. A case study research design elicited descriptive evidence of nine teachers' understandings of the teaching of children's literature, recognising that teacher knowledge bases involve complex, situated knowledge. The thesis, underpinned by constructivism and through the use of semi-structured interviews, built on Shulman's formulation of Pedagogical Content Knowledge (PCK) by considering teachers' alignment with Literary Theory.
12
Weir, Rosanna McCoy. "Using cooperative learning with literature to enhance social development in the primary grades". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/760.
Texto completo da fonte
13
Pender, Debra J. "Integrating science through literature". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.
Texto completo da fonte
14
Williams, Shirley Ann. "Understanding and using multicultural literature in the primary grades: A guide for teachers". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/2087.
Texto completo da fonteResumo:
Many studies have shown that an overwhelming number of classroom teachers are encountering increasing diversity issues in both the content of what they teach and among the students they are teaching The purpose of this project is to provide elementary teachers with a resource of multicultural literature that can be integrated into any curriculum, whether it is Language Arts, Social Studies, or story time.
15
Mensinger, Glennis Esta. "Bridging the curriculum through literature". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/804.
Texto completo da fonteResumo:
This project promotes the use of literature groups based around a theme. In trying to meet the requirements of the California state framework, to integrate the subjects, this project contains two thematic units. Although the themes were designed for second and third grade, the two thematic units may be used as a guide to help teachers implement the thematics teaching approach into their classrooms.
16
Birrell, Susan Lee. "Incorporating "gay friendly" literature into your current first grade literature-based reading program". CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/677.
Texto completo da fonte
17
Jennessen, Vanja. "A Story of English Language Learning – How Can Children’s Literature be Used in Teaching Vocabulary to Young English Language Learners? : - A Literature Review". Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:du-19870.
Texto completo da fonteResumo:
This study aims to find research relating to the use of children’s literature to promote vocabulary development in young children, particularly English language learners in Sweden. The main questions address how (methods) children’s literature can be used and why (reasons) children’s literature is often recommended for the teaching of vocabulary to young learners. The study also aims to explore reasons against the use of children’s literature in vocabulary teaching found in previous research. A systematic literature review was carried out, including results from five empirical studies. The studies involved native speakers, second language learners and foreign language learners from various backgrounds. The results suggest that while research has shown children’s literature to be a good tool to use with young learners, careful lesson planning needs to be carried out. Direct instruction and scaffolding using pictures, technology and gestures is recommended. Hence, the teacher plays an important part for the vocabulary development using children’s literature in the classroom.
18
Libby, Cynthia B. "Literature and writing in kindergarten: A thematic approach". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/751.
Texto completo da fonte
19
Mattera, Carole Anne, e Patricia Anne Atherton. "A thematic guide involving students in literature-based activities utilizing animals". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/943.
Texto completo da fonte
20
Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils". Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.
Texto completo da fonteResumo:
This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The study concluded that most pupils improved their oracy skills because of their progressive use of full sentences when answering questions and in other oral contexts. The persistent undertaking of striving towards completing sentences showed that they required a greater active use of English. Pupils understood to resource their latent vocabulary and comprehension. Moreover, the pupils achieved improved confidence in demonstrating an understanding to structure their speech.
21
Moore, Wendy M. "Clever talk : using literature to boost vocabulary through explicit teaching in early childhood". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2013. https://ro.ecu.edu.au/theses/685.
Texto completo da fonteResumo:
Vocabulary knowledge is an important predictor of literacy and broader academic outcomes. Children’s literature is a rich source of sophisticated vocabulary, and this study investigated the efficacy of boosting word learning by incorporating explicit instruction approaches into story-book read-aloud sessions. This design-based research study sought to compare two models: teaching a greater number of word meanings more briefly and teaching fewer words in greater depth. Six schools from low SES areas participated, with the main intervention program running for three 6 week blocks.
Overall, both of the explicit approaches were more effective in improving word learning for Grade One students than a traditional, student-centred or constructivist approach. Teaching more words briefly (greater breadth) was just as effective overall as teaching fewer words in a robust manner (greater depth). Students made larger gains on more difficult words than on simpler words, although the pattern of word learning was affected by the students’ vocabulary knowledge at the outset. Students with the highest initial vocabulary scores made greater gains, and learnt more of the most difficult words, than students with lower initial scores. While the intervention resulted in large effect size gains on target vocabulary words as assessed by researcher-developed measures, there was no impact on standardised vocabulary measures (PPVT and EVT) when compared to a control group.
Explicit instructional approaches have not been widely used in Western Australian classrooms, so the study used group interviews to investigate teachers’ responses to the programs. Mitigating and facilitative factors influencing the adoption of vocabulary instruction practices in schools were explored. Student engagement, ease of use, time efficiency and the provision of prepared materials were important factors in teacher responsiveness to the programs.
22
Baynham, Carolyn M. "Literature at the Primary Level Depicting a Positive Image of the Elderly: A Bibliography". UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/677.
Texto completo da fonteResumo:
It is the purpose of this study to compose a bibliography of primary level books and/or stories that depict a positive image of the elderly. Various procedures were used to gather selections of reading material for primary level children which portray this image. The following were the methods used for this compilation. Numerous reference books which categorize children's books under related topics were examined. Approximately thirty-five letters were submitted to various organizations which deal with the elderly population asking for information or sources regarding this topic. Letters were also sent to thirty-five randomly selected publishing companies requesting suggested literature. Several teacher's magazines occasionally sighted books of interest. The results are a compilation of seventy-two primary children's books and nine short stories that depict a positive image of the elderly.
23
Sudan, Brenda Naimah. "Multicultural literature based reading program". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/584.
Texto completo da fonte
24
Duffett, Kristen Gayle. "Integrating literature and California history in fourth grade social studies". CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1853.
Texto completo da fonte
25
Shand, Coral Jean, University of Western Sydney, of Arts Education and Social Sciences College e School of Education and Early Childhood Studies. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management". THESIS_CAESS_EEC_Shand_C.xml, 2002. http://handle.uws.edu.au:8081/1959.7/577.
Texto completo da fonteResumo:
The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology usersMaster of Education (Hons)
26
Shand, Coral Jean. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management". Thesis, View thesis, 2002. http://handle.uws.edu.au:8081/1959.7/577.
Texto completo da fonteResumo:
The combination of literature and technology provides a powerful scenario for learning and it is made a reality through the use of electronic storybook software. This study concentrates on the everyday decisions made by teachers concerning why, how and in what way learning occurs in their classroom. Three case studies show how primary teachers engaged in action research to introduce electronic storybooks into their classrooms, monitoring changes in pedagogy, organisation and management. It is confirmed that teachers can integrate electronic storybooks into their classroom practices to create enjoyable and productive learning experiences. A range of pedagogical approaches was used and the introduction of electronic storybooks had a positive effect on student motivation, enthusiasm and achievement of learning goals, and resulted in changes in the physical composition of the classroom and the way learning was structured. The teachers received confirmation of their own ability to integrate technology into teaching and learning. The results of this study have direct implications for teaching practices and reinforce the need for teachers to develop confidence and competence as technology users
27
Risley, Robert Michael Kevin. "A proposal for using a literature-based functional curricula for primary moderate cognitively delayed learners". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1864.
Texto completo da fonte
28
Shand, Coral Jean. "Primary school teachers integrate electronic storybook software into their teaching/learning practices through addressing issues of pedagogy, organisation and management /". View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20031001.112139/index.html.
Texto completo da fonte
29
Celaya, Lannette Christine. "Literacy instruction in the all-day kindergarten program". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1584.
Texto completo da fonteResumo:
This project begins by looking at kindergarten from a historical perspective. It reviews research relating to all-day kindergarten and half-day kindergarten programs. It demonstrates that increased instructional time is beneficial especially for those low-achieving or disadvantaged students.
30
Haschick, J. D. "The fellowship experience : an investigation into the shared exploration of children's fiction by teacher and pupils in the senior primary school". Thesis, Rhodes University, 1987. http://hdl.handle.net/10962/d1001440.
Texto completo da fonte
31
Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.
Texto completo da fonte
32
Dodds, Karen Page Kalmbach. "The Wonderful World of Dr. Seuss: A Group Interpretation Script for the Primary Classroom". Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc500525/.
Texto completo da fonteResumo:
This thesis proposed the idea of oral interpretation of children's literature as a pedagogical tool in the primary classroom. A group interpretation script entitled "The Wonderful World of Dr. Seuss" was compiled for performance in the primary classroom as a viable vehicle for teaching children to understand and appreciate literature. The script was evaluated by qualified teachers in the areas of English, oral interpretation, and elementary education as well as a critical analysis by the author. The thesis concluded that oral communication is necessary in the primary grade and that group interpretation is an exciting way to enhance learning.
33
Caeiro, Vanessa. "A poesia como indutora da gestão integrada do currículo". Master's thesis, Instituto Politécnico de Setúbal. Escola Superior de Educação, 2017. http://hdl.handle.net/10400.26/19945.
Texto completo da fonteResumo:
Relatório de Estágio (componente de investigação) do mestrado em Educação pré-escolar e ensino Do 1º ciclo do Ensino BásicoO presente estudo, desenvolvido no âmbito do Mestrado de Educação Pré-escolar e Ensino do 1.º Ciclo do Ensino Básico, incide sobre a descrição e análise reflexiva sobre uma intervenção pedagógica em contexto de estágio numa turma de 2.º ano de escolaridade do 1.º Ciclo do Ensino Básico. Esta intervenção permitiu desenvolver uma abordagem interdisciplinar dos conteúdos programáticos tendo como indutora a Poesia para a Infância, visando a criação de situações onde fosse possível o desenvolvimento holístico da criança. A investigação foi desenvolvida tendo em conta uma abordagem de investigação-ação, numa perspetiva qualitativa. Desta forma, os métodos adequados ao estudo incidiram na recolha de informações no contexto, nomeadamente na intervenção enquanto observador participante, pelas notas de campo e pela análise documental. Através deste estudo é possível verificar as potencialidades pedagógicas da Poesia Infantil enquanto recurso para a gestão integrada do currículo, promovendo momentos de ensino-aprendizagem motivadores e despertadores de interesse para as crianças.
The present study, developed within the scope of the Master's Degree in Pre-school and 1st Cycle of Primary Education, focuses on the description and reflexive analysis of a pedagogical intervention in the context of a 2nd grade of the 1st Cycle of Primary Education traineeship. This intervention allowed the development of an interdisciplinary approach of the programmatic contents with Poetry for Childhood as an inducer, aiming at creating situations where the holistic development of the child was possible. The research was developed taking into account an action-research approach from a qualitative perspective. Therefore, the appropriate methods for the study focused on the collection of information in the context, namely in intervention as participant observer, field notes and documentary analysis. Through this study it is possible to verify the pedagogical potentialities of Poetry for Childhood as a resource for the integrated management of the curriculum, promoting teaching-learning moment motivators and stimulate the interest of the children.
34
Barrett, Mark Douglas. "Teaching language arts in third grade with HyperStudio, an interactive computer program". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/849.
Texto completo da fonte
35
Raoano, Malesela Joel. "Improving learners Mathematics problem solving skills and strategies in the intermediate phase : a case study of primary school in Lebopo Circuit". Thesis, University of Limpopo, 2016. http://hdl.handle.net/10386/1761.
Texto completo da fonteResumo:
Thesis (M. Ed. (Mathematics Education)) -- University of Limpopo, 2016.The purpose of this study was to examine learners’ mathematical word problem solving skills and strategies in Intermediate Phase. The study was prompted by Grade 6 learners’ poor performance in the cognitive area, non-routine mathematical word problems, as revealed in Annual National Assessment reports of 2011, 2012, 2013 and 2014. The study followed action research collaborative method involving 26 Grade 6 learners and their mathematics educator. The school is a rural primary school categorised under quintile two. Problem solving theory by Polya (1957) guided the study in answering three research questions: What are the challenges faced by Grade 6 learners in solving word problems? What are Grade 6 learners’ strategies in solving word problems? How can learners’ problem solving skills and strategies focusing on word problems be improved? Data were collected in a routine structured process: pre-intervention phase, intervention phase and post-intervention phase. Analysis was made through the development of a system of categorisation of learners’ responses. The four principles of problem solving by Polya (1957) namely, the way learners understand the problem, how they devise the plan, how they carry out the plan and the manner in which they look back guided the analysis. The findings of the study revealed that the strategies introduced assisted learners in making sense of the word problems and finally proceeding towards an adequate solution. It was also found out that the learners lacked the ability to read with understanding; the problem being their lack of competence in the language of learning and teaching. The skills which learners also lacked when solving word problems were identified as arithmetic skills and reflective skills.
36
Van, der Mescht Caroline. "Positions on the mat : a micro-ethnographic study of teachers' and learners' co-construction of an early literacy practice". Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1004333.
Texto completo da fonteResumo:
This thesis reports on research into micro-interactions within the reading literacy event Reading on the Mat in three Grade One classrooms. This event is the core of literacy learning in Foundation Phase classrooms in formerly ‘white’, government-funded primary schools in the Eastern Cape, South Africa, and takes place daily for every child. It is literacy practice resembling Group Guided Reading. The research focused on teachers’ identity-forming decisions, actions and discourses as a way of examining micro-interactions within the literacy event. Hymes’s work on the ethnography of communication provided categories for the investigation. Using an ethnographic approach, I entered the sites of the study as a participant observer. There I focused on the central literacy event, in which a group of children and the teacher sit in close proximity. I made field notes, video recordings and audio recordings in three sets of visits spanning the full school year. These were supplemented by teacher interviews, consideration of reports and assessments, and an analysis of the text types used on the Mat, for example, graded readers, flash cards and phonics primers. Beginning with Hymes’ S.P.E.A.K.I.N.G. mnemonic, cycles of analysis using multiple instruments foregrounded the data. The central finding of this research is that in Reading on the Mat children are offered identities through strong normative work and embedded practices. Teachers promote positive identities for children as successful readers and create positive affect for reading activities. This positive positioning work is however undercut by three factors: first, the fact that activities on the Mat focus on decoding text fragments rather than interrogating whole texts. The resultant identity offered to children is one of code breakers alone. A finding subsidiary to this, but important for pedagogic practice, is that teachers’ choice of text types is the most powerful determinant of children’s code breaker identity. A second factor that undercuts children’s identity as successful readers is that, although they are active, they have little agency. This derives from the strong assessment focus of teachers on the Mat and their questioning practices. A third factor which undercuts the positive identity children are offered in this literacy event is that, by focusing primarily on decoding fragmented text and on assessment opportunities, teachers avoid engaging with issues of differentiation and disregard cultural and linguistic differences. Teachers’ choices, therefore, while creating a positive climate in the classroom and developing emergent readers who are effective decoders, construct children as limited literate subjects. The same choices enable teachers to ignore learner diversity.Adobe Acrobat 9.54 Paper Capture Plug-in
37
Hafiz, Zahedah Abdul. "An investigation of the use of children's literature in Key Stage 1 teaching in Cardiff with specific reference to its possible use in Malaysian primary English language classes". Thesis, Cardiff Metropolitan University, 2002. http://hdl.handle.net/10369/7395.
Texto completo da fonteResumo:
This study has been undertaken because of concern about falling standards of English proficiency among school children in Malaysia. It has set out to investigate whether the use of children's literature as a resource in the teaching of English might help in arresting this decline. A review of literature pointed to the link between reading literature and language learning. Learning a language is clearly more than acquiring a set of discrete skills. It involves the mastery and interplay of listening, speaking, reading and writing skills. The knowledge about language that comes from reading children's literature is particularly valuable for the beginning learner. Cardiff and Malaysian teachers' responses, elicited by a variety of means, reinforced the view that reading strategies can be further developed by listening, reading, interacting and responding to stories, rhymes, poems and plays. It was hypothesised that teachers in Cardiff, where the use of children's literature is common practice in English teaching, would agree that it was a useful tool for language learning. This proved to be the case, their responses showing that not only did children's literature make English lessons fun and assist language learning, it provided many more benefits because of its rich storehouse of genres. In Malaysia, where it is not in common use, primary school English language teachers' views were also sought as to the feasibility of using children's literature in their English Language teaching. Malaysian teachers of different demographic characteristics were in strong agreement that its use would assist language learning and attainment of teaching objectives, while making English lessons enjoyable. However they maintained that appropriate training and materials would have to be provided before such pedagogic practice was considered.
38
Wilcox, Gladys M. "The challenge: Effective learning through whole language, literature, thematic units and the social science framework for third grade". CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/850.
Texto completo da fonte
39
Chan, Kong Chuk-ling Stella, e 陳江祝齡. "Paired reading: a comparison of the effectiveness of student teachers and peers in the tutoring of poorChinese readers in a primary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B38627760.
Texto completo da fonte
40
Daniels, Nicolette Deidré. "The promotion of scientific literacy within a museum context". Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1343.
Texto completo da fonteResumo:
Currently South African museums are faced with the challenge of evaluating and transforming their roles and functions as a response to changing national educational needs. The purpose of this study was to investigate whether aspects of the integrated strategies approach to promoting scientific literacy can be successfully employed in a museum context. The approach was used as part of the education programmes at the Port Elizabeth Museum School (Bayworld) and mixed methods were used to gather qualitative and quantitative data on the teachers’ ability to adopt the strategy. Data were also generated on the teachers’ perceptions of teaching and learning, possible activities which supported the approach, and aspects of the strategy which the learners adopted most readily. The findings suggest that active engagement in the process resulted in effective adoption of the strategy by the teachers, improved attitudes towards science learning by both the teachers and children who participated in the process, and improved scientific literacy in both.
41
Amat, Castells Vanesa. "Aprendre a valorar les lectures literàries. Anàlisi d'una intervenció didàctica a cicle inicial". Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/368233.
Texto completo da fonteResumo:
Aquest estudi se centra en la planificació i l’anàlisi d’una intervenció didàctica, que té l’objectiu de promoure l’aprenentatge de valorar les lectures literàries al primer cicle d’educació primària. Es parteix de la consideració que aprendre a valorar les obres i a expressar, oralment i per escrit, els judicis sobre les lectures és clau en el desenvolupament de la formació del lector literari. L’objectiu principal és conèixer de quina manera una intervenció didàctica, que consisteix en la lectura d’un àlbum, la conversa sobre l’obra i l’escriptura de textos valoratius, i que inclou la proposta d’una pauta d’arguments com a material de suport, pot resultar útil en l’aprenentatge literari.
Els referents teòrics s’estructuren a partir de tres blocs. En el primer, s’exposen les concepcions sobre la formació del lector literari i les respostes lectores, així com diferents nocions en referència als processos de comprensió, interpretació i valoració, i algunes de les implicacions didàctiques que se’n deriven, com ara la pràctica de relectura. Es fa èmfasi en els aspectes propis del tractament de la lectura i la literatura en la formació dels anomenats primers lectors, a l’inici de l’educació primària, i en els processos de selecció de les obres. En el segon, s’exploren les característiques dels àlbums i les seves potencialitats per a l’aprenentatge literari. Per últim, s’ofereix una visió de les possibilitats formatives de les converses a l’aula, així com les actuacions concretes que el mestre hauria de considerar en el desenvolupament de discussions sobre obres literàries.
La part empírica de la recerca analitza la intervenció didàctica aplicada en un grup de 17 alumnes de segon curs. Es du a terme en dues fases. En la primera, els alumnes elaboren textos valoratius individuals sobre les lectures. Aquests escrits es prenen en consideració com a dades inicials. En la segona, s’aplica la intervenció completa, de manera que els textos s’elaboren després de la conversa, durant sis setmanes consecutives, en relació a sis obres que presenten diversitat d’elements constitutius. El conjunt de dades obtingudes d’aquest grup es complementa amb les observacions d’un segon grup de 17 alumnes i també amb els resultats que deriven d’una recerca prèvia, duta a terme en dos grups de 4 alumnes cadascun, que s’incorpora en aquest estudi com a projecte pilot. D’aquesta manera, es poden comparar les qüestions referents a les característiques i al grau d’incidència de cadascuna de les propostes ─conversa, pauta d’arguments, escriptura valorativa─ en gran grup i en petit grup.
Els resultats confirmen la necessitat que els alumnes disposin d’espais d’intercanvi d’idees i d’eines de suport que els ofereixin metallenguatge literari, de manera que puguin pensar i parlar sobre les obres des de l’inici de l’escolaritat. La finalitat de la proposta és ajudar-los a apreciar l’acte creatiu de l’autor, però també a millorar la comprensió i la interpretació de les lectures literàries. De les conclusions se’n desprenen algunes de les actuacions didàctiques més eficaces per desenvolupar la formació del lector literari a l’inici de l’educació primària.This study focuses on the planning and analysis of an educational intervention aimed at helping students to learn how to evaluate literary reading at the first cycle of primary. It is based on the consideration that learning to evaluate works and to express opinions (orally and in writing) on reading material is essential in developing the training of literary readers. The main objective is to discover how an educational intervention, which consists of reading a picturebook, discussing the work and writing evaluative texts, and which includes a proposed a set of discussion and writing prompts as support material, may be useful in literary learning. The theoretical components are structured in three sections. The first section introduces ideas on the training of literary readers and reading responses, along with various notions related to comprehension, interpretation and evaluation processes, and some of the resulting educational implications, such as the practice of re-reading. Emphasis is placed on aspects related to the treatment of reading and literature in the training of so-called beginning readers, at the first cycle of primary education, and to the processes involved in selecting works. The second section explores the characteristics of the picturebooks and their potential for literary learning. Last of all, an analysis is made of the training possibilities of classroom discussions, along with the specific actions that the teacher should consider when it comes to holding discussions on literary works. The empirical part of the research analyses the educational intervention applied to a group of 17 students (aged seven to eight years). It is carried out in two stages. In the first stage the students produce individual evaluative texts on what they have read. These texts are taken into consideration as initial data. The full intervention is applied in the second stage, in such a way that the texts are produced after the discussion, over six consecutive weeks, on six works that contain a wide variety of constituent elements. The data obtained from this group is complemented by the observations of a second group of 17 students, and by the results of a prior research activity carried out with two groups of four students each, which is incorporated in this study as a pilot project. As such, it is possible to compare questions related to the characteristics and degree of influence of each of the approaches (discussion, a set of discussion and writing prompts, evaluative writing) in both a large group and a small group. The results confirm the need to provide students with spaces in which to exchange ideas and with support tools that offer them literary metalanguage, in such a way that they are able to think and talk about works from the start of primary education. The purpose of the approach is to encourage them to appreciate the creative act of the author, as well as to improve their comprehension and interpretation of literary reading materials. The conclusions indicate some of the most effective educational actions for developing the training of literary readers at the start of primary education.
42
Antas, Vanessa Linhol. "Prática de ensino supervisionada em Pré-escolar e 1.º ciclo do ensino básico: aprender ciências com a literatura para a infância". Master's thesis, Universidade de Évora, 2015. http://hdl.handle.net/10174/17658.
Texto completo da fonteResumo:
A elaboração do presente relatório, decorrente da prática de Ensino Supervisionada em Pré-escolar e no 1.º Ciclo do Ensino Básico, assume-se como resultado final de uma experiência formativa moldada pela observação e intervenção.
Ressalto que este trabalho pretende evidenciar a importância das ciências e da Literatura para a Infância no processo educativo, refletindo-se sobre as potencialidades da articulação entre os domínios do conhecimento enunciados enquanto meio impulsionador de aprendizagens significativas. Neste sentido, apresento um quadro teórico que fundamenta o relevo da temática ao qual prossegue a caracterização dos contextos educativos em que a prática foi desenvolvida. Aos pontos mencionados, sucede a referência à metodologia investigativa que pautou a intervenção pedagógica.
Em suma, o processo de aprendizagem inerente à construção do relatório culminou da compreensão da pertinência da reflexão, do reconhecimento e do estabelecimento de conexões entre duas áreas do saber específicas; Abstract:
Report of Supervised Teaching Practice in Pre-school and Primary school: Learning sciences with literature for the childhood
The elaboration of the present report, appear from the pedagogic practice in pre-school and primary school, is assumed as the final result of a molded formative experience by observation and investigation.
I would like to emphasize that this work intends to show up the relevancy of the sciences and the literature for the childhood in the educative process, reflecting about the potentialities of the articulation between the knowledge domains listed as a means of significant learnings. In this sense, I present a theoretical picture that substantiates the relief of the theme to which it continues the characterization of the educative contexts in which the practice was developed. To the mentioned points, it succeeds the reference to the investigative methodology what ruled the pedagogic intervention.
In synopsis, the learning process inherent in the construction of the report culminated from the understanding of the reflection, recognition and establishment of connections between two specific areas of knowledge.
43
Tapia, López Paola Tatiana. "La narrativa para niños y jóvenes: Una aproximación a su uso en las aulas en Enseñanza General Básica en Chile". Doctoral thesis, Universitat de Barcelona, 2016. http://hdl.handle.net/10803/382625.
Texto completo da fonteResumo:
El presente estudio se basa en identificar la concepción que tienen cuatro profesoras de Educación General Básica de tercero y cuarto año de la región del Biobío en Chile, sobre el uso de narraciones de Literatura Infantil y juvenil y cómo dicha concepción se refleja en las actividades que desarrollan en el aula.
La metodología más idónea para conseguir los objetivos propuestos y para poder dar respuesta a las preguntas formuladas se sitúa en el ámbito de la investigación etnográfica, ya que se intenta describir y reconstruir de forma sistemática y detallada uno de los ámbitos de la vida social de la escuela.
Para la recogida de información se utilizó dos instrumentos: la entrevista semiestructurada y la pauta de observación, con la finalidad de comparar los datos con la entrevista y verificar el accionar de las profesoras en el aula con los estudiantes en relación a la enseñanza de la materia de conocimiento y el sujeto que imparte ese conocimiento, esto es, entre la enseñanza de la literatura y el profesor.
La concepción que tienen las profesoras acerca del uso de la narrativa de literatura infantil y juvenil, a la luz de los resultados obtenidos se ha podido establecer que las profesoras poseen ciertos paradigmas, en relación a la concepción sobre el uso de la narrativa en literatura infantil y juvenil.
Las conclusiones revelan que los parámetros que utilizan las docentes para seleccionar el tipo de literatura que leen los estudiantes, atienden al contexto, a la edad e intereses de los estudiantes y al canon literario que sugiere el Ministerio de Educación.
Acerca de las estrategias que utilizan las profesoras para motivar e incentivar el hábito y el interés por los textos literarios, éstas consideran que el rol del docente es guiar, mediar, motivar y despertar el interés por la lectura en sus estudiantes. Para ello llevan a cabo diversas estrategias: lectura silenciosa, lectura compartida, uso de las tics y el uso de la biblioteca.
En relación a las estrategias pedagógicas que manejan las docentes al usar la narrativa de literatura infantil y juvenil en el aula, la más utilizada por las profesoras son los llamados momentos de lectura. Dicha estrategia se divide en tres momentos: el antes de la lectura, durante y después.
Las profesoras evalúan el uso de la narrativa de la literatura infantil y juvenil en función de la fluidez y comprensión de la lectura, poniendo en primer plano los propósitos pedagógicos por sobre de los didácticos, dejando de lado otros propósitos, tales como leer para conocer otros mundos o ver una nueva perspectiva del nuestro, siendo que son estos últimos los primordiales para formar alumnos lectores.
Finalmente las profesoras usan la narrativa en Literatura infantil y juvenil como un medio para enseñar la comprensión lectora, por lo tanto, la literatura infantil y juvenil adquiere un sentido más instrumental que de creación de un hábito de leer literatura. En consecuencia, puede hablarse de una didáctica realmente débil y restringida sobre el uso de la narrativa en literatura infantil; sin embargo, hay que reconocer que las profesoras aceptan una pedagogía de la literatura infantil que se ejerce por ella misma y que contempla las formas y procedimientos por los que esta educa al estudiante.
Estas creencias de las profesoras sobre el uso de las narraciones de la Literatura infantil y juvenil forman parte de la cultura que han aprendido de algún curso de perfeccionamiento y ellas lo integran de manera poco reflexionada, poco explícita, pero que está muy consolidada al momento de realizar actividades en el aula.This study is based on identifying the concept with four teachers of basic general education of juniors and seniors in the region of Bio Bio in Chile, on the use of narratives of children's literature and how this concept is reflected in the activities develop in the classroom. The most appropriate methodology to achieve the objectives and to respond to questions is in the field of ethnographic research. Semi-structured interviews and observation pattern were used to gather information aiming to compare the data with the interview and verify the actions of the teachers in the classroom with students in relation to the teaching of the subject and the subject of knowledge imparting that knowledge; this is between the teaching of literature and teacher. The design with the teachers on using narrative children's literature, in the light of the results it has been established that teachers have certain paradigms, in relation to the concept of the use of narrative in children's literature. The findings reveal that teachers use the narrative Children's literature as a means to teach reading comprehension, therefore, children's literature takes on a more instrumental way than creating a habit of reading literature sense. Consequently, one can speak of a truly weak and restricted the use of narrative in teaching children's literature; however, we must recognize that teachers accept a pedagogy of children's literature exerted theirselves and contemplates the ways and means by which this educates the student. These beliefs of the teachers on the use of narratives of children's literature are part of the culture they have learned from a training course and they compose little thoughtful way, little explicit, but it is well established at the time of activities in the classroom.
44
Button, Dianne. "Men and primary teaching". Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299729.
Texto completo da fonte
45
Jelena, Stefanović. "Rodni stereotipi u romanima lektire drugog ciklusa osnovne škole". Phd thesis, Univerzitet u Novom Sadu, Asocijacija centara za interdisciplinarne i multidisciplinarne studije i istraživanja, 2016. http://www.cris.uns.ac.rs/record.jsf?recordId=101600&source=NDLTD&language=en.
Texto completo da fonteResumo:
U radu se, primenom feminističke književne kritike, analiziraju rodni stereotipi u svih četrnaest romana iz lektire za drugi ciklus obrazovanja. Pokazuje se da su rodni stereotipi prisutni u različitim aspektima ovih romana, kao što su zastupljenost i konstrukcija likova, sadržaj i način oblikovanja priče. Takođe, predstavljaju se metodički modeli nastavnih interpretacija ovih romana, koji uvažavaju rodnu perspektivu. Primena ovih modela omogućava da učenice i učenici prepoznaju rodne stereotipe, razumeju njihovu funkciju i zauzmu kritički odnos prema njima.The dissertation analyzes gender stereotypes by applying feminist literary criticism in all fourteen novels included in the second cycle of the primary education curriculum. It is indicated that gender stereotypes are present in various aspects of the novels, such as characters’ presence and construction, content and method of creating stories. Furthermore, the methodical models of educational interpretations of these novels, which respect the gender perspective, are also presented. The application of these models allows pupils to recognize gender stereotypes, understand their function and take a critical attitude towards them.
46
Macknight, Vicki Sandra. "Teaching imagination". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
Texto completo da fonteResumo:
This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
47
Hudson, Peter. "Mentoring for effective primary science teaching". Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.
Texto completo da fonteResumo:
Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices.
This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching.
Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively.
Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
48
Hudson, Peter. "Mentoring for effective primary science teaching". Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.
Texto completo da fonteResumo:
Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
49
Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers". Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
Texto completo da fonte
50
Sigel, Deena. "Teaching Midrash explicity in the primary school". Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.
Texto completo da fonteResumo:
Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most widely read. But since midrash is based on the theology ofthe ancient rabbis and was the rabbis' medium for conveying their understandings of Scripture, of God, of righteousness and man's place in this world to their followers, these texts are naturally complex and their content is often abstract. Current pedagogical practice does not address midrash as a discrete subject and does not, therefore, address these underlying characteristics of midrash. It has been my professional experience, as well as that of other Bible teachers, that a lack of explicit pedagogy for midrash can cause problems of understanding for the young student which may negatively influence her view of Scripture. This paper describes an educational innovation (for year six students) that was developed and tested by the author in the format of a design experiment. The strategy for teaching midrash explicitly builds upon academic scholarship on midrash content; on scholarship on the way that children form religious understandings and on scholarship that relates to the way that children make sense of texts. The research was conducted on an international scale, in one school each in Israel, England and the U.S. The findings reflect the challenges faced and the successes that were achieved in teaching midrash explicitly in the primary school.