Sökning: "Supplemental instruction"

Hittade 3 avhandlingar innehållade orden Supplemental instruction.

  1. 1. Mathematics Communication within the Frame of Supplemental Instruction : Identifying Learning Conditions

    Författare :Annalena Holm; Fysiska institutionen; []
    Nyckelord :NATURVETENSKAP; NATURAL SCIENCES; ATD: Anthropological Theory of Didactics; upper secondary school; Supplemental instruction; learning conditions; SOLO: Structure of the Observed Learning Outcome; Fysicumarkivet A:2014:Holm;

    Sammanfattning : In the Swedish context teaching at primary and secondary school is combined with collaborative exercises in a variety of subjects. These collaborative moments can be in the form of mini projects that groups of students are supposed to present to the classmates when fulfilled. LÄS MER

  3. 2. Early Elementary School Interventions in Reading and Mathematics

    Författare :Hanna Lindström-Sandahl; Henrik Danielsson; Stefan Samuelsson; Åsa Elwér; Joakim Samuelsson; Karin Landerl; Linköpings universitet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Intervention; Special education; Instruction; Reading; Mathematics; Randomized controlled study; Follow-up; Elementary school; Intervention; Specialpedagogik; Undervisning; Läsning; Matematik; Randomiserad kontrollerad studie; Uppföljning; Grundskola;

    Sammanfattning : Supplemental special education support in reading and mathematics is essential for some children who struggle to learn basic reading or mathematics skills in their first years of schooling. Previous research shows that supplemental phonics and early numeracy and arithmetic instruction help students at risk for reading or mathematics difficulties. LÄS MER

  4. 3. Learning and Teaching to Read in Kiswahili in Pre-Primary Classes in Tanzania : Teachers' Beliefs and Instructional Practices

    Författare :Richard Shukia; Christer Jacobson; Christer Ohlin; Ulf Fredriksson; Linnéuniversitetet; []
    Nyckelord :SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; Pre-primary class; teachers’ beliefs; reading; instructional practices; curriculum intentions; Kiswahili; Tanzania; Pedagogics and Educational Sciences; Pedagogik och Utbildningsvetenskap;

    Sammanfattning : Teachers’ beliefs have the potential to influence teachers’ instructional decisions and or even accept, resist or renegotiate the mandated curriculum intentions. Knowledge about these relations in pre-primary education in Tanzania is largely lacking. LÄS MER