<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Aljula   Jubani</style></author><author><style face="normal" font="default" size="100%">Irena Ndoci  Lama</style></author><author><style face="normal" font="default" size="100%">Mimoza  Gjokutaj</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">IMPROVING THE QUALITY OF LEARNING BY INCREASING THE STUDENTS’ READING SKILLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">critical thinking</style></keyword><keyword><style  face="normal" font="default" size="100%">quality of learning</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006235.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Recently, the quality of students learning in many European schools has decreased. Various studies and evaluations of the Albanian education system have revealed that Albanian schools have low quality indicators. The reasons for this phenomenon are related to different educational and social factors. 
 One of the factors that has significantly contributed to the low results of the Albanian students is the low quality of reading, which in turn has a direct impact on learning outcomes.
 This study aims at reflecting the state of reading and its related issues as well as the use of current techniques and strategies which aim to enhance critical thinking through reading and writing. 
 In order to highlight some of the factors that can significantly affect the quality of reading for female / male students in rural and urban areas, around 300 students from 18 schools in 6 regions of the country were examined.
 Findings and recommendations are presented for the use of new strategies and techniques related to reading and improving the quality of student learning by improving the quality of the reading.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">50-62</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Fábio   Castro</style></author><author><style face="normal" font="default" size="100%">Paula  Batista</style></author><author><style face="normal" font="default" size="100%">Susana   Soares</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">STRATEGIES TO TEACH AN HYPERACTIVE PUPIL IN THE PHYSICAL EDUCATION CLASSES: A STUDY WITH A PRE-SERVICE TEACHER</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">hyperactivity</style></keyword><keyword><style  face="normal" font="default" size="100%">physical education</style></keyword><keyword><style  face="normal" font="default" size="100%">strategies</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1410006062.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">42</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Some disorders may affect the teaching process in physical education classes. In the present work an action-research study was conducted in order to know how two work with a single case of a hyperactive pupil in physical education classes. Based in literature, some work strategies were defined and used by a pre-service physical education teacher. Strategies were the adoption of evaluative positive and individual feedback, which had positive results in the self-observation and in the compromise with the exercises; a calm voice, that resulted positive for pupil individually, but not when in interaction with class; an increased responsibility for tasks, that did not work as expected, because the general behaviour of the class was not good too; pupil showed more commitment with the competition, when compared with cooperation tasks; the valorisation of the work in pairs was more positive than the work in group; attribution of gradual autonomy showed that more time and more specific skills of teaching are needed beyond one school year. In conclusion, it seems to be necessary to adapt specific strategies for Physical education, once the most were in the context of other disciplines taught in a classroom context that is very different from gym.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">19-28</style></section></record></records></xml>