<p>The purpose with this essay is to find out which demands the syllabus for the Swedish language make on the pupils in compulsory school compared to some active teachers’ point of view. The method I have used to find out is a qualitative interview, where I have interviewed four Swedish teachers of various professional experiences.</p><p>After the change of government in 1991, the new curriculum committee had a mission where the goal was to develop the best school in Europe. A national target was introduced and the goals were proposed to be of two kinds; goals to strive for and goals to achieve. A problem in this is that the knowledge that pupils in ninth grade will acquire, is formulated in such a manner so that not even experts in each subject would live up to the demands placed on the students. It is in many cases the teachers' task to break down these goals and present them in a simplified way so that the students can achieve the objectives that are set on them and nowhere in the goalsetting takes no account of the fact that many students go through a major change in their lives, namely puberty.</p> / <p>Syftet med denna uppsats har varit att se vad kursplanen i svenska ställer för krav på elever i grundskolan jämfört med på fältet verksamma pedagogers syn på det hela. För att få reda på det har jag använt mig av en kvalitativ intervju, där jag har intervjuat fyra pedagoger som alla är utbildade svensklärare men som har olika lång yrkeserfarenhet.</p><p>Efter regeringsskiftet 1991 fick den nya läroplanskommittén ett uppdrag där målsättningen var att utveckla Europas bästa skola. En nationell målstyrning infördes och målen föreslogs bli av två slag, mål att sträva mot och mål att uppnå. En problematik i detta är att den kunskap som eleverna i årskurs nio ska tillägna sig är formulerat på ett sådant sätt så att inte ens experterna på respektive skolämne skulle kunna leva upp till de krav som ställs på eleverna. Det blir i många fall lärarnas uppgift att bryta ner dessa mål och presentera dem på ett språkligt enklare sätt så att eleverna kan nå upp till de mål som är ställda på dem, och ingenstans i målformuleringen tas det någon hänsyn till att många elever går igenom en stor förändring i sitt liv, nämligen puberteten.</p>

This study describes a questionnaire survey of bookmobile staff across the United States via the Association of Bookmobile and Outreach Services (ABOS). The survey was conducted to determine if and in what ways do bookmobile librarians and staff perceive bookmobiles as important and relevant to contemporary bookmobile users and how do they perceive the bookmobile’s role in fulfilling patron’s informational, recreational, and educational needs? Their thoughts and opinions help to explain why bookmobiles exist and their role in the modern world.Forty-eight bookmobile staff persons from 22 states responded. From the survey, it is clear that they believe strongly in what they do. 75% expected to continue to increase their services in the next 5 years due to increasing needs of seniors, preschoolers, school children, and communities. A growing need was seen for more bookmobiles, more specialized bookmobiles for specific populations, more technology and more staff to serve more people.

published_or_final_version / Education / Master / Master of Education

No description available.

Research object – Lithuanian commercial banks. Research subject - bank activities. Research aim – by analyzing the subjects that are interested in bank activities, their needs, aims for choosing rates of bank evaluation to suggest the model of evaluation bank activities. Objectives: 1) to classificate the subjects that are interested in bank activities, their aims; 2) to analyze rates of bank evaluation; 3) to analyze the ranges of the bank; 4) to suggest the model of evaluation bank activities and to use this model of evaluation Lithuanian commercial banks activities. Research methods – the analysis of research economic literature, the method of questionnaire. After carrying out the analysis of aims of bank evaluators, we examined the criteria according to which bank activities were evaluated, what rates chosen in order to compare and evaluate activities and their effectiveness of different banks. The model of evaluation banks activities, based on theory of balanced rates of evaluation, may be applied for improvement of bank activities, client service and application of new instruments of work, for the indication of specific features of banks, the choice of rates for the evaluation of banks, which may help to analyze directions and perspectives of bank activities and to evaluate their efficiency.

Tyrimo objektas - Lietuvos komercinių bankų veikla. Tyrimo dalykas – bankų veiklos vertinimas. Darbo tikslas – išskirti bankų veiklą vertinančius subjektus, jų tikslus bei vertinimo rodiklius, parengti banko veiklos vertinimo modelį ir patikrinti jo taikymą, vertinant AB SEB banko veiklą. Uždaviniai : 1. Išskirti bankų veiklą vertinančius subjektus, jų vertinimo tikslus. 2. Išnagrinėti bankų veiklos vertinimo rodiklius. 3. Išanalizuoti atskiras banko veiklos sritis, turinčias skirtingą reikšmingumą bendram visos banko veiklos vertinimui. 4. Išskirti reikšmingiausius rodiklius vertinant bankų veiklą pagal atskiras banko veiklos sritis. 5. Pasiūlyti banko veiklos vertinimo modelį. 6. Patikrinti šio modelio pritaikomumą AB SEB banko veiklos vertinimui. Tyrimo metodai - loginė analizė ir sintezė, ekspertinis vertinimas, sisteminė analizė, duomenų palyginimas, modeliavimas. / Research object - Lithuanian commercial bank activities. Research subject - bank activities evaluation. Research aim - to classificate the subjects that are interested in bank activities, their needs and aims for choosing rates of bank evaluation to suggest the model of evaluation AB SEB bank activities. Objectives: 1. To classificate the subjects that are interested in bank activities, their aims. 2. To analyze rates of bank evaluation. 3. To analyze the ranges of the bank. 4. To classificate importance rates which may to help analyze bank activities. 5. To suggest the model of evaluation bank activities. 6. To use this model of evaluation AB SEB banks activities. Research methods – logical analysis and synthesis, expert estimation, systematic analysis, comparable of fact, modeling.

Doctorat en sciences psychologiques / info:eu-repo/semantics/nonPublished

Higher education has always occupied an important place in this nation's concerns. This study was undertaken in an attempt to determine how the Founding Fathers, especially the nation's first six presidents, regarded the subject of higher education. The study was limited to these six men because they were charged with inaugurating the new government and because these six men were all participants in the drafting and ratifying of the Constitution. Findings for this study came from the personal and private papers of the first six presidents, government documents, and the press. A comparison of the findings indicates that these men shared many beliefs while disagreeing on some aspects of higher education.

This dissertation adopts a realist meta-perspective on a body of the scholar's own research papers written between 2005 and 2011, all either published or in press and offered for reference in the Appendices. The six papers represent the point of departure for the thesis; they are the phenomenon for further investigation into 'what must be the case' for the research events to have emerged as they did. One aspect of this study, therefore, is an auto ethnographic account of conducting research in the field of Academic Development within varied settings and over a given time frame. But alongside this personal history it narrates cycles in the Academic Development movement in South Africa over 30 years. Margaret Archer's Social Realist principle of analytical dualism (1995) is used to disaggregate the emergent properties within these histories and to enable an analysis of the underlying mechanisms that generated them. It refers to three social domains. Firstly, it describes the material structures - the institutional environments, policies, roles or professional conditions - in which the projects were conceived. Secondly, it identifies the cultural registers that the profession was drawing on - such as theories, beliefs or discourses. Thirdly, it draws attention to the agency of individuals and communities in the field as they independently activated or mediated these various conditioning structures and registers. So the study is a systematic examination of the parts and the people in research stories, of the complex interrelationship of structural and agential elements, and of how together they have generated particular forms of knowing and kinds of knowledge in Academic Development. Drawing from this 'history-within-a-history', the study makes some claims for 'what must be the case' for substantial knowledge to flourish in a newly emergent, hotly contested and relatively unstable field. It argues that Academic Development has few shared epistemological foundations and boundaries, and its roles and functions are shifting and diverse. It describes the tensions in the field between those who have been inclined to understand it as primarily concerned with redress or equity in the postapartheid state, and yet others who have prioritised Academic Development as an efficiency project within higher education. But there is a third discourse emanating from those in the profession who have consistently argued that neither of these approaches can succeed without drawing on stronger theoretical foundations. This study endorses the view that Academic Developers need to identify more coherent ontological and epistemological frames for their research work. This has important implications for building the kind of substantial knowledge base that could be more influential in addressing the troubled terrain of South African higher education. The study refers extensively to Lewis Carroll's Alice in Wonderland (1865) and Through the Looking-Glass (1871) and to Mervyn Peake's 1946 illustrations of these children's stories, finding in these texts powerful analogies and metaphors for principles in realist philosophy and theory, and for describing a researcher's journey towards a more assured identity in the curious field of Academic Development.

The thesis is focused on the development of pre-readers literacy in pre-school and early school age. The main aim of the research is to methodologically specify the methods of literacy development of pre-school and school age children at selected nursery and primary schools in Luby. The theoretical part deals with the key concepts of the questions in research and discusses the methodological approaches suitable for working with this age group with an emphasis on the development of the key skills of literacy. The practical part presents in concrete examples a set of activities and worksheets suitable for developing literacy skills of pre-school and early school age children. Therefore one of the main aims of this thesis is to create a useful methodological material that would become a suitable tool for teachers working with children of this age group. Meanwhile I have been enquiring the way of continuing cooperation between nursery and primary school. The methods used for data collection include participant observation in two types of schools. i.e. pre-school class in Luby and the first grade at the primary school in Luby, in which I participate both as an observer and participant. Furthermore, there are standardized interviews with the teachers of pre-school education and primary school teachers of the 1st grade. The data are divided into the synoptic units, from which I took the final results of this research issue.