Lietuvoje organizuojamas neformalus muzikinis ugdymas susilaukia vis didesnio ne tik visuomenės, bet ir švietimo sistemos atstovų susidomėjimo. Poreikiams tenkinti ir srities tikslus įgyvendinti nepakanka pagrindinį dėmesį sutelkti tik į interesus atitinkančius ugdymo įstaigą ar mokymo programą. Reikšmingais tampa tokie neformaliojo muzikinio ugdymo faktoriai, kaip meno vartotojo ugdymas, moralinių nuostatų formavimas, kritinio požiūrio puoselėjimas, emocinio sąmoningumo skatinimas, kūrybinių galių plėtojimas, ugdytinių džiaugsmo pasirinkta muzikine veikla skatinimas. Minėtus faktorius apjungia šiuolaikinės edukacinės paradigmos. Pastarosios kritiškai vertina klasikinį mokymo modelį, stipriai išreikštą vertinamąją aplinką, paklusnumo / naudingumo bei leista / uždrausta santykiais. Šiame kontekste išryškėja mokinių pažangos ir pasiekimų vertinimo proceso svarba, kuris meno / muzikos mokyklose pasitelkiamas siekiant susidoroti su drausmės problemomis, nusirašinėjimu, sąmoningu vėlavimu į pamokas arba jų praleidinėjimą be pateisinamos priežasties ir pan. Nors pastaruoju metu pastebimas vis didesnis mokslininkų susidomėjimas mokinių pažangos ir pasiekimų vertinimo sistemos problemų sprendimui bendrojo lavinimo mokykloje, tačiau vertinimo sritis neformaliame muzikiniame ugdyme iki šiol vis dar lieka nepakankamai tyrinėta. Ši problema ypač aktuali rengiant būsimuosius muzikos pedagogus, kurie ateityje dirbs su ugdytiniais meno / muzikos mokyklose, prisidės prie pažangios ir... [toliau žr. visą tekstą] / The Non-formal musical education organized in Lithuania is getting more and more attention not only from society, but as well from educational community too. In order to fulfill the needs and aims it is not sufficient to focus on the interests, which satisfy the educational institution or a training program. Such non-formal musical education factors as education of the art consumer, moral attitude formation, fostering critical approach, encouragement of emotional awareness, development of creative capacity, inducement of students’ joy using a chosen musical activity become significant. The factors mentioned above are linked by the contemporary educational paradigms. The latter criticize the classical model with its strongly expressed evaluative environment, obedience / usefulness and allowed / forbidden relations. In this context the importance of the assessment process of students’ progress and achievement becomes intense. It is necessary for art / music schools to manage the discipline problems, copying, intentional lateness to classes or being absent without a justifiable reason and so on. Recently an increasing interest of scientists in solving the students’ progress and achievement assessment system problems in the secondary schools can be noticed. However, the assessment area in non-formal musical education still has not been sufficiently investigated. This problem is especially relevant while preparing the future music pedagogues, who will work with students in art /... [to full text]

Motion controlled games can be a good physical activity for children, but the game has to be fun and engaging. We have, with a starting point in an existing base game, developed an achievement module which follows certain code standards to make it easier to understand, and to make hand overs of the code smoother. More work on the rest of the game has also been done to make it more engaging, while clean up of the existing code to follow the same standards.

La presente investigación es un estudio cualitativo con estudio de caso único que analiza un proceso terapéutico breve conducido según el diseño de ‘Psicoterapia breve a partir de la historia’. Este diseño, apoyándose en un trasfondo teórico psicoanalítico, parte de entrevistas iniciales evaluativas y de la elaboración de la historia personal del paciente para ir agregando intervenciones verbales que puedan generar un efecto terapéutico. La participante de la investigación fue una joven de veintidós años con una organización neurótica de personalidad y rasgos caracterológicos depresivos. El análisis comprendió los procedimientos y aspectos técnicos realizados como parte del diseño de intervención, el desenvolvimiento particular de la participante y los logros terapéuticos identificados. Los resultados mostraron que cada una de las actividades y pautas técnicas seguidas fueron idóneas para el desarrollo del proceso acorde al diseño, pudiendo conseguirse logros terapéuticos limitados pero significativos. Estos consistieron principalmente en un buen nivel de esclarecimiento y alivio sobre algunos aspectos del motivo de consulta de la participante, conseguido mediante la integración de una serie de contenidos propios de su historia personal, así como en la experiencia positiva y contenedora que representó para ella todo el proceso. / The next research is a qualitative design with case study which analyze a short-term therapeutic process conducted according to the model of ‘Short-term psychotherapy from the case history’. This model, using a psychoanalytic theoretical background, starts from evaluative interviews to the the elaboration of the history case of the patient, adding verbal interventions whom can generate therapeutic effects. The participant of the research was a twenty-two years old young woman with a neurotic personality organization and depressive characterological features. The analysis comprehended the procedure and technical aspects performed as part of the model of the intervention, the particular development of the participant and the therapeutic achievements identified. The results showed that each one of the activities and technical guidelines were suitable for the development of the process according to the model, and that limited but significant therapeutics achievements were made. These consisted basically in a good level of clarification and relief over some aspects of the reason for consultation of the participant, achieved by integrating a number of contents related to her personal history, as well as the positive and containing experience that the whole process represented for her.

The study focuses on and explores the Southern African Development Community’s activities to determine whether the intended objectives have been accomplished as stated in its purpose statement. The study argues that the achievement of the Southern Africa Development Community’s purpose statement is important with regard to the implementation of developmental initiatives. This is because the SADC objectives are measured in the operationalisation and implementation of policies and the operationalisation of key activities. The Southern African region is rich in natural resources but lacks the political will and capacity for the institutionalisation of key processes to, among others, alleviate poverty and HIV/AIDS and address human security matters. This study revealed that SADC did not achieve all its intended objectives. Several challenges, such as the full convertibility of regional currencies among member states still need to be addressed. One of the major challenges impacting negatively on the implementation and completion of SADC’s projects are the capacity, skills and expertise to drive key business processes. This study has found that in spite of complexities and challenges to implement SADC’s policies and programmes as stated in its purpose statement, there is a need to align the member states’ priorities with SADC’s objectives to maximise impact and overall successful execution thereof. Coupled with this challenge is another crucial challenge relating to the SADC structure, mechanisms and methodologies that are used for achieving SADC’s objectives. The study revealed that the structures, mechanisms and methodologies are inadequate to successfully implement and evaluate SADC’s projects. Consequently, this study proposes some reforms in SADC’s Regional Indicative Strategic Plan that should be considered and integrated into the national plans, budgets and priorities of all SADC member states. Critically, it is important to ensure the alignment and buy-in of member states with regard to the development and implementation of SADC’s projects and programmes in the Southern African region. Firstly, the study proposes that partnerships with research institutions should be explored to strengthen the limited capacity of SADC’s Secretariat. Benchmarking and best practices with other international government organisations such as the African Union and the United Nations will provide a platform to improve the current activities of SADC to be more focused towards the desired outcomes. Secondly, v SADC’s activities that are linked to its objectives should be intensified through the mobilisation of resources and expertise that are geared to all key result areas to improve regional integration and ultimately the achievement of SADC’s objectives as stated in its purpose statement. / Public Administration & Management / M.P.A.

Syftet med studien är att undersöka hur ämneslärare och speciallärare i samundervisning, på grundskolan och i gymnasiet, fångar upp och stöttar elever som har behov av extra anpassningar. Extra anpassningar innebär att pedagogen gör de anpassningar som eleven behöver så långt det är möjligt inom klassens ram. Intervjuer har gjorts med sju pedagoger som samtliga har erfarenhet av samundervisning på grundskolan och gymnasiet, varav fyra är ämneslärare och tre är speciallärare. Studien belyses genom ett kritiskt perspektiv vilket innebär att man istället för att se eleven eller dess hemmiljö som orsak till inlärningsproblemen vänder blicken mot skolsystemet och den pedagogik som förs. Denna studie försöker att hålla ett kritiskt perspektiv på specialpedagogiken och samundervisning. Metoden innebär att man är två pedagoger i en undervisande klass. Med inkluderande metod menas att eleverna passar in i den undervisning som förs och inte t ex behöver gå ifrån undervisningen för att få det den behöver. I min studie arbetar specialläraren tillsammans med huvudläraren i klassrummet och genom flexibla lösningar på plats behöver inte eleverna gå ifrån undervisningen till specialläraren för att få den undervisning som behövs. Istället får eleven sina behov tillgodosedda inom den ordinarie undervisningen. Det kan då betraktas som ett inkluderande arbetssätt. Samundervisningen visar sig ha olika former med varierande kvalitéer. Specialläraren och skolledningen har möjlighet att påverka samundervisningen till ett inkluderande arbetssätt. Ämneslärarna upplevde inte alltid att speciallärarna tillförde något särskilt förutom en extra pedagogisk insats. Studien visar därmed att upplägget kräver pedagogiska insikter och stöd av skolledningen för att få rätta de förutsättningarna för att metoden ska lyckas. Ökad måluppfyllelse är en grundfaktor för att arbeta med samundervisning men hur vet man om man lyckas om utvärderingar av metoden inte görs? / The purpose of this study is to examine how regular teachers and special needs teachers can work together in order to help students in need of special adjustments. These adjustments are preferably carried out within the framework of the regular classes if it is possible. Seven teachers have been interviewed, all of whom having experience from working with co-teaching at compulsory school level as well as upper secondary school and high school levels. This study takes on a critical approach in pointing out the school system and its pedagogy as mainly responsible for reduced learning ability rather than putting the blame on the student and his or her home environment. This study aims at keeping a critical perspective on remedial pedagogy and co-teaching. The ensuing question is then if this can really be regarded as an inclusive method. An inclusive pedagogy means that the student fits in and feels comfortable and does not have to leave the classroom in order to get what he or she wants. In this study the special needs teacher works alongside the regular teacher in the classroom and by making use of flexible solutions there is no need for a student with reduced learning ability to leave the class in order to find a special needs teacher. His or her needs are instead met directly in the classroom. This can be viewed as an inclusive method of working. The special needs teacher as well as the head of school can influence co-teaching to encompass an inclusive way of working. Subject teachers in this study sometimes felt that the addition of a special needs teacher did not mean more than an increase in the number of pedagogues. The study shows that in order for the method to be successful there needs to be pedagogic insight and awareness as well as support from the head of school. Reaching one’s goals is a mainstay in working with co-teaching but how do you know if you are successful if the method is not properly evaluated?

The study involved BTec National (level 3) engineering students studying at a large Further Education College in the South West region. The disciplines of Electrical/Electronic, Mechanical, Operations and Maintenance, Manufacturing, Telecommunications and Fabrication where all included in the study. Several students were sent by their employers on day release programmes and apprenticeships, and these formed the majority of the part time students. There were also other employed students who attended full time for terms 1 and 3 as part of a block release programme. The remaining students were full time, and mainly 16-18 years old. The study focused upon the core mathematics module everyone studied, and mathematical resources which were available through a virtual learning environment. The resources used layering, enabling earlier work to be built on and applied. Two separate cohorts were studied after substantial changes had been made to the qualification standards. The main findings were that the mathematics resources were very useful support, had a significant positive impact on student success, and enhanced the student experience. They helped part time students, especially, to improve their confidence and their achievements. The unlimited availability of these resources were a major consideration in their usefulness. The use of layering within the mathematics unit enabled better recall and comprehension.

"The purpose of this study is to investigate paired groups of Latin-American and Anglo-American children in one community who have attended the public schools approximately the same number of years, to discover difference, if any, in achievement when comparable opportunities for education have been present. Achievement, in this instance, means all phases of the school program: core subject areas, vocational subjects, physical education and health, and participation in extra-curricular activities. Two source of data are utilized in this study: (1) background information concerning the status and accomplishments of the Latin-american child in Texas schools, taken from professional literature in the field and related studies; (2) primary data, consisting of test results and case studies of two selected groups of pupils in the Stuart High School in south Texas, taken from the school records and teacher-observations studies of the Stuart High School ."-- leaf 3.

Hallunda/Norsborg is considered to be an unsafe residential area. Most likely, young people cause adisproportionate high amount of the portion of the insecurity that is related to crime. Therefore it is hereassumed that the insecurity would decrease more with time if society succeeded in motivating more ofthe tenants stay until old age, compared to other possible measures that society can do to improve thesituation. Because the amount of teenager would decline, since we only have teenage children during aperiod of our lives.In this study, longitudinal data regarding the turnover of lease contracts and a number of other factors,have been collected and compared with data regarding the amount of reported crimes committed in thearea.The results show that, measured in the turnover of lease contracts, the tenants stay longer. But despitethis, the amount teenagers and reported crimes has not diminished. However, data from the court forrental issues indicates that the illegal second hand rental of the apartment has increased during theperiod. Thus the conclusion is that the assumption can neither be rejected nor substantiated. Moreoverthe socio-economic status of the residents and the number of police in the area has increased. But thepupils' performance in elementary school has not improved. / Hallunda/Norsborg anses vara ett otryggt bostadsområde. Sannolikt orsakar ungdomar oproportionelltmycket av den del av otryggheten som är relaterad till brott. Om så verkligen är fallet antas här attotryggheten skulle minska mer med tiden om samhället lyckades motivera fler av hyresgästerna till attbo kvar till ålderdomen, jämfört med andra möjliga åtgärder som samhället kan göra för att förbättrasituationen. Eftersom ungdomarna i så fall skulle bli färre, då vi bara har tonårsbarn under en period avvåra liv.I denna studie har data mellan år 2000-2018 rörande ut-/inflyttningen samt ett antal andra faktorer pågruppnivå, som kan ha betydelse för ungdomarnas benägenhet att begå brott studerats och jämförts meddata för antalet brott begångna i området.Resultaten visar att, mätt i omsättningen av hyreskontrakt, bor hyresgästerna kvar längre. Men trots dethar varken antalet ungdomar eller mängden brott minskat. Data från hyresnämnden tyder dock på att denolovliga andra hands uthyrningen av bostäderna har ökat under perioden. Slutsatsen av jämförelsen äratt antagandet varken kan förkastas eller beläggas. Vidare har den socioekonomiska statusen för deboende och antalet poliser i området ökat. Däremot har elevernas prestationer i grundskolan inteförbättrats.

本研究旨在探討宜蘭縣城鄉國中學生學習態度、家長參與及學習成就比較之研究。研究對象是以宜蘭縣各類型國中為分析單位，搜集國中學生三年前、後的學習成就比較，並透過問卷調查方式搜集所需的資料，再運用各種統計方法對有效樣本加以分析檢視，歸納結論如下： 壹、宜蘭縣國中學生在不同背景變項的學習成就之情形 一、宜蘭縣國中不同學校類型其學習成就，都會型學校高於鄉村型學校，有顯著差異；但對高分群的學生，鄉村型學校的學生其學習成就是高於都會型學校的學生。 二、宜蘭縣不同規模的國中學校其學習成就有顯著差異，大型學校高於中型學校，中型學校高於小型學校；但對高分群的學生，中型和小型學校的學生其學習成就是高於大型學校的學生。 三、宜蘭縣國中越區就讀和未越區就讀學生其學習成就有顯著差異，越區就讀高於鄉村未越區就讀學生；但對高分群的學生，鄉村型未越區的學生其學習成就是高於越區就讀的學生。 四、宜蘭縣國中不同性別學生其學習成就在國文、英文和前後測總分中有顯著差異，女生的學業成就表現比男生好。 貳、宜蘭縣國中學生學習態度、家長參與度與學生學業成就之情形 一、不同背景變項之宜蘭縣國中學生學習態度情形： 1. 學生性別：宜蘭縣國中女學生在學習態度顯著高於男學生。 2. 越區就讀：「都會型｣學校之國中學生主動學習構面明顯高於「鄉村型｣學校生，但「都會越區｣的國中學生習態度和「鄉村型」學校並未有顯著性差異。 3. 入學成績：「高分組｣的學生其學習態度高於「低分組｣學生。 4. 升學期望：期望進入「高中｣之國中學生學習態度明顯高於期望其他各組期望之國中學生；期望進入「高職｣、「五專｣之國中學生學習態度明顯高於期望「就業｣之國中學生。 5. 家長社經：「父母高社經地位｣之國中學生學習態度明顯高於「父母低社經地位｣。 6. 學校規模：「大型學校｣之國中學生計畫執行構面明顯高於「中型學校｣之國中學生，「中型學校｣之國中學生計畫執行構面明顯高於「小型學校｣之國中學生。 二、不同背景變項之宜蘭縣國中家長參與度情形： 1. 學生性別：女學生之家長親師輔導顯著高於男學生之家長。 2. 越區就讀：「都會型｣學校之學生家長參與度各層面及整體明顯高於「鄉村型｣學校之學生；且「都會越區｣之學生在家長參與度及學業參與構面高於「鄉村未越區｣之學生。 3. 入學成績：「高分組｣之學生在家長參與度各構面之得分高於入學成績為「低分組｣之學生。 4. 升學期望：期望進入「高中｣學生之家長參與度各構面皆高於其他各組期望之學生。 5. 學校規模：「大型學校｣之學生在家長參與度與學業參與明顯高於「小型學校｣之學生。 三、不同背景變項的宜蘭縣國中學生，在學習成就和學業成績進步之情形： 1. 學生性別：不同性別之學生在學習成就中，國文、英文、總分等均達顯著水準，女生高於男生；但在學業成績進步的情形則未達顯著。 2. 越區就讀：「都會越區｣之學生在學習成就各科之得分都顯著高於「鄉村未越區｣之學生。且以學業成績進步情形，在都會地區學校未越區之學生其學業成績進步情形高於從鄉村越區到都會就讀之學生；在鄉村型學校，越區到都會型學校就讀的學生其學業成績進步情形，高於鄉村未越區就讀之學生。 3. 入學成績：「高分組｣之學生學習成就明顯高於入學成績「低分組｣之學生。但「低分組｣之學生學業成績進步情形高於入學成績「高分組｣之學生。 4. 升學期望：（1）期望進入「高中｣之學生學習成就明顯高於期望其他各類期望；期望進入「高職｣、「五專｣之學生學習成就明顯高於期望「就業｣之學生。（2）期望能讀到「研究所｣之學生學習成就明顯高於期望其他各類期望；期望能讀到「大學｣之學生學習成就明顯高於期望就讀「專校｣、「高中職｣、「專校｣之學生。（3）期望進入「高中｣之學生學業成績的進步上明顯高於期望進入「高職｣與「五專｣之學生。 5. 家長社經：「父母高社經地位｣之學生學習成就明顯高於「父母低社經地位｣之學生，且在學業成績的進步上也是如此。 6. 學校規模：「大型學校｣學校之學生學習成就明顯高於「中型學校｣、「小型學校｣學校之學生；「中型學校｣學校之學生學習成就明顯高於「小型學校｣學校之學生。但對學生學業進步分數數並未造成顯著影響。 最後，根據研究結果與結論，提出具體建議，以供教育行政機關、學校、家長與未來研究之參考。

本研究旨在探討國小學生家庭社經地位與自我概念對學業成就之影響。研究採用問卷調查法，以新北市國小學生為樣本母群體，採分層隨機叢集抽樣，抽出20所國小共計740位受試者，回收有效問卷659份，所得資料分別以描述性統計、獨立樣本t檢定、單因子變異數分析、及多元逐步迴歸分析等統計方法進行資料的分析與處理，以了解國小學生家庭社經地位、自我概念與學業成就之現況、差異情形及國小學生家庭社經地位與自我概念對學業成就的預測力。 研究結論如下： 一、國小學生自我概念現況屬中上程度，以「心理自我概念」最高。 二、國小學生學業成就現況屬中上程度，以「國語科學業成就」最高。 三、就讀年級在整體自我概念上有顯著差異，五年級高於六年級。 四、性別在英語科學業成就上有顯著差異，女性學生高於男性學生；就讀年級在國 語科及社會科學業成就上有顯著差異，六年級學生高於五年級學生。 五、家庭社經地位在國小學生自我概念上有顯著差異，高社經地位或中社經地位高於低社經地位。 六、家庭社經地位在國小學生學業成就上有顯著差異，高社經地位及中社經地位高於低社經地位。 七、家庭社經地位與自我概念對學業成就具顯著正相關及預測效果。 最後依據研究結果與結論，提出具體建議，以作為教育行政機關、教育人員以及未來研究的參考。 / The purpose of this study is to investigate the effect of socio-economic status and self-concept on academic achievement of elementary school students. A survey research was conducted using a sample of the fifth and sixth grade students of elementary schools in New Taipei City. 740 students from 20 schools were selected by stratified random sampling and cluster sampling. 659 valid sample data were collected, analyzed and processed with the methods of descriptive statistics, independent samples t-test, one-way ANOVA, and multiple stepwise regression analyses.The major findings of this study are as follows: 1.Elementary school studen’s self-concept is above average, “psychological self-concept” ranks the highest position. 2.Elementary school student’s academic achievement is above average, “Chinese academic achievement” ranks the highest position. 3.Grade show significant differences in self-concept, students who are in the fifth grade show higher performance than those in the sixth grade. 4.Gender show significant differences in English academic achievement, female students show higher performance than male students. Grade show significant differences in Chinese academic achievement and Society academic achievement, students who are in the sixth grade show higher performance than those in the fifth grade. 5.Socio-economic status show significant differences in self-concept, students who have high socio-economic status or intermediate socio-economic status show higher performance than those of low socio-economic status. 6.Socio-economic status show significant differences in academic achievement, students who have high socio-economic status and intermediate socio-economic status show higher performance than those of low socio-economic status. 7.Socio-economic status and self-concept are positively related to academic achievement. In addition, socio-economic status and self-concept have positive direct effect on academic achievement. Based on the findings and the conclusions, further suggestions for educational administration authorities, pedagogical individuals and future related study are proposed.