The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities. / Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio.

Disertacijos tikslas – išanalizuoti intelektualiai gabių vaikų pasiekimų veiksnius. Tyrime dalyvavo 16–18 m. mokiniai (n = 54), kurių Bendrieji samprotavimo gebėjimai, tirti Intelekto struktūros testu (I-S-T 2000R) (Amthauer ir kt., 2007) atitinka 90 ir didesnį procentilį. Tyrime įvertinti mokinių intelektinės veiklos ypatumai, mokymosi pasiekimai bei mokymosi pasiekimų individualūs ir aplinkos veiksniai. Remiantis tyrimo rezultatais nustatyta, kad intelektualiai gabūs 16–18 m. mokiniai pasižymi savita intelekto struktūra, kai fluidinis intelektas (Gf) yra aukštesnis už kristalizuotą intelektą (Gc), o matematiniai gebėjimai yra didesni nei verbaliniai. Dalis intelektualiai gabių vyresnių klasių mokinių mokosi prasčiau nei geba ir tokie jų mokymosi rezultatai nėra susiję su jų intelekto ypatumais. Mokymosi motyvacija, mokymosi įgūdžiai ir lytis yra svarbiausi itin gabių ir gabių 16–18 m. mokinių mokymosi pasiekimų veiksniai ir nepriklauso nuo jų intelektinių gebėjimų lygio. / The aim of the study - to analyze the main factors of learning achievements of intellectually gifted children. The sample consists of 16 - 18 year old students (N = 54), whose Reasoning Total (RT) scores in Intelligence Structure Test 2000R (I-S-T 2000 R, Amthauer R., Brocke B., Liepmann D, Beauducel, 2001) are 90 percentile or higher. This thesis analyses the peculiarities of intellectual activity of intellectually gifted 16- 18 years old students, their learning achievements and has the objective to determine individual and environmental factors of their learning achievements. The results show that Intellectually gifted 16 - 18 year old students have unique intelligence structure when fluid intelligence (Gf) is higher than crystallized intelligence (Gc) and numerical abilities are higher than verbal abilities. Part of older intellectually gifted students are underachievers and their learning achievements are not related to their intelligence. Learning motivation, study/organizational skills and gender are the most important factors of learning achievements of intellectually exceptionally gifted and gifted 16 - 18 year old students and they not depend on the level of their intellectual abilities.

Šiuolaikiniame ugdyme akcentuojama, jog matematika yra reikšminga pasaulio kultūros ir veiksminga jo pažinimo dalis. Sudėtinga prisitaikyti prie nuolat kintančios tikrovės, jeigu nėra pakankamai gerai išlavinti problemų sprendimo įgūdžiai, jeigu stinga žinių, noro mokytis ir tobulėti, nepasitikima savo jėgomis. Taigi, šiuolaikinis mokymosi organizavimo procesas neįsivaizduojamas be sėkmingo mokytojo ir mokinio santykio, kuris daro poveikį mokinių mokymosi pasiekimams.Tačiau kaip nuo matematikos pamokos organizavimo būdų priklauso IV klasės mokinių mokymosi pasiekimai nėra pakankamai išnagrinėta. / It is emphasized that mathematics is important world culture and the efficient cognition part in modern education. It is complicated to adapt to the constantly changing reality, if the problem solving skills are not developed well enough, there is a lack of knowledge and desire to learn and improve, distrust to your own forces. Therefore the modern learning organization process is inconceivable without the successful relationship between the teacher and the student which influences students’ learning achievements. However it is not analyzed enough how IV form students’ learning achievements depend on the math lesson organizational methods.

This study investigates differences in academic achievement and self-concept of students enrolled in a traditional public school program and a public school Montessori program. The attitudes of parents of students are also compared. The population includes 182 experimental and control kindergarten, first-, second-, and third-grade students in a Texas metropolitan school district.

Made available in DSpace on 2016-08-03T16:15:30Z (GMT). No. of bitstreams: 1 RosineideSoares.pdf: 504692 bytes, checksum: 76cef3212ce0706c3abd845647266a27 (MD5) Previous issue date: 2011-09-15 / This research aims to investigate how the authors understand that Deaf and deaf is not on the achievements of the Deaf, directed the educational context in order to examine the different elements and aspects involved indicating which key players and authors of this scenario. The literature was the methodological approach adopted, with analysis of the contents collected in books by non-Deaf or deaf. The chronological parameter for this research is located in the last fifteen years, during which the new rules of the Law of Directives and Bases of Education - LDB / 96 has unaccommodated issue related to education of persons with disabilities. Apparently because of determinations and regulations of Decree No. 5626 DECEMBER / 2005, discussions about the Deaf and sign language have occupied a unique space in society, especially in mainstream schools and teacher training. At first, it seems to be a reflection of the discussions made by the Inclusive Education Political, however, the issue related to the Deaf has been outstanding for many of the extent of his achievements, and sometimes seems to refer to one of the present invention: The Deaf and Sign Language. / Esta pesquisa se propõe a investigar qual a compreensão que autores Surdos e não surdos tem diante das conquistas dos Surdos, apontadas no contexto educacional, de forma a examinar os diferentes elementos e aspectos envolvidos indicando quais os principais atores e autores deste cenário. A Pesquisa Bibliográfica foi o procedimento metodológico adotado, com análise dos conteúdos coletados em livros de autoria de Surdos ou não surdos. O parâmetro cronológico para esta pesquisa está localizado nos últimos quinze anos, período em que as novas determinações da Lei de Diretrizes e Bases da Educação Nacional LDB / 96 tem desacomodado questões relacionadas à educação de pessoas com deficiências. Aparentemente por conta de determinações e regulamentações do Decreto nº 5.626 de DEZEMBRO / 2005, as discussões a respeito dos Surdos e da Língua de Sinais tem ocupado um espaço diferenciado na sociedade, em especial nas escolas regulares e na formação de professores. Num primeiro momento, parece tratar-se de reflexos das discussões postas pelas Políticas de Educação Inclusiva, no entanto, a questão relacionada aos Surdos tem para muitos se destacado quanto à dimensão de suas conquistas e, por vezes parece se referir a uma invenção da atualidade: o Surdo e a Língua de Sinais.

Syftet med den här studien är att undersöka och skapa djupare förståelse för hur begreppet grit framställs som motiv i klassisk barnlitteratur. Grit kan definieras som "the disposition to pursue long-term goals with sustained interest and effort over time" (Duckworth et al, 2014, s. 2). Analysens utgångspunkt är bland annat Angela Duckworths teorier om grit och Ethan Ris diskursanalys av grit. Undersökningen har ett litteratursociologiskt perspektiv och begagnar sig av speglingsteorin, som handlar om hur litteraturen speglar samhället. Det här är ett examensarbete som skrivs inom lärarprogrammet, därför studeras också vilken koppling grit har till studier i litteraturen. De frågor som ställs är hur grit framställs i persongestaltningen av karaktärerna, samt vilka samband som finns mellan grit, social klass och genus i texterna. De klassiska barnböcker som analyseras är Huckleberry Finns äventyr, Huset vid Plommonån, En liten prinsessa och Kulla-Gulla. Resultatet av analysen är att klassikerna har didaktisk användbarhet, både i skolans värdegrundsarbete och för att inspirera till grit. Motivet grit tycks dyka upp som mest när karaktärerna brottas med fattigdom och gestaltas ofta som ett utövande av självkontroll. Skönlitteraturen innehåller även oväntade och intressanta skildringar av strategier för grit. / The purpose of this study is to investigate and create a deeper understanding of how the concept of grit is portrayed as a motif in classical children's literature. Grit can be defined as "the disposition to pursue long-term goals with sustained interest and effort over time" (Duckworth et al, 2014, p. 2). The analysis is, among other things, based on Angela Duckworths theories on grit and Ethan Ris' analysis of the discourse of grit. The study has a perspective of literary sociology and applies the mirror theory, which describes how literature mirrors society. This is a thesis written within the teacher's education and therefore the literary connection between grit and academic studies will be investigated as well. The questions asked are how grit is portrayed in the forming of the characters, and what the connections are between grit, social class and gender in the texts. The classical children's books analyzed are the following: Huckleberry Finn, On the Banks of Plum Creek, A Little Princess and Anna All Alone. The result of the analysis is that the classics have didactic usefulness, both in the school's work with core ethical values and in order to inspire grit. The motif grit seems to appear the most when the characters struggle with poverty and is often portrayed as an exercise of self-control. The fiction also contains unexpected and interesting depictions of strategies for grit.

Many secondary school teachers are currently facing students' lack of interest in the subjects taught. Research findings have also repeatedly shown that students' motivation for school work decreases as the length of the studies increases. Furthermore, students' level of motivation reaches a very low level during adolescence despite the fact that many of them make choices regarding their future careers. This thesis focuses on the relation between the motivation of students for school work and the attitudes and skills of teachers - their educational styles, and whether the relationship between students and them is positive or negative. The theoretical part of this paper introduces and describes the above mentioned concepts - educational styles and motivation - or more precisely, what kinds of motivation there are, and how these affect not only the learning process itself, but also the performance, results, and performance goals, all of which are closely linked. The practical part consists of a research investigation focused on verifying the link between students' motivation for school work and the educational styles used by their teachers. Key words motivation, education style, adolescence, achievement goals, academic achievements, learning process, teacher, secondary school student

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 and Management / M.P.A.

Previous research has emphasized the importance of promoting female entrepreneurship in developing countries. Women often lack assets, financial history and are disadvantaged in acquiring wage-employment. In Tanzania, female entrepreneurs face these constraints when seeking resources for entrepreneurial purposes. Provision of microcredits has thereby been highlighted to empower women. Impact assessments of women accessing microcredits has its focus on evaluating a change in the decision-making of women. Our study focusses on combining factors affecting female entrepreneurship and achievements. Scarce literature has covered the possible empowerment of Muslim female entrepreneurs caused by microcredits in the world and in the context of Tanzania. Many Muslims do not engage in interest-based transactions. Instead, they use the products of Islamic microfinance institutions, who refrain from using interest-based credits. Our study, therefore, aims to explore the possible empowerment of Muslim female entrepreneurs, comparing female entrepreneurs who use microcredits provided by conventional microfinance institutions (MFIs) and Islamic microfinance institutions (IMFIs). Our study points out in line with previous research that microcredits empower Muslim female entrepreneurs in Tanzania. The study highlights that Muslim female entrepreneurs in Tanzania prefer non-interest-based microcredits over interest-based microcredits, as they are in accordance with their faith.

This study investigated the impact of the years of teaching experience of classroom teachers on the achievement of third-grade students in inner-city Title I Schools; on the achievement of those third-grade students who were defined as high achievers, average achievers, and low achievers; and on the achievement of boys and girls in the third grade of inner-city Title I schools. An analysis and interpretation of the data revealed that there were no significant differences in reading and mathematics achievement of the third-grade students when the number of years of experience of the teacher was examined. Reading achievement of third-grade boys and third-grade girls did show significant differences. The more-experienced teacher appeared to have the greater increase in reading scores of the students. In addition to data concerning the hypotheses, information about other teacher variables was collected through a teacher self-report questionnaire. One hundred per cent of the teachers in the participating schools responded to the questionnaire. Data were tabulated by frequency of response in groups according to years of teacher experience. Variables included years of teaching experience in Title I schools, classroom size, and demographic data. Analysis of the data indicated that teachers having more years of experience in Title I schools appeared to have a greater increase in the reading and mathematics scores of students. Students in larger classes appeared to show greater gains than students in smaller classes in reading and mathematics. The majority of the teachers indicated that they felt the teacher, parent involvement, and class size had the most impact on achievement of students and staff development had the least impact.