This study provides an overview of the school environment as that in their daily lives, promotes human development. For this, there is discussion of teaching and research, the knowledge of the teacher work and its relevance in learning the knowledge transmitted in society based on theoretical assumptions. An approach to the Programme of High School Full-Time in the model highlights the pursuit of Academic Excellence as well as the implementation of diverse part of the curriculum as a differential point in teaching and learning. Through qualitative research carried out through interviews, are sought evidence in teaching practice in the school model. Based upon the described, this study aims to investigate possible contributions of the Programme of High School Full-Time, deployed by the Secretary of Education of São Paulo, since 2012, for the teaching work. The results relate data collected in interviews with teachers and objectives developed for this research, in order to promote a better understanding of the conditions in which effective teaching work and new reflections on the reality of the education system. / O presente estudo propõe uma contextualização da escola como ambiente que, no seu cotidiano, promove o desenvolvimento humano. Para isso, há discussão e investigação do trabalho docente, dos saberes do professor e sua relevância na aprendizagem dos conhecimentos transmitidos na sociedade baseados em pressupostos teóricos. Uma abordagem sobre o Programa do Ensino Médio de Tempo Integral destaca no modelo a busca da Excelência Acadêmica, bem como a implementação da parte diversificada do Currículo como ponto diferencial no ensino aprendizagem. Através da pesquisa qualitativa desenvolvida por meio de entrevistas, buscam-se evidências na prática docente nesse modelo de escola. Embasado no descrito, este estudo tem como objetivo investigar possíveis contribuições do Programa de Ensino Médio de Tempo Integral, implantado pela Secretaria da Educação de São Paulo, desde 2012, para o trabalho docente. Os resultados relacionam dados coletados nas entrevistas com professores e os objetivos elaborados para esta pesquisa, a fim de promover uma melhor compreensão das condições em que se efetiva o trabalho docente e novas reflexões sobre a realidade do sistema educacional.

How do teachers respond to being told by the state what to teach? Whilst some suggest prescription can be instrumental in rapid system improvements, others believe that it has a deleterious effect on the profession. In this study, I firstly look at whether South Africa can be classified as a system increasing its levels of prescription and secondly consider how such an approach may affect teachers. Detailed investigation of policy documents finds that South African primary mathematics is an example of ‘unprescribed prescription’, typified by documents with hugely detailed teaching and learning practices but which are never made sufficiently mandatory. Studies of teachers’ responses to prescriptive educational reform are hindered by stereotypes, often based around teachers’ unwillingness to change. In-depth interviews allow the study to explore the positive and negative effects which teachers’ professional identities have upon decisions regarding policy reform. Equally, far from being passive in their reception of change, teachers displayed highly-ordered and well-reasoned viewpoints on how educational change should be successful. This allowed me to place teachers into four discrete categories according to their response to prescription and the implications of these categories for policy makers are put forward.

Syftet med studien är att undersöka hur musiklärare i grundskolan skapar förutsättningar för musikaliskt lärande samt vilka resurser de använder sig av. Data har samlats in genom videoobservation av musikundervisning i två grundskoleklassrum. I bakgrundsdelen presenteras tidigare forskning inom området samt relevanta begrepp för designteoretiska och multimodala perspektiv. Observationerna har bearbetats utifrån dessa perspektiv för att lyfta fram signifikanta detaljer och synliggöra både designer som undervisningen bygger på och de multimodala resurserna som används i förverkligandet av dessa. I resultatet framkommer fyra huvudteman bland designer: musicerande, teoretiska förlagor, individuell instrumentundervisning samt instrumentundervisning i grupp. De multimodala resurserna som används följer fem huvudteman: resurser för puls och rytm, pedagogiska resurser, gestaltande resurser, resurser vid samspel samt formativa resurser. Likheter och olikheter i de två lärarnas designer och kommunikation diskuteras. I sista kapitlet jämförs resultaten med både observationer och teoretiska modeller som beskrivits i tidigare forskning. / The aim of this study is to investigate how music teachers in the Swedish comprehensive school system create the preconditions for musical learning as well as which resources they make use of. Data has been gathered through video observation of music teaching in two comprehensive school classrooms. In the literature review, previous research in the area is presented, along with concepts relevant to design-theoretical and multimodal perspectives. The observations have been analyzed from these perspectives in order to identify significant details and reveal both the designs underpinning the teaching and the multimodal resources that are used in realizing these designs. In the results section, four main themes emerge among the designs: music-making, theoretical models, individual instrumental instruction and instrumental instruction in groups. The multimodal resources that are used follow five main themes: resources for pulse and rhythm, pedagogical resources, embodied resources, resources for coordinated music-making and formative resources. Similarities and differences between the two teachers’ designs and communication are discussed. In the final chapter, the results are compared with observations and theoretical models described in the literature.

No description available.

I denna uppsats görs en jämförelse mellan läromedel i spanska för nybörjare. Betoningen ligger på grammatik och länderkunskap. / This essay presents a comparasion between different educational materials for beginners in Spanish. The author emphasizes grammar and knowledge about the Spanish speaking countries.

The purpose of this study was to examine the relationships between demographic and occupational variables, the implementation of the American School Counselor Association (ASCA) National Model, and burnout in professional secondary school counselors. Participants in this study were professional secondary school counselors who were members of ASCA (n=494). All participants completed the Secondary School Counselor Demographic, Implementation of the ASCA National Model, and Burnout Survey that was designed to assess counselors’ perceptions and practices related to the level of implementation of the ASCA National Model and the degree of burnout. The instrument combined a researcher-developed questionnaire with the School Counseling Program Implementation Survey (SCPIS) and the Maslach Burnout Inventory-Human Services Survey (MBI-HSS). Descriptive statistics, Spearman’s rho correlations, and hierarchical multiple regression models were utilized for data analysis. The results of this study indicated that professional secondary school counselors had high levels of emotional exhaustion and depersonalization, yet also had high levels of personal accomplishment. In addition, results indicated that professional secondary school counselors believed they are making progress in implementing the ASCA National Model; however, the model is not fully implemented. An inverse, significant relationship was discovered between the level of implementation of the ASCA National Model and the degree of burnout.

The topic of the thesis is the use of selected tasks, which I created in my bachelor thesis, in the mathematics teaching at grammar schools. These are problematic word problems from geometry curriculum with financial themes. The aim of the thesis is to find out the role of the word problems in pupils' motivation in teaching. The theoretical part describes the issue of motivation and pupil motivation for learning. I also deal with problem of word problems, their definition and typology. The practical part is focused on experiment with aim to find out the use of selected tasks in the mathe- matics teaching at grammar school. In the experiment, I primarily examined whether the tasks motivated pupils , how successful they were in solving and the influence of financial themes in selected tasks on the pupil's emotional state or his success in solving the task. I processed statistical data quantitatively and qualitatively. To collect statistical data, I used a questionnaire and observation. The evaluation of the experiment includes statistics on pupils' motivation to solve the tasks and pupils' success in solving the task. According to research results, pupils were motivated by the tasks. The difficulty of the tasks is proportional to the level of mathe- matical abilities of pupils at grammar school. The...

ABSTRACT The purpose of this qualitative case study was to gain an informed understanding of the views of elementary school staff about the characteristics of the Nutrition Positive incentive program including: program development, implementation strategies used by individual schools, and challenges and related concerns associated with program implementation. As an initial step in a process evaluation, knowledge was gained through document analysis, site observations and 14 semi-structured interviews with principals, teachers and nutrition coordinators in 4 Greater Saskatoon Catholic, and 4 Saskatoon Public, Saskatchewan schools. Findings were then compared and contrasted with three models for best practice from the scientific literature and related to school health, education, and promotion. <p>The results led to the following conclusions. Nutrition Positive serves as an entry point for health promotion in Saskatoon elementary schools. While providing principals, teachers and other school staff with the necessary supports to enable children to learn critical life and health skills, it is also practical and realistic. The program can easily be adapted to different age and developmental levels, and a variety of cultures. The Advisory Committee and the program manual provide multiple resources to facilitate implementation. Schools may adapt the program for use across curricula, within school timetables, and concurrent with other health-related programs. Nutrition Positive schools attempt to provide healthy, serve most often foods for student mealtimes, special events, fundraising activities, vending machines and classroom rewards. While the program appears to be sustainable, it needs to specify measurable objectives and requires a better design for its assessment, monitoring and evaluation components. It is recommended that schools include all stakeholders, including parents and students, when forming a school-based program committee. Committee members need to participate in developing written school policies and guidelines, as well as learning about healthy eating themselves. School activities and foods offered need to more consistently and uniformly compliment the curriculum and program goals and objectives. In order to expand, program materials need to be widely publicized, communicated in a timely manner, culturally relevant, and available in languages in addition to English.

ABSTRACT The purpose of this qualitative case study was to gain an informed understanding of the views of elementary school staff about the characteristics of the Nutrition Positive incentive program including: program development, implementation strategies used by individual schools, and challenges and related concerns associated with program implementation. As an initial step in a process evaluation, knowledge was gained through document analysis, site observations and 14 semi-structured interviews with principals, teachers and nutrition coordinators in 4 Greater Saskatoon Catholic, and 4 Saskatoon Public, Saskatchewan schools. Findings were then compared and contrasted with three models for best practice from the scientific literature and related to school health, education, and promotion. <p>The results led to the following conclusions. Nutrition Positive serves as an entry point for health promotion in Saskatoon elementary schools. While providing principals, teachers and other school staff with the necessary supports to enable children to learn critical life and health skills, it is also practical and realistic. The program can easily be adapted to different age and developmental levels, and a variety of cultures. The Advisory Committee and the program manual provide multiple resources to facilitate implementation. Schools may adapt the program for use across curricula, within school timetables, and concurrent with other health-related programs. Nutrition Positive schools attempt to provide healthy, serve most often foods for student mealtimes, special events, fundraising activities, vending machines and classroom rewards. While the program appears to be sustainable, it needs to specify measurable objectives and requires a better design for its assessment, monitoring and evaluation components. It is recommended that schools include all stakeholders, including parents and students, when forming a school-based program committee. Committee members need to participate in developing written school policies and guidelines, as well as learning about healthy eating themselves. School activities and foods offered need to more consistently and uniformly compliment the curriculum and program goals and objectives. In order to expand, program materials need to be widely publicized, communicated in a timely manner, culturally relevant, and available in languages in addition to English.

Pasaulio globalizacijos procesas, Lietuvos švietimo integracija į Europos Sąjungos švietimo erdvę kelia naujus reikalavimus tiek mokyklų vadovams tiek visai mokyklos bendruomenei. Šiandien reikalingi aukščiausios kvalifikacijos vadybos specialistai: kompetentingi, turintys reikiamų žinių ir įgūdžių, nuolat tobulinantys savo kvalifikaciją bei vadybinius gebėjimus, galintys daryti įtaką kaitos procesams savo mokyklose. Strateginis planavimas yra visų mokyklos suinteresuotų asmenų bendrų sprendimų bei pažiūrų visuma, kuri kiekvieną organizacijos atstovą skatina prisiimti atsakomybę už organizacijos veiklą. Atsižvelgiant į tai, buvo iškelta tyrimo problema – kokia yra strateginio planavimo įtaka mokyklos kaitai: ar strateginis planavimas padeda valdyti bendrojo lavinimo mokyklos pokyčius; kaip padėti bendrojo lavinimo mokyklos vadovams vadovauti mokyklos kaitai? Tyrimo objektas – strateginis planavimas bendrojo lavinimo mokykloje. Tyrimo tikslas - išanalizuoti strateginio planavimo bendrojo lavinimo mokykloje ypatumus. Tyrimo uždaviniai:  Aptarti teisinius dokumentus, reglamentuojančius bendrojo lavinimo mokyklos kaitą.  Atskleisti strateginio planavimo įtaką bendrojo lavinimo mokyklos kaitai.  Ištirti bendrojo lavinimo mokyklų strateginio plano kūrimo grupės narių požiūrį į strateginio planavimo įgyvendinimą. Tyrimo imtis - 177 mokyklų strateginio plano kūrimo grupių nariai ir iš 18 bendrojo lavinimo mokyklos vadovų paimtas interviu. Tyrimo metodai: mokslinės literatūros... [toliau žr. visą tekstą] / Constant and rapid changes, stimulated by the process of the world globalization, integration into European Union economical, cultural and educational space, conditioned the changes in the educational system of Lithuania. It has cost the new requirements for the leaders of schools as well as for the whole school community. Today we need the high qualified specialists of management, who are competent, who have got proper knowledge and skills and can influence the processes of changes in schools. Strategic planning is the summation of the collective decisions and views of the whole school community, which stimulate and motivate every member of the organization to assume the responsibility for the actions of the organization. Strategic planning is the process during which the organization decides what it is going to aim for and how it will be done. Therefore, the research question has been raised – what is the influence of the strategic planning for the alternation of school: does strategic planning help to control the changes at comprehensive schools; how to help the leaders of comprehensive schools to lead the alternation of school? The aim of the research is to analyze the features of the strategic planning in comprehensive schools. Analysis of the documents, regulating the reform of comprehensive schools of Lithuania, analysis of the theoretical works and documents of foreign and national scientists about the role of the... [to full text]