This study focuses on connection between socioeconomic factors and the didactic choices in the English language teaching in lower primary school. The aim of the study is to examine if and how these choices differ between a charity-based school and a non-charity based (private) school in a slum area in Kenya, based on the reflections of teachers. Furthermore the aim is to investigate the motives or reasons behind the didactic choices, as expressed by the teachers during the interviews, and how these are possible to relate to the economic and social situation of the schools and the children. The research questions for the study was what the similarities and the differences are in how the lower primary teachers in an informal school compared with a private school in a rural area in Kenya reflect on their didactic approach in the subject English. The second question is how their reflections and didactic choices can be understood in relation to the economic and social conditions that characterize each school. The method used was a qualitative multi case study where the data collection was made by direct observations of four lessons and semi-structured interviews with four teachers, two in each school. The theoretical perspective used was Maslow’s motivation theory about the hierarchy of basic needs (1970, 1987) and the frame factor theory through Löwing (2004) and Knutas (2008). The main findings were that despite the two schools different economical resources and the childrens’ different socioeconomic backgrounds the overall didactic approach was very similar which partly can be explained with social and cultural norms that affect the way of teaching. Another finding was that the biggest obstacle for the language learning was small amount of pre-knowledge which was connected to poor or no use of English at home, and a lack of basic need. These factors were according to the teachers mostly found among the poor or in some way vulnerable children

This study is based on how ”the dark story” about The Swedish Welfare system during 1900-1950’s is presented in a selection of history textbooks which are adapted for upper secondary school. What I am referring to with ”the dark story” is the sterilizations, the oppression notice against minority groups, the ideal of being well-behaved and the injustice within social classes and gender. I have limited the study to examine history textbooks which are adapted for the current course ”History 1b” and the previous course ”History A”. According to earlier reasearch ”the dark story” about Sweden’s history started to be problematized during 1990’s with the result that the history has started to be impaired in textbooks during 2000’s. Earlier, Sweden’s history in textbooks has been presented as neutral, which has illustrated that no dark or hidden history about Sweden has been written.          The aim in this study is to examine what history is being emphasized in the textbooks and analyze how it is presented as an educational content. To be able to do that I have used a qualitative content analysis focused on examining the textbooks by Niklas Ammert’s analysis model about how textbooks present history. In this study I found out that ”the dark story” is presented in all examined textbooks, but in different ways with different examples. I also found out that the history is thematised depending what history the textbook has emphasized and how it is presented by the authors. Some of the authors have problematized several examples by different perspectives and some of them present one short example. This result shows that ”the dark story” within The Swedish Welfare system is presented different as an educational content.

This thesis explores the notion of gentility among wealthy women in Virginia from 1750 to 1850 by comparing it to Scottish Enlightenment-inspired codes of politeness practiced among the Scottish gentry residing in Edinburgh, the Highlands, and London in the same era. It analyzes how books that taught the codes of polite morality, here referred to as didactic literature, were read by genteel, young women in Scotland and Virginia and the ways in which this literature was applied to their education, courtship practices, and social behaviors. Scots and Virginians in this era were linked through migration patterns, correspondence between families, and a transatlantic book trade, but they were also linked through the interpretation of politeness. The polite manners of genteel individuals in Britain, instilled as a part of Scottish moral philosophy, were adopted by many who aspired to gentility in America, but original, archival research has indicated that this was especially true among the elites of Virginia society from the middle of the eighteenth to the middle of the nineteenth centuries. This comparison serves to emphasize the connection between Virginian and Scottish standards of politeness, indicating similarities in the interpretation of politeness, but also a divergence over time as a result of the influences of the American Revolution and evangelical religion. It has concluded that, by the middle of the nineteenth century, while the standards of didactic literature did not entirely disappear with regards to shaping Scottish manners, the codes taught in conduct books and instructive novels of an earlier era were more widely regarded in Virginia and came to form a uniquely Virginian interpretation of politeness.

3 Abstract This thesis covers conifers (Pinopsida) and their use in teaching natural science in primary schools and biology in secondary schools. The aim is to analyze the problems of conifers (Pinopsida) at FEP (Framework Education Programme) for basic education and in selected textbooks, to determine the level of teaching conifers (Pinopsida) in primary schools and secondary schools in the Benešov region and propose a project with the theme of conifers (Pinopsida) for primary and secondary schools, with partial verification in the classroom. The theoretical part is concerned with conifers (Pinopsida) from a biological point of view. Characterize a group of conifers (Pinopsida), it's representatives in the Czech Republic and also deal with the ecology of conifers (Pinopsida). In the research part, using text and tables I mention results of analysis of FEP for basic education and analysis of textbooks. Later in the form of tables and graphs I mention the results of research on teaching conifers (Pinopsida) in primary and secondary schools in the Benešov region. Research was conducted using the questionnaire. Finally, I present the proposed project: The scent of resin partially verified in primary school. This work is intended for all who are interested in the conifers (Pinopsida) from the didactic point of view.

Este trabalho consiste na elaboração de três livros paradidáticos e, tem como público alvo pessoas interessadas em conhecer um pouco de ciência. Vale mencionar que os livros em questão servem como suporte aos livros didáticos. O conteúdo da obra é apresentado por meios de questionamentos acerca de fenômenos físicos que quatro adolescentes fazem entre si. Quando não conseguem esclarecer esses fenômenos por si só, as personagens procuram um site, o qual conduzirá toda a trama, sempre respondendo o necessário e propondo atividades com as quais serão esclarecidas todas as dúvidas. No decorrer da narrativa são inseridos dados históricos pelas próprias personagens. Uma outra preocupação foi a de apresentar atividades que foram rigorosamente testadas, de forma que qualquer pessoa que se disponha a realizar algum experimento não se frustre com resultados absurdos. Todas as atividades são propostas com materiais simples e de baixo custo, tomando-se mais acessíveis. Nessa dissertação serão apresentados livros cujos temas são: eletrostática; eletricidade dinâmica e eletromagnetismo. Para comprovar a viabilidade desses materiais, os livros foram apresentados a adolescentes e adultos com o intuito de reproduzirem sozinhos as experiências, atividade que nos proporcionou a reformulação de alguns dados e, assim, a obtenção de resultados positivos / This work is based on the confection of three paradidactic books dedicated to people interested in learning a little more about science. In this sense, it is worth noting that such books give support to didactic ones. The books\' contents are presented by the questioning of physical phenomena by four adolescents. The idea is that whenever the adolescents are not able to clarify the concepts by themselves, they consult an Internet site, which leads them to the right ideas and concepts by proposing activities or directly answering questions. As the narrative is done, characters present historical data pertinent to the topics. During the development of the work, a major concern of the authors was to present rigorously tested activities so that any person willing to realize the experiments doesn\'t get frustrated by absurd results. The activities are proposed with simple and inexpensive materials, which are easily accessible. The themes of the books are: electrostatic, dynamic electricity and electromagnetism and to prove the effectiveness of the collection, the books were presented to adolescents and adults which were encouraged to reproduce the experiments. By analyzing the results of such contact to the public, the quality of the work was enhanced

La présente thèse a pour objet de définir les éléments qui ont un effet sur la composition des programmes d’études universitaires en traduction professionnelle en Iran et de mesurer le rapport d’impact de chacun de ces éléments sur les programmes. Après une synthèse des travaux publiés sur le savoir et le savoir-faire du traducteur, la thèse présente l’étude d’un corpus composé, d’une part, des contenus de onze programmes de la licence à l’université et, d’autre part, les résultats d’un sondage effectué auprès de formateurs de traducteurs en Iran. L’originalité de la thèse repose sur le rapprochement entre la pédagogie de la traduction professionnelle en Iran et les principes fondateurs de la pédagogie de l’enseignement universitaire de même que la didactique des disciplines. / The aim of this thesis is to define factors which may have an effect on professional translation curricula in Iranian universities and to measure the scope of the effect each element may have on said curricula. Following a synthesis of published works on the knowledge and skill set specific to the professional translator, the thesis presents the study of a corpus based, on the one hand, on the content of eleven undergraduate curricula and, on the other hand, the results of a survey of university-based translator trainers in Iran. The originality of the thesis is founded on the merging of professional translation pedagogy as it is practiced in Iran and the founding principles of university level pedagogy as well as thedidactics of disciplines.

The aim of this bachelor’s thesis is to analyze if there are differences in the way of explainingthe causes of The Great Emigration from Sweden to America in the late 1800s/beginningof the 1900s. Due to the researcher’s education the thesis has a didactic, and comparativeperspective between how history textbooks aimed for Middle School and High School andhow the exhibition Drömmen om Amerika (= The Dream of America), in Vaxjo, Sweden,explains this phenomena. A special analysis scheme is applied to the sources in a way to makeit clear to the reader how informative they are and how much effort they put in the explaining. The outcome of the analysis shows that the exhibition gives the visitor a wider, deeper,and more informative depiction of The Great Emigration, compared to the textbooks’ moresummarized extracts. However, many teachers and pupils consider it difficult to applymuseums’ productions into the every-day-history-education in the classroom. In order tofollow the policy documents made for the school, teachers often use the adapted-for-school-curriculum-textbooks as a central part of the education, instead of museums. Comparing thetextbooks against each other, the analysis shows that the Middle-School-textbooks give morecauses to The Great Emigration but the High-School-textbooks explain the causes in a muchmore informative way.

The main purpose of this thesis is to persuade if requirements of geography syllabus and schoolwork are conform to the 6th form children psychological abilities with reference B. S. Bloom’s taxonomy of cognitive skills. 11 – 13 years old children are in-between period of middle childhood and adolescence. That is why some of them are grown enough for upper abstractive hypothetical thinking and some of them – not yet. According to executed psychological research pupils are able to do tasks of synthesis, knowledge, conception and application the best, though analysis and evaluation is still quite complicated. The norms of geography education include all steps of cognitive skills. The newest geography textbook satisfies both requirements and available skills. The preview one is orientated to knowledge and comprehension mostly and because of this reason it is not able to cover all the syllabus need. The textbook’s content, geography syllabus and pupils abilities work in with knowledge, comprehension, analysis and application level the best.

Thesis--University of London. / Bibliography: p. 187-199.

Thesis--University of London. / Bibliography: p. 187-199.