Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

This thesis deals with design and implementation of a web application to support interactive tuition in programming within the IZP - Course of Programming Essentials. It enables students submit their own solutions to a specific task and allows them to review some tasks completed by other students. Web pages are created with respect to maximum accessibility of their content and functionality. Their layout and controls are designed in such manner to make them accessible both by alternative browsers as well as by people with specific needs. The application design is created using the UML modelling language. The very application is implemented using the PHP script language together with theXHTML, cascade style sheets (CCS) and the MySQL database system. This thesis also focuses on implementation of the system on FIT websites and its utilisation by students.

No description available.

The aim of this research study was to increase knowledge of the relationship between the special educational needs teachers (SEN) work and writing difficulties for pupils in year 1–3. The need for the study is motivated by the lack of previous research regarding pupils with writing difficulties and the support they receive from the SEN teacher. The study is qualitative and the empirical data was composed by semi-structured interviews with SEN teachers. The interviews were analysed with a content analysis method. The results showed that SEN teachers can have a supportive function in the assessment of a pupils writing abilities. A pupil with writing difficulties were identified by the teacher through the obligatory assessment material provided by Skolverket. The teachers also identified the difficulties through assessment during the writing process in the everyday work in the classroom. When the teacher has identified signs of writing difficulties, they have a responsibility to inform the student health team. Due to the guarantee of early interventions the pupil is supposed to get additional adjustments which is mainly given within the classroom. The SEN teacher can support the pupil through arly intervention and by supporting the teacher in developing a writing environment based on success factors gained from research. Writing is a complex process that requires multiple functions for the pupil. The results of the study show that the teachers level of knowledge can affect the support given to the pupil. The results from this study show a discrepancy between those schools where support was given to the pupil from the SEN teacher and the extent of the support. One conclusion is that the school leadership has an important task in organizing support for pupils with writing difficulties and the SEN teacher has an important part to play in this support. / Målet med studien var att öka kunskapen om relationen mellan speciallärares arbete och elevers skrivsvårigheter i årskurserna 1–3. Studien är relevant eftersom det finns en kunskapslucka gällande elever med skrivsvårigheter och det stöd som de får av speciallärare. Studien är kvalitativ och empirin samlades in genom semistrukturerade intervjuer med speciallärare. Innehållsanalys användes som metod för att analysera intervjuerna. Resultaten av intervjusvaren visar att speciallärare kan ha en stödjande funktion i bedömningen av elevers skrivförmåga. Elever med skrivsvårigheter identifieras av lärare genom de obligatoriska kartläggningsmaterialen från Skolverket. Lärare identifierade även elevers svårigheter genom bedömning i den dagliga skrivundervisningen. När lärare har identifierat tecken på skrivsvårigheter har lärare ett ansvar att informera elevhälsoteamet. Utifrån läsa-, skriva-, räknagarantin ska elever få extra anpassningar som främst ges inom den ordinarie klassrumsundervisningen. Speciallärare kan ge en elev stöd genom tidiga insatser och genom att handleda lärare i att utveckla skrivundervisning utifrån de framgångsfaktorer som synliggjorts inom forskning. Skrivandet är en komplex process som kräver multipla funktioner av en elev. Resultatet av studien visar att lärares kunskapsnivå gällande skrivundervisningen påverkar det stöd som ges till elever. Studiens resultat visar även på en diskrepans mellan de skolor där stöd inom skrivandet gavs till elever från speciallärare samt omfattningen av detta stöd. En slutsats är att skolans ledning har en viktig uppgift i att organisera stödet till elever med skrivsvårigheter och specialläraren har en viktig uppgift i detta arbete.

The topic of the master thesis is Special education support for children from socially excluded localities in education in preschools and primary schools. The thesis deals with the topic of social disadvantage of children of pre-school and elementary school age. The theoretical part is focused on defining the terms social disadvantage and socially excluded area. Furthermore, the thesis deals with the influence of the families on social learning of children and the consequences of social disadvantage on the children's development and education. Two chapters of the thesis deal with the possibilities of support for socially disadvantaged children. One of them is devoted to the provision of support measures at schools, the other one defines some strategies and programs aimed at the development of the children. The practical part analyses the results of a research survey mapping the level of development of particular selected functions in children from socially excluded areas. The used research method was testing. The research involved testing of 10 children from socially excluded areas and their results were compared to the testing results of other 10 children who were not from socially excluded areas. The research survey confirmed that socially disadvantaged pupils show poorer results in tests....

Nongovernmental actors have long been involved in the funding of U.S. K-12 public schools. With recent cuts to state funding to public education, however, groups called school-supporting nonprofits (Nelson & Gazley, 2014) have taken on a much larger role in school funding. Nonacademic, volunteer, parent-led groups such as parent teacher associations (PTAs), parent teacher organizations (PTOs), and booster clubs, especially, have grown in number and in amount of revenues raised, and are funding core school needs and functions. This situation confuses obligations of public institutions, undermines equity, and complicates the role of educational leaders. This mixed-methods study explores the influence of school-supporting non-profit organizations (SSNPs), in the suburban districts in the Richmond, VA quad-county metropolitan area. The focus of the current study is on the intersection of student economic disadvantage and race/ethnicity with the presence and types of SSNPs, their volunteer capacity and activities, and their financial capacity and impact. This study further examines why and how SSNPs exist as they do and how educational and nonprofit leaders manage their roles. Results show meaningful differences between groups in almost every variable, showing socioeconomic and racial disparities exacerbated by parent-led SSNP organizations. SSNPs at the most affluent schools with the most White and Asian students justify their work by touting the benefits to SSNP members’ children, explaining that the raising of funds and providing of volunteer staffing is both a virtuous activity and needed for the schools they support to function. Educational leaders must share power with these groups. This phenomenon raises questions about the purpose of SSNPs as civic and nonprofit organizations, exacerbates already inequitable availability of educational opportunities and resources across schools, and threatens the public nature of public education. While many policy remedies for this problem exist, a priority is more public revenues and funding of public schools.

The aim of the project is to point out the necessary support for studying craft trades and the motivation to continue later in professional life. I am trying to achieve that through the medium of architecture which is important in the perception of the space in which students, graduates and the whole of society operate.

The diploma thesis contains in the theoretical part a discussion about the importance of education of pupils with moderate mental disabilities, defines persons with mental disabilities, presents their characteristic peculiarities in relation to their education at the level of secondary education. It describes the Framework Educational Programs for practical schools with one- year and two-year training. The exploratory part focuses on monitoring secondary education of pupils in practical schools in the Central Bohemian Region. The main aim of the survey was to find out the possibilities of employment of graduates of practical schools after graduation.

The thesis deals with the process of education of hard of hearing people. The work is based on relevant professional literature and is divided into the theoretical and practical part. The theoretical part of the work sums up the classification of hearing impaired people, hearing loss and its specifics. The work further focuses on the education of people with hearing impairment and pursues the development of education of these people in more detail. Besides, it takes interest in legislative measures related to schooling and concentrates on the education of hard of hearing people in various types and stages of schools in particular. The theoretical part concludes with a description of the current situation in the Czech Republic in the context of the chosen areas of education of hearing impaired people. The practical part consists of a research survey carried out by means of interviews that are analysed using the grounded theory research method. Using a research survey, the practical part looks into the attitudes that hard of hearing people maintain while studying. The aim of the work is to find out which positives and negatives these people meet during their studies. The outcomes of the research survey highlighted the phenomena that emerge in schooling and how the respondents perceive them. Finally,...