The study of adolescent psychopathy has grown from being a fringe element in psychology to a mainstream topic for research. One issue that divides scholars centers on the relationship between conduct problems and attention-deficit hyperactivity disorder (ADHD) and their relationship to adolescent psychopathy. Some state the former factor has the most crucial relationship while other scholars categorically disagree, claiming that ADHD is the strongest. The majority of adolescents assessed for adolescent psychopathy are residents at state training schools; however, many of the behaviors associated with psychopathy are seen in students assigned to their district’s alternative educational setting. In order to gauge which factor had strongest relationship with psychopathy, 80 male students, ranging in age from 12 to 18 years old, placed at interim alternative educational settings for misbehavior were assessed using the Antisocial Process Screening Device---Youth Edition (APSD-Y) to determine level of psychopathy. In addition, ADHD was assessed using both the Behavior Assessment Scale for Children- Second Edition (BASC-2) and Conners-Wells’ Adolescent Self-Report Scale-L (CASS:L); likewise, both instruments were used assess conduct problems. Each assessment instrument used a self-report method. Results indicated that of the two factors, conduct problems had a statistically significant relationship with adolescent psychopathy, while the relationship between ADHD’s and psychopathy was nonsignificant. The implications are straight forward. Adolescents with impulsivity problems are regularly sent to interim alternative educational settings for misbehaving; however, the findings of this study indicate that impulsivity alone should not be the focus when considering pathways to psychopathy. Rather, conduct problems should be considered a contributing factor as it shares a significant relationship with psychopathy. A secondary analysis using an Independent T-test was used to explore the differences between the Low and High scoring APSD-Y groups. Clinical significance was found between the two APSD-Y groups with the BASC-2 Externalizing and the CASS:L Externalizing subscales, as well as the BASC-2 Conduct Problems and the CASS-Conduct Problem scores.

Play plays a significant role in early childhood education. The purpose of this essay is to contribute to knowledge and understanding by exploring preschool teachers' perspectives on the importance of play in children's learning processes. The study investigates the significance of play and discusses similarities in the view of play among preschools in both Sweden and Zimbabwe. It also compares the different conditions that exist for preschools between these two countries. Six preschool teachers, three from Zimbabwe and three from Sweden, were interviewed. Despite challenges stemming from a flawed system, the teachers recognized the importance of play in preschools. The study's findings highlight the social and academic skills that play cultivates in children. Employing a qualitative interview method, the study draws upon the theoretical frameworks of William A., Friedrich Froebel, and Susan Isaacs to inform the analysis and interpretation of the data.

This study draws on theories of punishment (Cavadino and Dignan 2007), leadership (West-Burnham 2013), social rules, (Burns and Machado 2014) and resilience (Fredrikson and Branigan 2005) to develop an understanding of Pupil Referral Units (PRUs). PRUs came into being through statute in 1993. They were set up to provide formal educational settings for young people who had been excluded from school. LEAs have responsibility for the education and welfare of all children in their catchment areas, irrespective of which school they attend. If an exclusion occurs, the LEA is obliged to assume responsibility, under section 19(1) of the 1996 Education Act, for the child's education by whatever means seems appropriate to its designated officers. Placement in a Pupil Referral Unit is a course of action they may pursue. This study sets out to discover through a series of narrative interviews conducted within a Key Stage 4 PRU, whether the multiple purposes of the PRU can be achieved, given the issues that present themselves in the isolated setting of the Unit, the resources available and the complex needs of the young people concerned. Fifteen interviews were conducted within a PRU in the academic year 2011-2012. Four were held with the Head; 11 further interviews involved 12 people; 8 members of staff and 4 pupils. A study of the evidence they provided led to a qualified positive response to the research question; i.e. that PRUs can' work' given a number of factors that are listed in the conclusion.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho pesquisou os usos do Jornal Eletrônico Educação & Imagem, feitos para e por professores da rede pública. As práticas narradas e as imagens trazidas pelos docentes, que são usuários do jornal, nos possibilitou refletir sobre os currículos e os conhecimentos que têm sido tecidos cotidianamente. Para analisar as narrativas e as imagens presentes nos artigos escritos pelos professores foram pesquisados os editoriais redigidos por cada grupo de pesquisa, que faz parte da elaboração do periódico, e a seção Voz do leitor que publica artigos escritos por professores. Este estudo tem suas relações teóricoepistemológicas e teórico-metodológicas com as pesquisas nos/dos/com os cotidianos (Lefebvre, Certeau) que têm permitido compreender as redes de conhecimentos e significações que se dão nos múltiplos cotidianos em que vivemos, entendendoos como contextos educativos. Para falar sobre a importância da narrativa em pesquisa alguns autores como Walter Ong e Nilda Alves embasaram este estudo. Para o tratamento das noções de tecnologia, currículo e imagens dialogamos com os autores Nilda Alves, MartinBarbero, Boris Kossoy, Roberto Macedo, Alice Lopes, Elisabeth Macedo, Arlindo Machado, Pierre Lévy, Edméa Santos e Marco Silva. Dos artigos analisados observei que as imagens utilizadas pelos professores que escreveram para o jornal apresentaram uma multiplicidade de usos. A maioria fez uso de material fotográfico. Em seus artigos temos imagens usadas nos seguintes contextos: como registro de suas atividades com os alunos, como registro/memória autobiográfica, como reflexão da própria imagem apresentada ou como ilustração do texto dentre outros. Ao trabalhar com estas narrativas e imagens temos a oportunidade de discutir como se dá e como se tem desdobrado os usos do periódico eletrônico, possibilitandonos compreender e complexificar sobre outros processos cotidianos, a partir destes que nos é retratado e narrado. / This paper aims to research the uses of the electronic journal Education & Image, made for and by public school teachers. Practices narrated by the teachers who are daily users enable us to reflect on the curriculum and knowledge that have been daily woven. To analyze the narratives contained in articles written by teachers. I focused this work in the editorial written by each research group which is part of the preparation of the journal and in the Readers comments section. This study has its theoretical and epistemological relations and theoretical and methodological approaches to research in / of / with daily life (Lefebvre, Certeau) which have allowed us to understand the network of knowledge and senses that occur in many everyday situations we live in, understanding them as educational contexts. In this sense, we work with the idea that knowledge is woven, too, through the customs and practices that humans create in their daily lives in a different way than we have been taught, in Modernity, in science. Thus, I believe it is necessary and possible search relations practitioners (Certeau) with the many existing cultural artifacts. These will be studied through the uses to which these teachers develop in contact with the newspaper with the images and narratives it contains.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Este trabalho pesquisou os usos do Jornal Eletrônico Educação & Imagem, feitos para e por professores da rede pública. As práticas narradas e as imagens trazidas pelos docentes, que são usuários do jornal, nos possibilitou refletir sobre os currículos e os conhecimentos que têm sido tecidos cotidianamente. Para analisar as narrativas e as imagens presentes nos artigos escritos pelos professores foram pesquisados os editoriais redigidos por cada grupo de pesquisa, que faz parte da elaboração do periódico, e a seção Voz do leitor que publica artigos escritos por professores. Este estudo tem suas relações teóricoepistemológicas e teórico-metodológicas com as pesquisas nos/dos/com os cotidianos (Lefebvre, Certeau) que têm permitido compreender as redes de conhecimentos e significações que se dão nos múltiplos cotidianos em que vivemos, entendendoos como contextos educativos. Para falar sobre a importância da narrativa em pesquisa alguns autores como Walter Ong e Nilda Alves embasaram este estudo. Para o tratamento das noções de tecnologia, currículo e imagens dialogamos com os autores Nilda Alves, MartinBarbero, Boris Kossoy, Roberto Macedo, Alice Lopes, Elisabeth Macedo, Arlindo Machado, Pierre Lévy, Edméa Santos e Marco Silva. Dos artigos analisados observei que as imagens utilizadas pelos professores que escreveram para o jornal apresentaram uma multiplicidade de usos. A maioria fez uso de material fotográfico. Em seus artigos temos imagens usadas nos seguintes contextos: como registro de suas atividades com os alunos, como registro/memória autobiográfica, como reflexão da própria imagem apresentada ou como ilustração do texto dentre outros. Ao trabalhar com estas narrativas e imagens temos a oportunidade de discutir como se dá e como se tem desdobrado os usos do periódico eletrônico, possibilitandonos compreender e complexificar sobre outros processos cotidianos, a partir destes que nos é retratado e narrado. / This paper aims to research the uses of the electronic journal Education & Image, made for and by public school teachers. Practices narrated by the teachers who are daily users enable us to reflect on the curriculum and knowledge that have been daily woven. To analyze the narratives contained in articles written by teachers. I focused this work in the editorial written by each research group which is part of the preparation of the journal and in the Readers comments section. This study has its theoretical and epistemological relations and theoretical and methodological approaches to research in / of / with daily life (Lefebvre, Certeau) which have allowed us to understand the network of knowledge and senses that occur in many everyday situations we live in, understanding them as educational contexts. In this sense, we work with the idea that knowledge is woven, too, through the customs and practices that humans create in their daily lives in a different way than we have been taught, in Modernity, in science. Thus, I believe it is necessary and possible search relations practitioners (Certeau) with the many existing cultural artifacts. These will be studied through the uses to which these teachers develop in contact with the newspaper with the images and narratives it contains.

At-risk students in a secondary alternative school program were asked to complete an open, subjective questionnaire that explored their perceptions regarding both regular and alternative schools' attitudes toward, and response to, them as individuals. There also were questions about how these attitudes and responses made them feel about themselves and their school experience. Grounded theory-methodology was used to structure the study. Their feelings seemed to focus on basic human values and adult caring. Results support Maslow's theory that both physical and psychological needs fulfillment drive human decision and activity. Students indicated that when basic issues of safety and support were provided for in the school environment, they had more energy and concentration for growth and self-actualization through learning. Results of this qualitative study indicated that educators and support personnel should consider this area important to explore before reaching conclusions regarding how to communicate effectively with, or further restructure programs to serve at-risk students.

The general purpose of this thesis is to understand how participation in the activity of education relates to communication and tools. This purpose unfolds by drawing on possible conceivable consequences. In the fulfilment of this purpose communication, education, participation, and tools are analytically linked by a common denominator: human action. The commentary text expounds on these links, while the four included papers illustrate how these links operate in educational settings. The general purpose serves to frame a narrower purpose: a discussion of participation through computer-mediated communication in online settings of Swedish higher education. The theoretical departure derives from a transactional approach that embraces human action as an inseparable aspect of a dynamic whole, here defined as the activity of education. This activity is discussed in terms of its cultural, ecological, historical, and social aspects. This theoretical departure embraces ideas largely taken from ecological, pragmatic and sociocultural perspectives of human action. The papers include analyses of, variously, empirical material taken from interviews with students, online exchanges of utterances, syllabuses, and study-guides. Two of the papers are literature reviews. The findings indicate that participation in education is a complex boundless phenomenon that is best understood as a dynamic whole. In this whole, participation in education is culturally, ecologically, historically, and socially transformed by actions, agents, communication, tools, and the setting. In this thesis, concepts such as computermediated communication, communicative genres, dialogical intersections, and educational settings are utilised to reach a dynamic understanding. The dynamics of these findings, therefore, are a challenge to all dualistic conceptualisations of education, such as those building on the idea of learners operating in learning environments. Particularly, these findings challenge operationalisations of education that rely on computer-mediated communication and which build on the idea of so-called online learning environments. A more coherent understanding of participation in education is possible if educational research and design builds on a non-dualistic conceptualisation that includes the idea of participation being performed in a boundless activity.

Informations- och kommunikationsteknik (IKT) är ett aktuellt ämne i skolor världen över och denna studie kan vara av intresse för lärare, specialpedagoger, skolledare och lärarutbildare. Syftet med föreliggande studie var att beskriva och analysera lärares erfarenheter och uppfattningar av användningen av IKT för elever i behov av särskilt stöd som går i vanliga klasser, och att finna sambandet mellan IKT och inkludering. Vidare identifierades omständigheter och strategier för att göra arbetet med IKT mer inkluderande. En enkätstudie genomfördes med 92 lärare och kvalitativa intervjuer gjordes med fyra lärare i tre olika kommuner i norra Sverige. Resultatet indikerade att IKT användes för elever i behov av särskilt stöd i alla åldersgrupper, vanligast användes datorn för skrivande och ordbehandling. IKT skulle kunna användas för att kompensera för olikheter och bidra till inkludering för elever i behov av särskilt stöd, men då behöver undervisningen anpassas med tanke på elevers behov samt att tekniken bör integreras med pedagogiken. Uppfattningarna om vad inkludering innebär varierar och inkludering ses huvudsakligen som kunskapsmässig, vilket kan leda till både social och fysisk exkludering. Undervisningen i vanliga klassrum anpassades inte alltid för alla elevers behov och IKT verktyg användes ofta av elever i exkluderande miljöer. För att göra IKT användningen mer inkluderande behöver kunskap till lärare, utrustning och tid. Implikationer för praktiken är att lärare behöver mer utbildning i att använda IKT för elever i behov av särskilt stöd och att specialpedagogen bör ses som en handledare för lärarna. Förslag till fortsatt forskning skulle kunna vara fler liknande studier eller studier om möjligheterna med en-till-en för elever i behov av särskilt stöd. / Information and communication technology (ICT) is a current issue in schools around the world and this study may be of interest to teachers, special education teachers, school leaders and teacher educators. The aim of this study was to describe and analyze teachers’ experiences of and perceptions on information and communication technology (ICT) use for students with special educational needs (SEN) in general educational settings and to find the relationship between ICT and inclusion. In addition to that, conditions and strategies in order to make ICT use more inclusive were identified. A questionnaire survey was carried out with 92 responding teachers and qualitative interviews were made with four teachers. The results indicated that ICT was used for SEN students in all age groups, most commonly the computer was used for writing and word processing. ICT could be used as a way to bridge the gap to inclusion and compensate for differences and contribute to inclusion of students with special needs but in order to do that teaching should be adapted to students’ needs and pedagogy ought to be integrated with technology. Though, the perceptions of what inclusion is differs and inclusion is mainly seen as didactic, which can lead to social and physical exclusion. Teaching in mainstream classrooms was not always adapted to all students’ needs and assistive technology was often used by students in exclusive settings. In order to make the use of ICT more inclusive, teachers need knowledge, equipment and time. Implications for teachers and teacher educators are that teachers should become more educated about ICT for SEN and that special education teachers should be seen as supervisors for teachers. Suggestions for further research could be more similar studies or studies about the possibilities with one-to-one for students with special educational needs.

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