本研究旨在探討台北市國中生的家庭背景與民主價值的關連性研究，希望藉由政治社會化相關理論來瞭解不同家庭背景的政治文化差異是否影響國中生的政治社會化行為。 本研究是採分層及立意抽樣法，同時是研究者自行抽樣，礙於經費以及人力 的限制，所以根據研究者所研擬的研究架構自行抽樣，施測總人數為795人。依 據研究假設，筆者自行設計一份「臺北市國中生政治社會化問卷」，依本研究設 計，除於問卷開頭說明本問卷的調查目的、作答原則以及隱私之保密外，第一部 份為「政治興趣」、「家庭民主程度」、「家庭決策模式」、「家庭政治化程度」； 第二部分為「政治信任感」；第三部份為「國家認同」；第四部分為「民主價值」； 第五部分為「基本資料」。使用的統計方法採用描述性統計分析、信度分析、單 因子變異數分析、相關係數分析、迴歸分析等統計方法處理。 本研究共有以下幾點發現: 一、國中生家庭的民主程度及家庭的政治化程度與其政治興趣及民主價值有統計上的顯著相關。 二、國中生的年級高低會影響其政治興趣：在「年級」這個測量指標當中，高 年級的學生的政治興趣與低年級的學生的政治興趣具有顯著的差異，其中 高年級的政治興趣明顯高於低年級的政治興趣。 三、政治興趣與民主價值的關聯性:國中生的政治興趣高低會影響其民主價值高 低，國中生的政治興趣與民主價值兩者具有顯著的關聯性，而且在相對上 是對民主價值較具影響力的因素。 / The research aims at dealing with the relation between family background and democratic values of junior high school students in Taipei City. And hope to use the political socialization theory to understand whether the behaviors of political socialization of junior high school students will be influenced by different family backgrounds with political and cultural differences. The stratified and cluster sampling are applied, and purposive sampling sampling is conducted as well because of the limited budget and manpower. According to the research hypotheses, a questionnaire is designed and 705 valid questionnaires are returned out from 795 questionnaires. At the beginning of the questionnaire, the purpose of the research, the principles of answering questions and the promise of secrecy are explained. The first part focuses on “political interest,” “the level of democracy within the family,” “family strategy model,” “the level of politicization within the family; ” the second part focuses on “sense of political trust;” the third part focuses on“national identification,” and the fourth and fifth part focus on “democratic values” and “background information” respectively. The research uses the following analytical methods: the description covariance, reliability analysis, one-way ANOVA, correlation analysis and the regression analysis. Major findings from the research are as follows: First, statistics show that there is a positive relationship among the level of democracy within the family, the level of politicization within the family, political interest and democratic values for junior high school students. Second, among junior high school students, seniors have more intense political interest than juniors. Third, for junior high school students, there is a positive correlation between political interest and democratic values. Relatively speaking, political interest will be a more influential factor to democratic values.

Made available in DSpace on 2017-07-10T16:17:20Z (GMT). No. of bitstreams: 1 silvana.pdf: 4481836 bytes, checksum: 6eb8fa4c6d6f92e582aa905dde9e2e07 (MD5) Previous issue date: 2011-04-29 / This study aims to explain the characteristics of the high school students organization in the period from 1964 to 1985. The time frame is justified insofar as it represents the exercise of a military government in which students and other sectors of society were organized to break with many actions of this government. The study focused on the high school student movement in the state of Paraná (Brazil), since there is no literature produced on this form of student organization, and since we believe that it contributed in the way the military government was organized. During data collection, we found great difficulty in consulting the sources, since the ones dealing specifically with the object of study were primary sources and, as it is already known to many, history has been showing that there is no interest in filing some kinds of documents, especially from a period in the history of the country with so many obscure events. The study on the high school student movement in Paraná was carried out in light of the social, economic and political aspects of the reporting period. The primary sources were analyzed on the basis of a theoretical framework which would propitiate systematic and accurate use of data. The secondary sources dealt with the way society was organized in that period and the production concerning the Brazilian student movement, either the university or the high school one. In order to elucidate how high school students from Paraná were organized during that period, this dissertation is organized into four chapters. The first two chapters aims to provide context for the reader, bringing to the debate, firstly, the strongest period of civil-military dictatorship (1964-1974), and secondly, the process of political opening. In both chapters the government s and student movement s actions are highlighted. In the following chapter, we examine the primary sources, which consist of documents filed in the Public Archives of Paraná that are part of DOPS-PR Archives. The last chapter focuses on the study of memory through a brief analysis of the interviews conducted with some activists of the high school movement in Paraná, and through the discussion on the contrasts between the story "told" by the activists and what is written in official documents of the period. / Este estudo tem como objetivo a elucidação das características da organização dos estudantes secundaristas paranaenses durante o período de 1964 a 1985. O recorte temporal justifica-se na medida em que representa o exercício de um governo militar no qual estudantes e outros setores da sociedade estiveram organizados no sentido de romper com muitas ações desse governo. O estudo voltou-se para o Movimento Estudantil (ME) secundarista no Estado do Paraná tendo em vista que ainda não há literatura produzida sobre essa forma de organização estudantil e pela compreensão de que ela contribuiu na forma como o governo militar se organizou. No percurso para o levantamento de fontes encontramos grande dificuldade em consultá-las, tendo em vista que as fontes que tratam especificamente do objeto de estudo são primárias e, como já é do conhecimento de muitos, a história tem mostrado que não há interesse em arquivar documentos, especialmente de um período da história do país com tanto acontecimentos obscuros. O estudo sobre o ME secundarista paranaense foi feito à luz dos acontecimentos sociais, econômicos e políticos do período em apreço. A análise das fontes primárias foi realizada a partir de uma fundamentação teórica que busca utilizá-las de forma sistemática e com rigor teórico. As fontes secundárias utilizadas tratam da forma como a sociedade esteve organizada no período, bem como da produção referente ao ME brasileiro, seja universitário ou secundarista. Para elucidar a forma como os estudantes secundaristas paranaenses se organizaram no período, esta dissertação foi organizada em quatro capítulos. Nos dois primeiros, o objetivo é trazer subsídios para propiciar a fundamentação ao leitor diante do contexto, num primeiro momento trazendo para a discussão o período mais acentuado da ditadura civil-militar (1964-1974), em seguida como foi o processo de abertura política, sendo, em ambos, destacadas as ações do governo e do ME. No segundo momento da pesquisa iniciamos propriamente a análise das fontes primárias, que se deu a partir da apreciação da documentação arquivada no Arquivo Público do Paraná que fazem parte dos arquivos da DOPS-PR. O último capítulo é dedicado ao estudo sobre a memória a partir de uma breve análise das entrevistas realizadas com alguns militantes do movimento secundarista paranaense, bem como uma discussão sobre os contrastes entre a história ―contada‖ pelos militantes e o que está escrito nos documentos oficiais do período.

Cette recherche étudie, dans une démarche inductive, ce que sont devenus les lycéens passés par une structure scolaire différente dont les pratiques pédagogiques et le projet d'établissement inspirés par l'éducation nouvelle affichent l'ambition de « former des jeunes autonomes responsables, ouverts, créatifs, capables de s'adapter, d'évoluer et de travailler en équipe ». Le dispositif méthodologique de recueil des données est constitué de quarante-deux récits de vie d'anciens élèves sortis de l'établissement entre 1990 et 2005, d'analyses secondaires de questionnaires existants, de statistiques produites par l'institution scolaire et du suivi de 450 anciens élèves sur les réseaux sociaux numériques depuis 2008. Les résultats montrent comment les élèves ont construit leur identité dans une expérience scolaire singulière et en quoi cette scolarité a joué, d'après eux, sur ce qu'ils sont devenus. Plus loin, ils montrent aussi que ce qui a été déterminant sur le long terme dans le devenir des élèves et la réussite de leur insertion sociale et professionnelle se serait passé en dehors de la classe, dans les relations et les apprentissages autonomes entre pairs, entre jeunes et adultes, la construction de réseaux sociaux durables et dans le développement de compétences psychosociales où la dimension collective est centrale. Enfin, cette étude atteste que cet établissement n'est pas à l'écart du monde mais au contraire que la parole des anciens élèves renseigne sur ce que seront les lycéens français demain. / This research based on an inductive approach, studies what the students became after having studied in a high school where different educational methods and an official school project inspired by the new education emphasize the ambition to train responsible and autonomous young students, open-minded as well as creative, who are able to adapt, evolve and work in a team. The methodological device of data collection consists of 42 accounts made by former students of this particular school who left the institution between 1990 and 2005, but also of secondary analyses of existing surveys, statistics produced by the school institution and the follow-up of 450 former students on social networks since 2008. The results show how these students built their identity thanks to a particular school experience and how according to them, their school years changed who they are today. They also show that what was decisive in the long run for their own personal success, their social and professional integration, happened outside their class, thanks to relationships and autonomous learning process between peers, but also between adults and themselves, or with the building of lasting social network and in the development of psychosocial skills where the collective dimension is central. This study also demonstrates that this school isn't aside the world but on the contrary that their words tell about what the future students will be.

Syfte Syftet med studien är att undersöka och analysera rektorers syn på gymnasieelevers möjlighet till att vistas i natur- och utemiljöer. Samt att använda naturen som en källa till välbefinnande under tiden i gymnasieskolan. Frågeställningar Vad anser rektorer om att gymnasieskolan ska erbjuda utemiljöer till elever under skoldagen? Vilka utemiljöer erbjuder skolan till sina gymnasieelever under deras tid där? Hur uttalar sig rektorer om utemiljöers och naturens effekter på gymnasieelevers välbefinnande? Metod Den kvalitativa ansatsen som faller in under “ett hermeneutiskt vetenskapsideal” har tillämpats (Hassmén & Hassmén, 2008, s. 104). Kvalitativa intervjuer har använts för att få svar på studiens frågeställningar och de är således studiens datainsamlingsmetod. Detta skedde genom semistrukturerade intervjuer med stöd av en intervjuguide. Urvalet för studien bestod av fyra rektorer från gymnasieskolor i Stockholms storstadsområde. Analys av resultatet har skett med utgångspunkt i ramfaktorteorin. Resultat Rektorerna kan inte uppge en exakt tid på hur mycket en gymnasieelev i en stockholmsskola ges möjlighet att vistas i natur- och utemiljöer. Dock kan slutsatsen dras att elever ges möjligheter mellan 10–75 min per dag. Denna tid är då främst på raster, eller tillfällen för förflyttning mellan lektioner. Årstider och väder har också stor påverkan då våren ses som den stora möjligheten till utevistelse. Möjlighet ges också via schemabrytande aktiviteter som friluftsdagar, temaveckor eller förlängd tid i idrott och hälsa. Ämnet som ger störst möjlighet och mest tid är idrott och hälsa, följt av biologi eller naturkunskap. Platsen som är den viktigaste utemiljön är skolgården. Andra platser som nämns är naturreservat, gräsytor och skogsdungar. Informationsspridningen om utemiljöers och naturens effekter sker via ämnena och kurserna. Slutsats Studiens viktigaste resultat är att ramfaktorn tid påverkar möjligheterna. Tiden som spenderas i uteoch naturmiljöer sker främst via skolgården. / Aim The purpose of the study is to investigate and analyze the principal's views on the possibility of high school students to live in outdoor environments. At the same time, use nature as a source of well-being while in high school Issues What do the principals think about that the school should offer outdoor environments to students during the school day? What outdoor environments does the school offer to its high school students during their time there? What do the principals say about the effects of outdoor environments and nature on the wellbeing of high school students? Method The qualitative approach that falls under “a hermeneutic ideal of science” has been applied (Hassmén & Hassmén, 2008, p. 104). Qualitative interviews have been used to answer the study's questions and are thus the study's data collection method. This was done through semi-structured interviews with the support of an interview guide. The study sample consisted of four principals from upper secondary schools in the Stockholm metropolitan area. Analysis of the results has been based on the framework factor theory and the issues on which the study is based. Results The principals cannot state an exact time on how much a high school student in a Stockholm school is given the opportunity to be in outdoor and natural environments. However, it can be concluded that students are given opportunities between 10–75 minutes per day. This time is then mainly via breaks, or occasions for moving between lessons. The seasons and weather also have a big impact as spring is seen as the great opportunity to be outdoors. Opportunity is then given through schedule-breaking activities such as outdoor days, theme weeks or extended time in sports and health. The subject that provides the greatest opportunity and most time is sports and health, followed by biology or science. The place that is the most important outdoor environment is the school yard. Other places mentioned are nature reserves, grasslands and woodlands. The dissemination of information about the effects of outdoor environments and nature takes place via the subjects and courses. Conclusion The most important result of the study is that the framework factor time affects the possibilities. The time spent outdoor and natural environments mainly takes place in the school yard.

Syftet med undersökningen är att undersöka hur viktigt gymnasieelever anser att språkriktighet är i olika kategorier samt deras attityder till enskilda språkriktighetsfrågor. De enskilda språkriktighetsfrågorna är avgränsade till formord och specifikt valet mellan de och dem, han och honom i objektsposition, sina och deras, jämförelseuttryck, före och innan och var och vart samt konstruktioner med dels och eftersom att. Resultatet analyseras för att se hur enhetliga elevernas svar är samt i vilken uträckning kön, gymnasieprogram samt årskurshar betydelse för attityderna till språkriktighet. För att undersökningens syfte ska kunna besvaras har en enkätundersökning genomförts. I undersökningen deltog 217 gymnasieelever från tre olika gymnasieprogram samt från alla tre årskurser. Resultatet visar att eleverna anser att språkriktighet är viktigt i formella texter som information från myndigheter samt att det är oviktigt i informella texter som SMS. Resultatet visar också att eleverna accepterar både de och dem samt sina och deras oavsett satsledsfunktion. De accepterar också var och vart oavsett om det syftar på befintlighet eller riktning. De accepterar inte konstruktioner med han i objektposition utan föredrar honom. För jämförelseuttryck accepteras formuleringen än mig i större utsträckning än formuleringen än jag. För konstruktioner med dels accepteras det till viss del samt att eleverna accepterar konstruktioner med både eftersom att och eftersom. Elevernas svar är relativt enhetliga där det visar sig att attityderna i liten utsträckning påverkas av kön, gymnasieprogram samt årskurs. / The purpose of the survey is to investigate how important high school students consider language correctness to be in different categories and their attitudes to individual language correctness issues. The individual language correctness issues are limited to pronouns,prepositions, conjunctions and subjunctions, specifically the choice between de and dem, han and honom in object position, sina and deras, jag and mig in comparative expressions, föreand innan and var and vart as well as constructions with dels and eftersom att. The results areanalyzed to see how uniform the students' answers are and to what extent gender, high schoolprogram and year groups are important for attitudes to language correctness. In order to beable to answer the purpose a survey has been conducted. The survey involved 217 highschool students from three different high school programs as well as from all three year groups. The results show that the students believe that language correctness is important in formaltexts such as information from the authority and that it is unimportant in informal texts suchas SMS. The results also show that the students accept both de and dem as well as sina and deras regardless of the clause function. They also accept var and vart, regardless of whether it refers to existence or direction. They do not accept constructions with han in objectposition but prefer honom. For comparative terms, the formulation än mig is accepted to agreater extent than the formulation än jag. For constructions with dels it is accepted to someextent and that the students accept constructions with both eftersom att and eftersom. The students' answers are relatively uniform, where it turns out that attitudes are to a small extentaffected by gender, high school programs and year group.

The following diploma thesis paper deals with the theme of everydayness and stereotypes within fine arts and art education. The theoretical part firstly focuses on monitoring the phenomenon of everydayness and stereotypes across various scientific disciplines, such as philosophy, sociology, psychology, anthropology or history. Subsequently the concept of depicting everydayness and stereotypes in fine arts is developed, which also includes authors whose work deal with the theme of everydayness and stereotypes and whose work fall into the period from the second half of the 20th century till the present day. We created three approaches to the given concept and each approach differs in their approach in depicting the reality of everyday life. In the didactic segment we deal with the issue of high school art education tasks and we follow it up with our own thematic tasks for high school students. Our thematic tasks include five related art tasks, which are aimed at the students to reflect on their own everydayness on several levels. The practical segment is a set of two posters, in which the author work reflects on her own everydayness and her changes depending on the environment. The poster named "Routine" follows everyday life and typical situations, however it also brings poetic moments. The poster...

The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.

本研究旨在探討高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應之相關研究。以台北縣、市領有視覺障礙、聽覺障礙與肢體障礙身心障礙殘障手冊的高中身心障礙學生，共186人為研究對象，採用家庭功能量表、學校支持調查表、希望感量表、人際適應量表為研究工具，再以台北縣、市立公私立高中普通班學生，做為參照，以了解身心障礙學生知覺的家庭功能、希望感與人際適應的關係，和一般學生是否不同。統計方法以因素分析、信度分析、描述統計、t考驗、皮爾森積差相關、典型相關、多元迴歸分析等進行分析。結果發現： 一、高中身心障礙學生在知覺的家庭功能、學校支持、希望感與人際適應都有中上程度，其中，家庭功能與人際適應情形略低於高中一般學生，希望感則無明顯差異。 二、高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應有三組顯著的典型相關存在。 三、高中身心障礙學生知覺的家庭功能、學校支持與希望感對人際適應有預測力，其中以學校支持的「同學支持的有助性」為最主要的預測向度。而高中身心障礙學生與一般學生知覺的家庭功能與希望感預測人際適應的情形有差異。 / This research is focused on the relationships between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disabilities. Subjects are 186 high school students with visual disability, hearing impairment and physical disability coming from Taipei county and Taipei city in Taiwan. This study apply the Family Functioning Scale, School Support Investigation, Hope Scale and Interpersonal Adjustment Scale to obtain the necessary data. The collection of the data is interpreted with the use of factor analysis, cronbach alpha, t-test, pearson correlation, canonical correlation analysis and multiple regression. Findings are as such: 1. High school students with disabilities are all above average on percieved family functioning, school support, hope and intepersonal adjustment. However, they show less perceived family functioning and interpersonal adjustment than their general peer classmates; besides, there is no significant difference about hope whether the high school students have disabilities or not. 2. There are three significant canonical correlations between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disability. 3. Interpersonal adjustment was able to be explained by percieved family functioning, school support and hope. Classmates’ support is the most important variabilities among high school students with disabilities.There are differences between high school students and their general peer classmates on predicting interpersonal adjustment.

O aluno é uma invenção. Nem sempre existiu na história essa categoria que entendemos por aluno. A partir apenas do final do século XIX é que se pode falar em sua emergência. Assim, é também a partir daí que se inicia o processo de produção de uma nova subjetividade das crianças e dos jovens. A escola, instituição responsável por acolhê-los, é o principal agente dessa produção. Fabricar alunos torna-se sua especialização. O presente trabalho procurou discutir, ao mesmo tempo, dois aspectos dessa questão: a) a invenção do aluno como algo não acabado e definitivo, sendo produzida diariamente no cotidiano escolar; b) a associação da invenção do aluno não ao poder possuído pela escola, mas às relações de poder exercidas no seu interior. Para isso, foi desenvolvida uma pesquisa de campo no intuito de observar práticas e discursos escolares que tomavam o aluno como questão. Uma escola pública estadual de ensino médio foi escolhida e o trabalho de campo realizado no decorrer dos anos de 2008 e 2009. Conversas com os alunos foram registradas no final de cada um dos anos e completaram o material de pesquisa. Inspirada na concepção de relações de poder do pensador francês Michel Foucault (1926-1984), elaborou-se uma análise que pretendeu explorar algumas das possibilidades e dos efeitos das relações de poder estabelecidas no interior da escola em termos de uma invenção cotidiana do aluno. Uma das ideias que pôde ser extraída daí é que a invenção do aluno não necessita de práticas e discursos fixos e específicos para sua realização, mas pode ser pensada como inúmeras invenções que seriam possíveis a partir de jogos, disputas, imprevisibilidades e possibilidades de inversão, abertas pelas relações escolares de poder. Ademais, procurou-se experimentar um olhar e uma escrita aberta ao acaso, ao singular, ao imprevisto, ao variado e ao repetido, multiplicados pela concepção de poder que foi assumida. / The student is an invention. Such category has not always existed in History. Only after the late 19th century it is possible to speak not only of its emergence but also the process of producing a new subjectivity of the child and the young. The school, responsible for welcoming them, is the principal agent of this production whose expertise is to make students. The present study outlines two aspects of that at the same time: a) the invention of the student as a non-ending process, being produced daily in the school routine, b) the association of the student invention not with the power possessed by school, but with the power relations exercised inside of it. In order to do so, a field research has been developed to observe practices and student discourses which took the student as an issue. A state high school was chosen and the field work conducted during the years 2008 and 2009. Conversations with students were registered at the end of each year and completed the research material. Inspired by the conception of power relations developed by French philosopher Michel Foucault (1926-1984), an analysis has been carried out which sought to explore some of the possibilities and the effects of power relations established within the school in terms of an everyday invention of the student. This brought the idea that the invention of the student does not require fixed and specific practices and discourses to its implementation. Instead, it can be thought of an array of inventions made possible through games, contests, unpredictability as well as possibilities of inversion, that would possible by the school power relations. Furthermore, we have tried to adopt a look and a written open to fortuitousness, the singular, the unexpected, the varied and repeated, multiplied by the conception of power that was hereby assumed.

<p>The purpose is to analyze if the students have any use of their computer education at a senior high school level or if there is a demand for them to proceed studying. Does the students background have any importance or is it their own motivation that makes the student advance to higher education.</p><p>In this report we ask ourselves the question, if the students have any use of the knowledge gained at senior high school in computer studies at a higher level. Do the students have any chance for employment based on their senior high school grades in computer studies after graduation?  Do the schools that follow the senior high school guidelines within programming and databases give these students an advantage towards those that have not received the same fundamental education?</p><p>The method used for the survey is a group questionnaire.  The questionnaire was distributed at one and the same time and then collected to examine the results. The survey results showed that students who seek work based only on their senior high school grades, received only a temporary position for different lengths of time. Computer education at a senior high school is a preparatory education for collage. Those students that have graduated from  senior high school and are keeping up to date with collage oriented subjects within the field of programming and databases, give their students an advantage when they begin reading at a more advanced level.</p>