Nesta pesquisa foram analisadas as atividades de Educação Ambiental realizadas no Parque Municipal Vila dos Remédios da cidade de São Paulo, envolvendo um grupo de escoteiros e quatro grupos de alunos do ensino fundamental de uma escola pública estadual da cidade de São Paulo. A análise do material foi conduzida por meio de uma abordagem qualitativa, com uso de alguns elementos provenientes da metodologia da análise do conteúdo. As orientações de formação, abordagens de ecoformação e concepções de ambiente foram analisadas e caracterizadas através de categorias definidas a priori, selecionadas da literatura. Em todas as trilhas foi observada a presença de concepções de ambiente e de formação. As concepções mais recorrentes foram as de ambiente como natureza e como sistema, talvez pelo fato das atividades de Educação Ambiental estarem mais voltadas à apresentação, valorização e compreensão do espaço natural do parque. A presença significativa de concepções de ambiente como recurso e problema indicaram uma perspectiva excessivamente antropocêntrica. Quanto às orientações de formação, foi identificada a predominância de uma orientação enciclopédica por meio de atividades baseadas na heteroformação, indicando a valorização da informação enquanto prioridade formativa. Mesmo assim, a fala da monitora expressou, dentro de uma perspectiva de ecoformação, uma abordagem fundamentalmente crítica. Os resultados permitem concluir que para as atividades contemplarem os aspectos formativos desejáveis para uma formação ambiental efetiva, seria conveniente a reestruturação das atividades de Educação Ambiental realizadas no parque, de forma que essas atividades possam expressar uma maior multiplicidade de concepções e que possam contribuir efetivamente para a formação do sujeito ecológico numa perspectiva crítica, emancipatória e reflexiva. / In this research were analyzed the Environmental Education activities which took place at Vila dos Remedios Municipal Park in Sao Paulo city, involving a scout group and four groups of basic education students from a state public school from Sao Paulo city as well. The material analysis was conducted by a qualitative approach, using some elements from the content analysis methodology. The formation guidelines, eco-education approach and the environmental conceptions were analyzed and characterized through defined categories a priori, selected from the literature. At all the trails was observed the presence of the environmental conceptions and formation. The most recurrent conceptions were the environment as nature and as a system, perhaps by the fact of the Environmental Education being focused on the presentation, appreciation and comprehension of the natural park space. The significant presence of environmental conception as a resource and as an issue indicates an overly anthropocentric perspective. Concerning the formation guidelines, was identified an encyclopedic orientation predominance through the hetero-formation based activities, indicating an appreciation of the information while a formative priority. Nevertheless, the monitor speech expresses, in an eco-formation perspective, a fundamentally critical approach. The results allow us to conclude that to make the activities contemplate the intended formative aspects for an effective environmental formation, would be convenient the Environmental Education activities restructure which take part at the park, so that these activities can express a higher multiplicity of conceptions and can contribute effectively to the ecological self formation in a critical, emancipating and reflective perspective.

Nesta pesquisa foram analisadas as atividades de Educação Ambiental realizadas no Parque Municipal Vila dos Remédios da cidade de São Paulo, envolvendo um grupo de escoteiros e quatro grupos de alunos do ensino fundamental de uma escola pública estadual da cidade de São Paulo. A análise do material foi conduzida por meio de uma abordagem qualitativa, com uso de alguns elementos provenientes da metodologia da análise do conteúdo. As orientações de formação, abordagens de ecoformação e concepções de ambiente foram analisadas e caracterizadas através de categorias definidas a priori, selecionadas da literatura. Em todas as trilhas foi observada a presença de concepções de ambiente e de formação. As concepções mais recorrentes foram as de ambiente como natureza e como sistema, talvez pelo fato das atividades de Educação Ambiental estarem mais voltadas à apresentação, valorização e compreensão do espaço natural do parque. A presença significativa de concepções de ambiente como recurso e problema indicaram uma perspectiva excessivamente antropocêntrica. Quanto às orientações de formação, foi identificada a predominância de uma orientação enciclopédica por meio de atividades baseadas na heteroformação, indicando a valorização da informação enquanto prioridade formativa. Mesmo assim, a fala da monitora expressou, dentro de uma perspectiva de ecoformação, uma abordagem fundamentalmente crítica. Os resultados permitem concluir que para as atividades contemplarem os aspectos formativos desejáveis para uma formação ambiental efetiva, seria conveniente a reestruturação das atividades de Educação Ambiental realizadas no parque, de forma que essas atividades possam expressar uma maior multiplicidade de concepções e que possam contribuir efetivamente para a formação do sujeito ecológico numa perspectiva crítica, emancipatória e reflexiva. / In this research were analyzed the Environmental Education activities which took place at Vila dos Remedios Municipal Park in Sao Paulo city, involving a scout group and four groups of basic education students from a state public school from Sao Paulo city as well. The material analysis was conducted by a qualitative approach, using some elements from the content analysis methodology. The formation guidelines, eco-education approach and the environmental conceptions were analyzed and characterized through defined categories a priori, selected from the literature. At all the trails was observed the presence of the environmental conceptions and formation. The most recurrent conceptions were the environment as nature and as a system, perhaps by the fact of the Environmental Education being focused on the presentation, appreciation and comprehension of the natural park space. The significant presence of environmental conception as a resource and as an issue indicates an overly anthropocentric perspective. Concerning the formation guidelines, was identified an encyclopedic orientation predominance through the hetero-formation based activities, indicating an appreciation of the information while a formative priority. Nevertheless, the monitor speech expresses, in an eco-formation perspective, a fundamentally critical approach. The results allow us to conclude that to make the activities contemplate the intended formative aspects for an effective environmental formation, would be convenient the Environmental Education activities restructure which take part at the park, so that these activities can express a higher multiplicity of conceptions and can contribute effectively to the ecological self formation in a critical, emancipating and reflective perspective.

<p>This study combines longitudinal and cohort analyses to provide an extensive examination of the nature of postsecondary stratification among Canadian and American universities and students in this era of unprecedented postsecondary expansion, institutional diversification, and rising competition for external research funding. Multiple statistical methods and a range of data sources are employed to analyse new and increasingly important forms of stratification at two levels of analysis: the structural (i.e., universities) and the individual (i.e., students). At the structural level, the results demonstrate that both nations have become more stratified over time. The extent of institutional stratification and rate of growth, however, is much higher in the U.S. At the top end of the U.S. hierarchy, a few '"elite" and larger institutions appear to be winning the majority of contests for economic resources and other independent sources of revenue. In Canada, universities changed only slightly over the span of thirty years, though there is some evidence of mild convergence across nations, particularly in areas where government regulation has become more variable (e.g., endowments, tuitions). At the individual level, even though a wider variety of students from varied social backgrounds are entering into higher education, the analyses reveal a significant degree of inequality in both Canada and the United States. Consistent with existing research, gender remains an important and consistent predictor of school and field of study choices. These educational decisions were also influenced by family background effects, as both parental education and SES exhibited positive and strong influences on institutional selectivity decisions across two U.S. cohorts. For field of study choices, moderate family background effects, strong and consistent academic ability effects and growing academic aspiration effects were found across most analyses, lending support to theories that predict family background has direct and indirect effects on higher education choices. </p> / Thesis / Doctor of Philosophy (PhD)

This diploma thesis deals with the homeschooling of pupils at the first level of primary schools, its rules and history in Czech Republic. It focuses on the reasons that lead to this type of education and describes its positive and negative influences. It also offers insights from teachers who review the child in homeschooling and the views of families who have decided for this type of education.

<p>The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student’s participation in school and in the progress with their own IEP.</p><p>I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school. Each student has an IEP. My study has been accomplished in a first person perspective where I have rendered the student’s own stories as I understood them. The result shows that the student’s participation varies between active and passive participation independent of whether the participation is social or task-orientated. The main reason for the students to come to school is to join their friends. The result also shows that the students describe that they are participating in school and in the progress with their IEP even if their participation often is described as a passive involvement. Connecting to earlier researches shows that participation is more often recognised when the respondents are adults in school than if the respondents are students.</p><p>My conclusion of this study is that students have to participate earlier and more often in the junior school. That will lead to more engagement and motivation and the students will take more responsibility for learning in school. In that way they will get more knowledge according to our curriculum which is necessary for the examination in the ninth year.</p> / <p>I skolans styrdokument står att elever i behov av särskilt stöd ska få det stöd som krävs för att de ska ha möjlighet att nå målen. Detta stöd ska dokumenteras i ett åtgärdsprogram där mål och åtgärder ska beskrivas. Innan själva åtgärdsprogrammet upprättas ska det göras en kartläggning av vilket behov av stöd som krävs för att eleven ska ges möjlighet att nå målen. I denna studie vill jag undersöka hur några elever i grundskolans senare år upplever skolan och då med särskilt fokus på hur de ser på sin delaktighet i skolan och i arbetet med sitt åtgärdsprogram..</p><p>Jag har genomfört en kvalitativ studie genom att intervjua åtta elever i grundskolans senare år med upprättade åtgärdsprogram. Studien har genomförts ur ett elevperspektiv där jag har återgett elevernas beskrivningar så som jag har uppfattat dem. Resultatet visar att elevernas delaktighet varierar mellan aktiv och passiv delaktighet oberoende av om delaktigheten är social eller uppgiftsorienterad. Aktiv delaktighet kräver motivation och engagemang. Med passiv delaktighet avser jag ett deltagande utan engagemang eller motivation. Resultatet visar också att eleverna i första hand kommer till skolan för att träffa och umgås med kamrater. När det gäller delaktighet i skolan och i arbetet med sitt åtgärdsprogram visar studien att eleverna anser att de varit delaktiga även om delaktighet ofta beskrivs som ett passivt deltagande. Vid jämförelser med tidigare forskning framkommer att elevers delaktighet beskrivs större i de studier som genomförts med skolpersonal som informanter än i de studier som genomförts med elever som informanter.</p><p>Min slutsats av denna studie blir att elever behöver göras delaktiga oftare och tidigare i skolåren för att eleverna ska känna motivation och engagemang för sitt lärande. Därmed får eleverna den kunskap som är nödvändig för att efter nionde skolåret nå de mål som beskrivs i läroplan och kursplaner.</p>

The Swedish school law says that students who need special education should have all the support they need to reach the qualification that is set up. The arrangements have to be written down in an Individual education plan (IEP). Before the IEP is set up there has to be an investigation about what kind of support and measures the student needs to reach the qualification that is set up. The aim of this study is to examine student’s participation in school and in the progress with their own IEP. I have accomplished a qualitative study by interviewing eight students during the letter part in the nine-year school. Each student has an IEP. My study has been accomplished in a first person perspective where I have rendered the student’s own stories as I understood them. The result shows that the student’s participation varies between active and passive participation independent of whether the participation is social or task-orientated. The main reason for the students to come to school is to join their friends. The result also shows that the students describe that they are participating in school and in the progress with their IEP even if their participation often is described as a passive involvement. Connecting to earlier researches shows that participation is more often recognised when the respondents are adults in school than if the respondents are students. My conclusion of this study is that students have to participate earlier and more often in the junior school. That will lead to more engagement and motivation and the students will take more responsibility for learning in school. In that way they will get more knowledge according to our curriculum which is necessary for the examination in the ninth year. / I skolans styrdokument står att elever i behov av särskilt stöd ska få det stöd som krävs för att de ska ha möjlighet att nå målen. Detta stöd ska dokumenteras i ett åtgärdsprogram där mål och åtgärder ska beskrivas. Innan själva åtgärdsprogrammet upprättas ska det göras en kartläggning av vilket behov av stöd som krävs för att eleven ska ges möjlighet att nå målen. I denna studie vill jag undersöka hur några elever i grundskolans senare år upplever skolan och då med särskilt fokus på hur de ser på sin delaktighet i skolan och i arbetet med sitt åtgärdsprogram.. Jag har genomfört en kvalitativ studie genom att intervjua åtta elever i grundskolans senare år med upprättade åtgärdsprogram. Studien har genomförts ur ett elevperspektiv där jag har återgett elevernas beskrivningar så som jag har uppfattat dem. Resultatet visar att elevernas delaktighet varierar mellan aktiv och passiv delaktighet oberoende av om delaktigheten är social eller uppgiftsorienterad. Aktiv delaktighet kräver motivation och engagemang. Med passiv delaktighet avser jag ett deltagande utan engagemang eller motivation. Resultatet visar också att eleverna i första hand kommer till skolan för att träffa och umgås med kamrater. När det gäller delaktighet i skolan och i arbetet med sitt åtgärdsprogram visar studien att eleverna anser att de varit delaktiga även om delaktighet ofta beskrivs som ett passivt deltagande. Vid jämförelser med tidigare forskning framkommer att elevers delaktighet beskrivs större i de studier som genomförts med skolpersonal som informanter än i de studier som genomförts med elever som informanter. Min slutsats av denna studie blir att elever behöver göras delaktiga oftare och tidigare i skolåren för att eleverna ska känna motivation och engagemang för sitt lärande. Därmed får eleverna den kunskap som är nödvändig för att efter nionde skolåret nå de mål som beskrivs i läroplan och kursplaner.

Läraren står inför ett stort utbud och stora möjligheter till variation i användningen av läromedel idag. Vilka läromedel som väljs i undervisningen beror på olika ramfaktorer såsom elevgruppen, deras prestationsförmåga, intresse, motivation, tid och skolans ekonomiska resurser. I vår studie presenteras hur en lärare och hennes fem elever upplever engelskundervisning och vilka deras åsikter är kring läromedlen. Studiens utgångspunkt är en kvalitativ undersökning baserad på intervjuer med denna lärare och dessa elever. Vårt syfte är att belysa hur elever och lärare upplever undervisning i engelska i årskurs 9 med fokus på val, användning och utvärdering av läromedel. Resultatet visar att eleverna efterfrågar mer muntlig engelska under lektionstiden, vilket inte tycks tillgodoses med de läromedel som används. Eleverna har trots detta en positiv inställning till de läromedel som används samt till engelskundervisning och de ser fördelar med färdigheter i ämnet. Betydelsen av engelska språket för kommunikation med omvärlden anses viktig. Även betydelsen av IKT som läromedel i undervisningen visade sig vara stor för eleverna även om användningen av densamma var begränsad. Att knyta undervisningen till elevernas erfarenhetsvärld visade sig vara mycket väsentligt för elevernas motivation att lära. Läraren underströk betydelsen av diverse faktorer som har en betydelsefull roll i valet av läromedel samt i planering och utformning av engelskundervisning i form av elevernas olika behov, deras förmåga till ansvarstagande och mognadsgrad samt ekonomiska resurser och tid. Väl strukturerad undervisning visade sig vara uppskattad av både lärare och elever då detta tydliggör undervisningen i stora klasser med diverse problem. En strukturerad läroboksundervisning förenklar dessutom för läraren att följa kursplanen. Vad gäller elevers delaktighet i val, användning och utvärdering av läromedel visade sig denna delaktighet vara liten. Eleverna ansåg att läraren med sin kompetens var bättre rustad att bestämma om undervisningen och de sade sig ha fullt upp med alla andra krav som ställs på dem i skolan. / The teacher today is offered a great choice of teaching material that can contribute to variation in teaching. The choice of teaching material depends on various elements such as: student group, their performance, interest, motivation, time, and economic means of the school. Our study presents one teacher and her five students´ experiences of their English teaching and their view on teaching material. Qualitative research method based upon interviews with one teacher and her five students was used in the study. Our aim is to illustrate the five students´ and one teacher´s experience of the English teaching in the 9 and evaluation of teaching material. The result of the study shows that students strive for more spoken English during their lessons but it seems that teaching materials do not provide for it. In spite of that students have a positive attitude towards the teaching materials used for their English studies and they are aware of advantages with proficiency in this subject. The importance of the English language for global communication points out. The students emphasise the importance of IKT as a teaching material for their education but they argue that its use is limited. The teacher emphasizes the importance of various elements and their influence on choice, planning and structure of the English teaching. These elements are: students´ different needs, their ability to take responsibility, their maturity, economic means and time. Well structured way of English teaching is appreciated by both teacher and the students since it clarifies teaching in the whole class. Apart from that well-structured teaching based upon the textbook it simplifies for the teacher to follow the curriculum. Concerning students´ participation in choice, use and evaluation of the teaching materials the study shows that their participation was little. Students considered that the teacher with her qualifications and expertise is the one who should decide about teaching and that in school there is already a great deal of demand on them.

<p>Läraren står inför ett stort utbud och stora möjligheter till variation i användningen av läromedel idag. Vilka läromedel som väljs i undervisningen beror på olika ramfaktorer såsom elevgruppen, deras prestationsförmåga, intresse, motivation, tid och skolans ekonomiska resurser.</p><p>I vår studie presenteras hur en lärare och hennes fem elever upplever engelskundervisning och vilka deras åsikter är kring läromedlen. Studiens utgångspunkt är en kvalitativ undersökning baserad på intervjuer med denna lärare och dessa elever.</p><p>Vårt syfte är att belysa hur elever och lärare upplever undervisning i engelska i årskurs 9 med fokus på val, användning och utvärdering av läromedel.</p><p>Resultatet visar att eleverna efterfrågar mer muntlig engelska under lektionstiden, vilket inte tycks tillgodoses med de läromedel som används. Eleverna har trots detta en positiv inställning till de läromedel som används samt till engelskundervisning och de ser fördelar med färdigheter i ämnet. Betydelsen av engelska språket för kommunikation med omvärlden anses viktig. Även betydelsen av IKT som läromedel i undervisningen visade sig vara stor för eleverna även om användningen av densamma var begränsad. Att knyta undervisningen till elevernas erfarenhetsvärld visade sig vara mycket väsentligt för elevernas motivation att lära. Läraren underströk betydelsen av diverse faktorer som har en betydelsefull roll i valet av läromedel samt i planering och utformning av engelskundervisning i form av elevernas olika behov, deras förmåga till ansvarstagande och mognadsgrad samt ekonomiska resurser och tid.</p><p>Väl strukturerad undervisning visade sig vara uppskattad av både lärare och elever då detta tydliggör undervisningen i stora klasser med diverse problem. En strukturerad läroboksundervisning förenklar dessutom för läraren att följa kursplanen. Vad gäller elevers delaktighet i val, användning och utvärdering av läromedel visade sig denna delaktighet vara liten. Eleverna ansåg att läraren med sin kompetens var bättre rustad att bestämma om undervisningen och de sade sig ha fullt upp med alla andra krav som ställs på dem i skolan.</p> / <p>The teacher today is offered a great choice of teaching material that can contribute to variation in teaching. The choice of teaching material depends on various elements such as: student group, their performance, interest, motivation, time, and economic means of the school. Our study presents one teacher and her five students´ experiences of their English teaching and their view on teaching material. Qualitative research method based upon interviews with one teacher and her five students was used in the study. Our aim is to illustrate the five students´ and one teacher´s experience of the English teaching in the 9 and evaluation of teaching material.</p><p>The result of the study shows that students strive for more spoken English during their lessons but it seems that teaching materials do not provide for it. In spite of that students have a positive attitude towards the teaching materials used for their English studies and they are aware of advantages with proficiency in this subject. The importance of the English language for global communication points out. The students emphasise the importance of IKT as a teaching material for their education but they argue that its use is limited. The teacher emphasizes the importance of various elements and their influence on choice, planning and structure of the English teaching. These elements are: students´ different needs, their ability to take responsibility, their maturity, economic means and time. Well structured way of English teaching is appreciated by both teacher and the students since it clarifies teaching in the whole class. Apart from that well-structured teaching based upon the textbook it simplifies for the teacher to follow the curriculum. Concerning students´ participation in choice, use and evaluation of the teaching materials the study shows that their participation was little. Students considered that the teacher with her qualifications and expertise is the one who should decide about teaching and that in school there is already a great deal of demand on them.</p><p> </p>

The Individuals with Disabilities Education Act requires local education agencies to include parents as equal team members in the cultivation of their child’s individual education plan (IEP). Despite law, studies have shown that parents experience barriers to being included in the process. Barriers such as a lack of information, lack of understanding of the law, and feelings of unequal status or power as compared to school district team members have been noted. The aim of this study was to explore the perceptions, feelings, and understanding of the initial IEP process as experienced by parents new to the world of special education. This study took the form of two research articles, each with a set of three research questions. Through the utilization of narrative inquiry, I was able to listen to the stories of parents as they tried to navigate their way through the initial IEP experiences, hear who supported their understanding along the way, learn how parents perceived their role during their journey, feel the emotions that parents shared feeling during their experiences, and find out if parents knew their procedural safeguard rights. The most impactful barriers for parents new to special education was the lack of adherence to legal timelines. Parent requests for special education assessment took up to two years for some parents. Lack of information and understanding of the IEP process and law was another major hurdle for participants. Without adequate information and understanding parents felt a power imbalance and feeling of being taken advantage of. Parents described a disconnect regarding how they viewed their parent role and how the school district viewed their role. A copious amount of praise was given to family resource centers for their support and trainings offered to parents.

The purpose of this qualitative phenomenological study was to examine the perceptions of middle school teachers regarding differentiation of instruction for students with mild to moderate disabilities. Although there has been little documentation in the literature regarding instructional differentiation five factors that facilitate change have been identified in the framework. Data collection strategies included one-on-one semi-structured interviews and questionnaires. Analysis of data occurred in three phases: (a) transcribing interviews, (b) member checking of the transcripts, (c) coding-recoding of the data. The analysis of data was based on the theoretical proposition that student achievement, positive behaviors, and increased learner motivation fosters the change process when differentiation is implemented. The credibility of the analysis was protected by triangulation of data through multiple sources of evidence, code-recode strategy, and member checking. The results indicate that differentiation has a positive influence on student learning. Five themes emerged from the analysis of data: (1) teachers’ personal definition of differentiation, (2) a variety of implementation strategies yield positive student results, (3) barriers to implementation of differentiation, (4) needed supports for implementation of differentiation strategies, and (5) student achievement.