<p>The purpose of this essay is to illustrate how and why teachers in New Zealand use portfolios</p><p>as a part of their teaching. The purpose is also to investigate if, and in that case how, a socio</p><p>cultural perspective on learning can be shown through the work with portfolios. To</p><p>investigate this we have made a case study in New Zealand where we interviewed six</p><p>teachers. The result of the investigation shows that our teachers use portfolios in both a</p><p>summative and a formative way. In a summative way to gather what the children have done in</p><p>school, and in a formative way to help the students to assess what they have done, how they</p><p>have done it and what they are going to do next. The formative part of the portfolio is also</p><p>used to help the students with their metacognition or to think about their thinking. The</p><p>portfolio is also used as a tool for a better communication between the school and the</p><p>students’ parents. The investigation also shows that the principals on these schools play a big</p><p>part in the development of the work with portfolios. For us, this investigation has resulted in a</p><p>good understanding in how and why New Zealand teachers can work with portfolios.</p>

The purpose of this essay is to illustrate how and why teachers in New Zealand use portfolios as a part of their teaching. The purpose is also to investigate if, and in that case how, a socio cultural perspective on learning can be shown through the work with portfolios. To investigate this we have made a case study in New Zealand where we interviewed six teachers. The result of the investigation shows that our teachers use portfolios in both a summative and a formative way. In a summative way to gather what the children have done in school, and in a formative way to help the students to assess what they have done, how they have done it and what they are going to do next. The formative part of the portfolio is also used to help the students with their metacognition or to think about their thinking. The portfolio is also used as a tool for a better communication between the school and the students’ parents. The investigation also shows that the principals on these schools play a big part in the development of the work with portfolios. For us, this investigation has resulted in a good understanding in how and why New Zealand teachers can work with portfolios.

<p>Läsning av barnlitteratur anses i den svenska läroplanen vara en viktig del av undervisningen då den kan bidra till personlighetsutveckling, kulturell förståelse och motivation till vidare läsning. Att lära sig läsa är en förutsättning för att kunna tillgodogöra sig skönlitteraturen. Ett sätt är genom läsinlärningsmetoden whole language som med hjälp av kiwiböckerna fått genomslag i flera svenska skolor. Kiwimaterialet är ämnat för att skapa läsförståelse samt läsintresse och är baserat på småböcker från Nya Zeeland. Då både val av läsinlärningsmetod och barnlitteratur är viktiga delar i elevers läsutveckling, väcktes en undran om det går att sammanföra traditionell barnlitteraturläsning med kiwiböckernas systematiska upplägg och färdiga bokmaterial. Syftet med uppsatsen är därför att undersöka vilken syn whole language inspirerade lärare idag har på barnlitteratur och i vilken utsträckning den används. Uppsatsen är grundad på stoff som inhämtats i två olika länder; Sverige och Nya Zeeland. Metoder som används är semi- strukturerade intervjuer av lärare, enkäter med elever och observationer av klassrumssituationer, vilket gör studien till en kvalitativ undersökning med kvantitativa inslag. Resultatet visar att lärare i Nya Zeeland i högre grad styrs av det material de använder i läsundervisningen, medan barnlitteraturen används i underhållningssyfte genom enskild- och högläsning. Resultatet visar också att materialet skapar lust till läsning. I Sverige däremot framhåller lärare även skönlitteraturens viktiga roll för förmedling av kultur och fostran. Denna skillnad är i sig inte underlig då ländernas olika läroplaner ålägger sina lärare att arbeta mot olika mål. Synen på barnlitteraturens viktiga roll för personlighetsutveckling bibehålles därmed hos de svenska lärarna även om de influerats av material och metoder från ett land med andra tillvägagångssätt. Läroplanerna har här en viktig betydelse för undervisningen i de olika nationerna.</p><p>The reading of children’s literature is in the Swedish curriculum thought of to be an important part of the teaching since it can contribute to personal development, cultural understanding and motivation to continuing reading. To learn how to read is a presumption to be able to profit by fiction literature. One way is through the reading program Whole language that with the help of the Kiwi books has had a breakthrough in the Swedish schools. The Kiwi material is made to create reading understanding and reading enjoyment and is based on books from New Zealand. Because both the choosing of reading program and children’s literature are important part of the pupils reading development a curiosity was woken if the reading of children’s literature can be combined with the structured disposition and existing material of the kiwi books. The purpose of the essay is therefore to examine what impression whole language inspired teachers have on children’s literature today and to what extent it is used. The essay is based on information gathered in two different countries; Sweden and New Zealand. The methods used are semi structured interviews with teachers, surveys with pupils and observations of classroom events, which make this study a qualitative examination with quantitative parts. The results show that teachers in New Zeeland are more frequently governed by the material used in the reading programs, while the children’s literature is used for entertainment through private reading and reading in groups. The results also show that the material gives the pupils appreciation of reading. In Sweden however, the teachers emphasize the important part the fiction literature plays for mediation of culture and foster. This difference is in no way peculiar because the curriculum’s in the different countries obligate their teachers to work towards diverse goals. The important role the children’s literature has is therefore kept by the Swedish teachers even though they are influenced by materials and methods from a country with other procedures. The curriculum plays a very important role for the teaching in the different countries.</p>

<p>This work is a study of how the principal's educational leadership designs in two different forms of organization. I have chosen to do a comparative study between how two headmasters identify educational leadership, and to what level they feel they can act as educational leaders in their school. The comparison is made between two educational organizations, and two principals’ image, one in Sweden and one in New Zealand. I have chosen interview as method and I have only two respondents on the grounds that is the person's unique perception I want to bring into focus. Since the study is small and the respondents are few I have not been able to draw any general conclusions. But under the circumstances and results of my study I have drawn my own conclusions about what educational leadership means and what impact the organization has for the rector to serve as educational leaders. Succinctly, this can be expressed as follows; Being an educational leader and to exercise educational leadership is about you as president in all your decisions based on what is best for students. And about the organization I have come to the conclusion that it does not make much difference to the principal's ability to function as educational leaders, however, is the organization that sets up guidelines for how the head teacher designs his or her educational leadership.</p>

<p>Syftet med undersökningen är att ta reda på hur man arbetar med TIL- programmet i kommunens olika skolor och här även göra en jämförande studie. Med denna metod vill man på ett tidigt stadium upptäcka och påbörja arbete med de elever som behöver extra hjälp med läsinlärning. Jag har inlett mitt arbete med en presentation av olika metoder inom läsinlärning i den svenska skolan. Här presenteras även TIL- programmet. Som metod har jag använt kvalitativa intervjuer med sex pedagoger, specialläraren på varje skola inom kommunen på grundskolans tidigare år. Resultatet påvisade att där läraren följde TIL- programmet framkom ett tydligare positivt resultat. Slutsatsen är att man följer metoden olika mycket i skolorna och ju mer programmet följdes, desto tydligare och snabbare positiva resultat.</p><p> </p>

Syftet med undersökningen är att ta reda på hur man arbetar med TIL- programmet i kommunens olika skolor och här även göra en jämförande studie. Med denna metod vill man på ett tidigt stadium upptäcka och påbörja arbete med de elever som behöver extra hjälp med läsinlärning. Jag har inlett mitt arbete med en presentation av olika metoder inom läsinlärning i den svenska skolan. Här presenteras även TIL- programmet. Som metod har jag använt kvalitativa intervjuer med sex pedagoger, specialläraren på varje skola inom kommunen på grundskolans tidigare år. Resultatet påvisade att där läraren följde TIL- programmet framkom ett tydligare positivt resultat. Slutsatsen är att man följer metoden olika mycket i skolorna och ju mer programmet följdes, desto tydligare och snabbare positiva resultat.

Läsning av barnlitteratur anses i den svenska läroplanen vara en viktig del av undervisningen då den kan bidra till personlighetsutveckling, kulturell förståelse och motivation till vidare läsning. Att lära sig läsa är en förutsättning för att kunna tillgodogöra sig skönlitteraturen. Ett sätt är genom läsinlärningsmetoden whole language som med hjälp av kiwiböckerna fått genomslag i flera svenska skolor. Kiwimaterialet är ämnat för att skapa läsförståelse samt läsintresse och är baserat på småböcker från Nya Zeeland. Då både val av läsinlärningsmetod och barnlitteratur är viktiga delar i elevers läsutveckling, väcktes en undran om det går att sammanföra traditionell barnlitteraturläsning med kiwiböckernas systematiska upplägg och färdiga bokmaterial. Syftet med uppsatsen är därför att undersöka vilken syn whole language inspirerade lärare idag har på barnlitteratur och i vilken utsträckning den används. Uppsatsen är grundad på stoff som inhämtats i två olika länder; Sverige och Nya Zeeland. Metoder som används är semi- strukturerade intervjuer av lärare, enkäter med elever och observationer av klassrumssituationer, vilket gör studien till en kvalitativ undersökning med kvantitativa inslag. Resultatet visar att lärare i Nya Zeeland i högre grad styrs av det material de använder i läsundervisningen, medan barnlitteraturen används i underhållningssyfte genom enskild- och högläsning. Resultatet visar också att materialet skapar lust till läsning. I Sverige däremot framhåller lärare även skönlitteraturens viktiga roll för förmedling av kultur och fostran. Denna skillnad är i sig inte underlig då ländernas olika läroplaner ålägger sina lärare att arbeta mot olika mål. Synen på barnlitteraturens viktiga roll för personlighetsutveckling bibehålles därmed hos de svenska lärarna även om de influerats av material och metoder från ett land med andra tillvägagångssätt. Läroplanerna har här en viktig betydelse för undervisningen i de olika nationerna. The reading of children’s literature is in the Swedish curriculum thought of to be an important part of the teaching since it can contribute to personal development, cultural understanding and motivation to continuing reading. To learn how to read is a presumption to be able to profit by fiction literature. One way is through the reading program Whole language that with the help of the Kiwi books has had a breakthrough in the Swedish schools. The Kiwi material is made to create reading understanding and reading enjoyment and is based on books from New Zealand. Because both the choosing of reading program and children’s literature are important part of the pupils reading development a curiosity was woken if the reading of children’s literature can be combined with the structured disposition and existing material of the kiwi books. The purpose of the essay is therefore to examine what impression whole language inspired teachers have on children’s literature today and to what extent it is used. The essay is based on information gathered in two different countries; Sweden and New Zealand. The methods used are semi structured interviews with teachers, surveys with pupils and observations of classroom events, which make this study a qualitative examination with quantitative parts. The results show that teachers in New Zeeland are more frequently governed by the material used in the reading programs, while the children’s literature is used for entertainment through private reading and reading in groups. The results also show that the material gives the pupils appreciation of reading. In Sweden however, the teachers emphasize the important part the fiction literature plays for mediation of culture and foster. This difference is in no way peculiar because the curriculum’s in the different countries obligate their teachers to work towards diverse goals. The important role the children’s literature has is therefore kept by the Swedish teachers even though they are influenced by materials and methods from a country with other procedures. The curriculum plays a very important role for the teaching in the different countries.

This work is a study of how the principal's educational leadership designs in two different forms of organization. I have chosen to do a comparative study between how two headmasters identify educational leadership, and to what level they feel they can act as educational leaders in their school. The comparison is made between two educational organizations, and two principals’ image, one in Sweden and one in New Zealand. I have chosen interview as method and I have only two respondents on the grounds that is the person's unique perception I want to bring into focus. Since the study is small and the respondents are few I have not been able to draw any general conclusions. But under the circumstances and results of my study I have drawn my own conclusions about what educational leadership means and what impact the organization has for the rector to serve as educational leaders. Succinctly, this can be expressed as follows; Being an educational leader and to exercise educational leadership is about you as president in all your decisions based on what is best for students. And about the organization I have come to the conclusion that it does not make much difference to the principal's ability to function as educational leaders, however, is the organization that sets up guidelines for how the head teacher designs his or her educational leadership.

New Zealand is a country that has been isolated from the large continents for over 80 million years. This has resulted in a biodiversity completely different from the rest of the world with flightless birds and a huge number of endemic species. The country has earlier failed in keeping the species and ecosystems in their natural state. The Maori people and the Europeans with their companion animals caused dramatic ecosystem loss and fragmentation and a serious decline in biodiversity. Today the need for conservation is vast but on the positive hand; many individuals and organizations care for the environment and are doing a great work to preserve what is left of New Zealand. This report looks into how conservation organizations deal with the environmental issues and how conservation work is done. Volunteers take a big part in the conservation work and this report also aims to evaluate positive and negative sides of using volunteers. As a base for the study a field trip to New Zealand was made with Conservation volunteers NZ. This was an opportunity for the project member to experience conservation work in New Zealand for real.

Likheter och skillnader mellan det svenska och det nyzeeländska skolsystemet på förskole - och grundskolenivå. De två skolsystemen jämförs med hjälp av information hämtad i intervjuer, enkäter, skoldokument, artiklar, etc. / Similarities and differences between the Swedish and the New Zealand school systems on a primary and secondary level. The above school systems are compared and highlighted with the aid of educational documents, interviews and questionnaires, articles and websites, etc.