Στην εργασία αυτή ασχοληθήκαμε με τη θεωρία της φιλοσοφίας για παιδιά και τους θεωρητικούς που ασχολήθηκαν με αυτό το πρόγραμμα. Επίσης παρουσιάζουμε την πρακτική που ακολουθείται σε ένα πρόγραμμα φιλοσοφίας για παιδιά. Τέλος παραθέτουμε την πιλοτική έρευνα που πραγματοποιήσαμε σε δύο νηπιαγωγεία της Πάτρας κατά την οποία εφαρμόσαμε το πρόγραμμα ΦγΠ σε μια ομάδα ελέγχου και σε μια πειραματική ομάδα. / In this project we give a presentation of the theory and practise of Philosophy for Children and those who established this programme. Moreover we present a pilot research that took place in two preschools in Patras,where we put into practice philosophy for children in a trial and a transcript team.

The purpose of this study has been to analyze and compare a Swedish textbook in mathematics with a Finnish textbook, to investigate how tasks connected to the field of algebra are presented in the textbooks. To carry out the analysis, I will assume Bernstein’s theoretical concepts classification, frames and sequencing, to be able to study if there is a difference in how the content and structure connected to the field of algebra, are presented in the textbooks. I have also used Rezat’s theoretical model of mathematic textbook use and the Frame factor theory, in order to also find out how the individual teachers are reasoning about the textbooks they have selected. On the basis of the information above, the following questions have been used in this study:  In what way is algebra presented in the compared textbooks? Are there any differences regarding the content and presentation of algebra in the Swedish textbook, compared to the Finnish textbook? How do the interviewed teachers’ reflect regarding the textbook they had selected? The study is based on a qualitative method such as a comparative analysis and three semi-structured interviews with class teachers. The result shows that the there are differences in how the field of algebra is presented in the textbooks. The Finnish textbooks consist of a larger amount of algebraic tasks and it also showed a higher progression in the tasks, compared with the Swedish textbooks. This may be one of the explanations why Finnish students perform better in mathematics. The conclusion of the study’s result also show that there are differences regarding the content in the textbooks and how it is presented, which makes it important for teachers to make a deliberate and conscious choice, when selecting teaching materials.

As a consequence of interrogating pupil progress data, the primary school in this study identified apparent inequalities in the rates of progress in Reading and Mathematics made by male and female pupils in Key Stage Two cohorts. To address this school improvement issue, the Key Stage Two pupils and the staff who worked with them, were surveyed in order to establish a starting point for action. The surveys indicated that low-achieving female pupils in the school perceived themselves, and were perceived by staff as having low levels of self-esteem and confidence, which were impacting upon their ability to access the learning and impeding their educational progress. A search of the literature on barriers to learning and the range of approaches and initiatives which have been employed to address these, alongside a consultation process with female pupils though a focus group, resulted in identification of the need for the provision of an intervention which would address the issue. Outcomes from an internally–provided school intervention pilot programme resulted in the adoption of a participatory action-research model which allowed the pupils to contribute to the design, implementation and evaluation of a single-sex therapeutic intervention, facilitated by a drama practitioner. Through the use of drama and mask techniques the practitioner provided a safe, non-judgemental environment which enabled participants to feel accepted, to express their feelings, to lead activities, to take risks and to develop a wider friendship circle. The intervention was widely commended, with staff and parents/carers reporting a perceived increase in levels of confidence, expanded friendship circles and stronger peer relationships and improved active engagement in learning in the mixed-gender classroom environment. Qualitative data, in the form of individual video evaluations of the intervention indicated the learning which had resulted from participation, most strongly evidenced by the positive comments elicited from the participants both in terms of the techniques employed in the intervention and the outcomes achieved: “…At first you’re the one underneath the mask… Then the mask becomes you… The masks helped me feel more confident …When we did the mask it was like a confidence builder – made you speak your mind and gave you the words to express your feelings better – like if your excited or happy you had the words to say that…this project helped all our group…’cos we’ve learned to be more confident in ourselves and I just feel a lot better…”

La visée de la thèse est double. Nous procédons à un état des lieux de ce qui s’enseigne réellement au fil de l’année scolaire au Cours Préparatoire (CP). Ainsi, nous caractérisons l’évolution du curriculum réel en revisitant la partition entre les moments dits d’apprentissage (les séances précisées dans le cahier journal) et les temps qualifiés de « perdus » par les recherches provisionnelles que nous qualifions de proto didactiques. Conjointement, nous étudions la dynamique du couple « sens-efficience » au cœur du pouvoir d’agir des PE. L’ancrage théorique principal est ergonomique ; il est secondé par la didactique professionnelle et comparée. Les résultats montrent l’existence d’un intercalaire générique « enseigner au Cp » qui s’actualise dans l’activité quotidienne sous forme de compromis opératoires que l’enseignant polyvalent arbitre dans la dynamique temporelle de l’année scolaire. Il procède du souci d’acculturer les élèves à ses méthodes et aux modalisations de la forme scolaire à l’école élémentaire ; de la hiérarchie socio institutionnelle des disciplines scolaires ; de la place de l’apprentissage de la lecture à ce niveau de classe ; de la gestion de l’hétérogénéité didactique. Une des retombées de ce travail de thèse, pour la sphère de la formation, est de prendre en compte la double échelle d’analyse de la journée et de la plage horaire pour penser des ingénieries didactiques et de formation. / He aim of the thesis is twofold. We conduct an inventory of what is actually taught throughout the first year of compulsory school. Thus, we characterize the evolution of the real curriculum while revisiting the partition between so-called teachable moments (sessions specified in the log book) and the time (qualified as “lost” by the provisional research) we refer to as proto teaching. At the same time, we study the dynamics of the duality “sense – efficiency” which is the center of the primary school teacher empowerment. The main theoretical anchor is ergonomic; it relies on professional and compared didactics. The results show the existence of a generic intermediate “How to teach in a Year 2 Class” which - during daily activities - takes the form of operational compromises that the primary school teacher carries out throughout the temporal dynamics of the school year. It originates in the desire to acculturate students to methods and school form modalisations in elementary school ; in the institutional social hierarchy of school subjects ; in the importance of learning to read at this level of class ; in the management of the didactic heterogeneity. For the sphere of teachers’ training, one result of this work would be to take into account the dual analysis of the day and time slot in order to implement new teaching engineering.

Submitted by ELTON CASTRO RODRIGUES DOS SANTOS null (eltoncastr@gmail.com) on 2018-08-03T12:44:33Z No. of bitstreams: 1 Tese Doutorado em Educação Elton Castro.pdf: 3954884 bytes, checksum: a844098156deb882dbd0b04448d28831 (MD5) / Approved for entry into archive by Ana Paula Santulo Custódio de Medeiros null (asantulo@rc.unesp.br) on 2018-08-03T13:48:19Z (GMT) No. of bitstreams: 1 santos_ecr_dr_rcla.pdf: 3948284 bytes, checksum: 60cca28a9be58b20c9f133cd4ca8ae29 (MD5) / Made available in DSpace on 2018-08-03T13:48:19Z (GMT). No. of bitstreams: 1 santos_ecr_dr_rcla.pdf: 3948284 bytes, checksum: 60cca28a9be58b20c9f133cd4ca8ae29 (MD5) Previous issue date: 2018-06-25 / No alvorecer do Período Republicano, a educação primária passou a ser uma das preocupações dos governantes mato-grossenses, pois a busca por um modelo educacional de qualidade era idealizado pelo poder público de Mato Grosso. Assim, foram realizadas tentativas legais a fim de colocar a educação estadual no cenário nacional como uma unidade federativa avançada e desenvolvida. No regime republicano, já haviam sido promulgados em Mato Grosso dois Regulamentos da Instrução Pública Primária, em 1891 e em 1896. Ambos não trouxeram resultados significativos, pois o primeiro indicou a obrigatoriedade escolar com a fiscalização das famílias que não matriculassem seus filhos na escola e o pagamento de multa, caso isso não ocorresse. No entanto, não havia preocupações com as unidades escolares e tampouco com a oferta educacional para toda população do Estado. O segundo Regulamento organizou a instrução dividindo o ensino em primário e secundário, as escolas receberam as denominações de elementar, para o 1º grau, e escola complementar, para o 2º grau, mas, mesmo assim, não ocorreram mudanças significativas na qualidade e expansão da educação. Outra tentativa do poder público ocorreu no período republicano e se efetivou por meio do Regulamento promulgado em 1910 e instituiu o modelo de escola graduada, representada pelos Grupos Escolares. A educação recebeu uma injeção de ânimo, por se acreditar que esse modelo de organização, dados seus requisitos e condições de funcionamento, contribuiria para a resolução da qualidade do ensino no estado. No entanto, dadas a característica rural, a densidade populacional e a insuficiência de recursos financeiros, não foi possível disseminar a estrutura física e o material didático necessários, bem como qualificar o pessoal que deveria compor a equipe de trabalho dos grupos escolares. Nesse contexto, mesmo com críticas a sua qualidade, o modelo de escola isolada foi o que cresceu no estado de Mato Grosso. Um novo Regulamento da Instrução, editado em 1927, instituiu também o modelo de escolas reunidas, pensadas como organização intermediária entre as escolas isoladas e os grupos escolares, destinadas a melhorar a qualidade educacional e preparar a expansão dos grupos escolares. O presente trabalho toma esse contexto legal como pano de fundo para discutir a rigidez interpretativa sobre os modelos escolares. Fazendo uso de fontes documentais (legislação, relatórios oficiais e mensagens de governo), de dados estatísticos, de bibliografia analítica sobre a educação mato-grossense e de depoimentos orais, o presente estudo objetiva descrever os diferentes modelos utilizados e implementados para a disseminação da instrução primária. Delimitado ao período compreendido entre 1945 e 1965, no qual a educacional do estado foi pautada pela estabilidade legal, este trabalho pretendeu demonstrar que, mesmo com as transformações políticas e econômicas, as escolas criadas em Mato Grosso caracterizavam-se pela hibridez entre modelos organizacionais, de modo a se adaptarem às condições demográficas e estruturais da localidade em que eram instaladas, sem obedecerem, necessariamente aos padrões definidos legalmente. Para alcançar esse resultado adotou-se a metodologia da História Oral, contrapondo as fontes oficiais geradas pelo poder público e as narrativas de professoras (es) que atuaram na educação de Mato Grosso no período delimitado. A História Oral possibilitou contrapor o discurso público de que as normativas educacionais eram rigorosamente seguidas e descortinou uma versão dos fatos a partir dos sujeitos que participaram desse relevante momento: professora(es) que estudaram ou que trabalharam nas escolas reunidas, no período entre 1945 a 1965. / In the Republican period primary education to be one of the concerns of Mato Grosso government since the search for a quality educational method was idealized by the public law of Mato Grosso. Legal attempts were made to place the state education in the National scenario as an advanced and developed Federal Unit. In the Republican regime had been promulgated two regulations of the primary public institution in Mato Grosso in 1891 and in 1896. Both didn't bring significant results since the first indicated mandatory school supervision because if families who doesn't enroll their children in school they have to pay a few as a penalty if this did not occur. However there was not a concern with the school units and so little with the educational offer for the entire population of the state, the second regulation organized the instruction dividing into primary and secondary and the schools received the denomination from elementary to 1st grade supplementary school to second degree but even so there were no significant changes in the quality and expansion of Education. The other Treaty that the public law took place in the republican period and it is effected by means of the regulation promulgated in 1910, it instituted the graduated school model, represented by the school groups. The education received an motivation for believing that this model of regularization, given its requirements and operating conditions, would contribute to the resolution of the quality of education in the state, however given the rural characteristics, population density and insufficient financial resources, it was not possible to eliminate the physical structure and the necessary didactic material as well as to qualify the personnel that would compose the team. In this context, even with criticism of its quality, the isolated school model was the one that grew in the state of Mato Grosso. The new regulation was published In 1927 also instituted the model of Reunited schools thought as an intermediary organization between isolated schools and school groups the present work takes this legal context as background to discuss the interpretive rigidity on the school models. making use of documentary sources legislation, official reports and government messages, statistical data of analytical bibliography, education of Mato Grosso and oral testimonynl the present study aims to describe the different models used and implemented for the dissemination of primary education delimited to the period between 1945 and 1965, in which state education was guided by legal stability, this work aimed to demonstrate that, even with the political and economic transformations, the schools of Mato Grosso are characterized by the hybridity between organizational models, in order to adapt themselves to the demographic and structural conditions of the places where they were installed, without necessarily complying with legally defined standards to achieve this result the methodology of oral history was adopted, opposing original sources generated by the public power and narratives of teachers who acted in the education of Mato Grosso in the delimited period. Oral history made it possible to counteract the public discourse that the educational norms were strictly followed and revealed a version of the facts from the subjects who participated in this relevant moment: teachers who studied or worked in the Reunited schools in the period between 1945 and 1965.

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Dissertation deal with problems of scholar to progres social competence in primary school through schooling item practical activity. There is educationally presented educating project in general destination these project is evolution schoolchild character in all parties and make for evoluting schoolchild empathy and for positive social behavior. Dissertation is composed of two chapter. In first chapter are teoretical pieces of knowledges have to do with forming child personality, RVP and project education problems too. Second chapter deal with very project and thein realization in teaching.

The term ``social pathological phenomena{\crqq} is defined as most serious disorders in behaviour of children and youth. Society finds these disorders negative as they bring many personal problems to the perpetrators in their families, at school as well as in broader social environment. These behaviour disorders particularly result in breaking social standards and penal law. The main goal of the present thesis was to ascertain awareness of senior pupils at primary schools in the region of Moravské Budějovice, Czechia, of possibilities to solve their problems with the occurrence of pathological phenomena, that is, whether they know whom to turn to if they encounter problems with social pathological phenomena. Sub-goal No 1 was to ascertain who informs senior primary school pupils of possibilities to solve their problems with the occurrence of pathological phenomena. Sub-goal No 2 was to describe social pathological phenomena with senior pupils at primary school. In order to get an overview of the problem, the author used quantitative research, namely the method of questioning, the questionnaire technique and the documents analysis method, then also the technique of secondary analysis of data from related documents kept at a body of social protection of children. Questionnaires were distributed among senior pupils in selected classes of primary schools, among their class teachers and pedagogic instructors in the selected primary schools in the region of Moravské Budějovice. In relation to the presented sub-goals of the thesis, the following two hypotheses were formulated. Supposed Hypothesis No 1 ``I assume that basic information is given mainly by class teachers, prevention methodists and pedagogic instructors{\crqq} was confirmed. The questionnaire results show that the group of pupils researched were mostly instructed by teachers. Supposed Hypothesis No 2 ``Social pathological phenomena are taken as a social problem which is difficult to solve in the aforementioned region{\crqq} was not confirmed. The research shows that teachers and instructors in the selected primary schools are very successful in dealing with the problems of social pathological phenomena. Therefore, we may conclude that the endeavour of schools in the field of occurrence of those phenomena and their prevention is on a very good level in the period tested.

Magister Educationis - MEd / South Africa is amongst the lowest performers in numeracy and literacy in the developing countries, according to Progress in International Reading Literacy Study (PIRLS 2006). Systemic research conducted by the Western Cape Education Department has pointed to the fact that the literacy and numeracy skills of the learners in the Western Cape are far below what is required for them to learn and develop effectively. Many educators blame parents for learners’ poor academic achievement. This study therefore aims to explore challenges to parental involvement in the homework assignments of learners in a historically disadvantaged primary school in Cape Town. This exploratory qualitative case study followed an interpretive paradigm. Data was collected via field notes; and semi – structured interviews from individuals and focus groups. Thematic data analysis was used to determine challenges to parental involvement in homework assignments of the primary school learners. This research study is grounded on Epstein’s model of overlapping spheres of influence of family, school and community on learners’ learning; six typologies of parental involvement; and on Bronfenbrenner’s bio-ecological model of human development. General systems theory was kept in mind during the study. Where parents were not involved in homework assignments, it was not a deliberate act. The findings highlighted challenges such as poverty, unemployment, inequalities; lack of educational resources; lack of structure in the home; single parenting, school and community factors, and a lack of educational stimulation that negatively affected parental involvement in homework assignments. The blame that educators apportioned on parents for learners’ poor academic outcomes was thus found to be inaccurate. True systems thinkers never debate whether the cause or the solution is situated in one single system, but considers the interdependence between all the systems. The whole is therefore more important than the sum of the parts. Despite the many challenges that parents experience in helping the learners with homework, the parents still want their children to excel in academic work. Parents in the historically disadvantaged school however seek assistance in how to help the learners with homework assignments.

M.Ed. (Educational Psychology) / Please refer to full text to view abstract