The thesis called "Extended musical teaching in primary school" addresses the ini­tial idea of the author, professor Ladislav Daniel, since itś creation till its development in the last 45 elapsed years of its continuation in the Czech Republic. Based on this method this experimental research has taken place. This research will focus specifically on The 2nd primary school in Jindřichův Hradec where extended musical teaching has been in progress. The purpose of this activity is to find out how this school has dealt with extended teaching (the reason for its foundation, difficult situations during teaching, where is the musical education leading) and if this way of educating is comparable to professor Danielś method.

Denna studies syfte är att ge djupgående kunskap om en lågstadieläraresuppfattningar om och användning av kunskapsreproducerande och kunskapsutforskande samtal i svenskundervisning. Studien har en teoretisk utgångspunkt i fenomenologi och är utformad som en fallstudie med tre klassrumsobservationer i årskurs 1 och en uppföljande intervju med klassläraren. Den insamlade datan har analyserats med en innehållsanalys som sorterat materialet i kategorier och underkategorier. Resultatet är att läraren inte benämner begreppen som kunskapsreproducerande och kunskapsutforskande samtal men använder och anpassar samtalen till sin undervisning efter hur gruppdynamiken i klassen fungerar. Vidare framkommer att det kollegiala samarbetet är viktigt för planeringen av klassrumssamtalen. När läraren reflekterade över de observerade lektionerna framkom det att hon var nöjd med att blanda samtalstyperna med såväl slutna som öppna frågor och att hon kunde styra lektionerna med valet av samtal. Hon hade planerat lektionerna så att eleverna skulle ta det största talutrymmet, vilket observationerna visade stämde.

Background The potential dire consequences of iron deficiency (ID) and iron deficiency anaemia (IDA) on childhood development are of major public health concern. Many factors contribute to anaemia, ID being only one progressive factor. The prevalence of ID and IDA must be accurately determined before iron intervention strategies can be safely prescribed. There is continued uncertainty regarding the optimal approach to identifying and measuring ID, as indicators have different roles, explore different aspects of iron metabolism and cannot be directly compared. Furthermore, inflammation and infection have a confounding effect on the commonly applied indicator and acute phase reactant, serum ferritin (SF). In the public health setting, a suitable method to assess iron status in developing countries has to be inexpensive, standardised, established, easy to measure and its applications specific to identifying ID. Aim We conducted secondary analysis of screening data from three independent iron intervention studies to critically evaluate the indicators used to determine iron status in 6-11-year-old primary school children from three South African provinces. Study design and methods A cross-sectional descriptive analysis was performed on the screening data collected in 2009 and 2010 during iron intervention studies in KwaZulu-Natal (n=736), Northern Cape (n= 1045), and North West (n=546). The three distinct study sites were analysed independently and collectively. Children’s haemoglobin (Hb), SF, transferrin receptor (TfR), zinc protoporphyrin (ZPP), and C-reactive protein (CRP) concentrations were measured and body iron calculated. ID prevalence was compared using different methods (namely the single indicators SF, TfR and ZPP, body iron and the multiple criteria model), and the influence of inflammation on SF was considered. Literature suggests that the multiple criteria model provides a more complete assessment of iron status. The performance of single and body iron indicators were compared to the multiple criteria model (by assessing sensitivity, specificity and predictive values). Results Significant positive correlations between CRP (indicator of inflammation) and SF existed in all study sites and the combined sample (p < 0.01). The mean SF concentration was substantially higher in subjects with inflammation than those without. A different SF cut-off to identify ID was applied to subjects with inflammation. The percentage of ID subjects varied using different indicators (4.2 – 26.5% in KwaZulu-Natal; 4.1 – 13.4% in Northern Cape; 7.0 – 24.4% in North West; and 5.4 – 15.2% in the combined sample). The sensitivity, specificity and predictive values of alternate ID indicators varied within and between study sites, compared to the multiple criteria model. Conclusion Simply using Hb as an ID indicator is inaccurate. The vast differences between percentages identified as ID by different indicators is reason for concern. No consistent agreement appeared between single ID indicators, body iron and the multiple criteria model for ID identification after correcting for inflammation in primary school children. The global view of the multiple criteria model as the gold standard for estimating ID is debatable and potentially impractical at a public health level. Current evidence cautions against overestimating the prevalence of ID, as there is more associated harm than deficiency underestimation. This critical analysis has confirmed a need for research to identify a suitable, accurate and precise alternative to Hb as a tool in the South African public health setting. Furthermore, the impact of inflammation on iron status indicators, in particular SF, should be assessed in context to clearly set parameters for its use in nationally-representative nutrition surveys, the cornerstone of iron intervention strategies. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Background The potential dire consequences of iron deficiency (ID) and iron deficiency anaemia (IDA) on childhood development are of major public health concern. Many factors contribute to anaemia, ID being only one progressive factor. The prevalence of ID and IDA must be accurately determined before iron intervention strategies can be safely prescribed. There is continued uncertainty regarding the optimal approach to identifying and measuring ID, as indicators have different roles, explore different aspects of iron metabolism and cannot be directly compared. Furthermore, inflammation and infection have a confounding effect on the commonly applied indicator and acute phase reactant, serum ferritin (SF). In the public health setting, a suitable method to assess iron status in developing countries has to be inexpensive, standardised, established, easy to measure and its applications specific to identifying ID. Aim We conducted secondary analysis of screening data from three independent iron intervention studies to critically evaluate the indicators used to determine iron status in 6-11-year-old primary school children from three South African provinces. Study design and methods A cross-sectional descriptive analysis was performed on the screening data collected in 2009 and 2010 during iron intervention studies in KwaZulu-Natal (n=736), Northern Cape (n= 1045), and North West (n=546). The three distinct study sites were analysed independently and collectively. Children’s haemoglobin (Hb), SF, transferrin receptor (TfR), zinc protoporphyrin (ZPP), and C-reactive protein (CRP) concentrations were measured and body iron calculated. ID prevalence was compared using different methods (namely the single indicators SF, TfR and ZPP, body iron and the multiple criteria model), and the influence of inflammation on SF was considered. Literature suggests that the multiple criteria model provides a more complete assessment of iron status. The performance of single and body iron indicators were compared to the multiple criteria model (by assessing sensitivity, specificity and predictive values). Results Significant positive correlations between CRP (indicator of inflammation) and SF existed in all study sites and the combined sample (p < 0.01). The mean SF concentration was substantially higher in subjects with inflammation than those without. A different SF cut-off to identify ID was applied to subjects with inflammation. The percentage of ID subjects varied using different indicators (4.2 – 26.5% in KwaZulu-Natal; 4.1 – 13.4% in Northern Cape; 7.0 – 24.4% in North West; and 5.4 – 15.2% in the combined sample). The sensitivity, specificity and predictive values of alternate ID indicators varied within and between study sites, compared to the multiple criteria model. Conclusion Simply using Hb as an ID indicator is inaccurate. The vast differences between percentages identified as ID by different indicators is reason for concern. No consistent agreement appeared between single ID indicators, body iron and the multiple criteria model for ID identification after correcting for inflammation in primary school children. The global view of the multiple criteria model as the gold standard for estimating ID is debatable and potentially impractical at a public health level. Current evidence cautions against overestimating the prevalence of ID, as there is more associated harm than deficiency underestimation. This critical analysis has confirmed a need for research to identify a suitable, accurate and precise alternative to Hb as a tool in the South African public health setting. Furthermore, the impact of inflammation on iron status indicators, in particular SF, should be assessed in context to clearly set parameters for its use in nationally-representative nutrition surveys, the cornerstone of iron intervention strategies. / MSc (Nutrition), North-West University, Potchefstroom Campus, 2015

Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik \"Ablaufgrafik\" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.

In practice, the learner with low self worth struggles to achieve certain goals and does not experience success in the classroom. Teachers involved in the lives of these learners do not always have the skills to motivate and handle them in the classroom. The general aim and focus of the research study therefore is to identify the needs of educators in a primary school setting in order to accommodate the learner with low self worth in the classroom. The theoretical framework of this study is based on the Gestalt theory, focussing on the phenomenological method of awareness. The researcher made use of a qualitative research approach and the empirical data was collected by means of focus groups. The collected data was analysed by Creswell’s spiral of data analysis. In conclusion, the researcher identified that educators have a need regarding their training, parental involvement, personal and professional support, and a need for a guideline to accommodate the learner with low self worth in the class. In closing, the researcher made some suggestions regarding future training of educators, practice and possible ideas for future research based on the needs of educators identified through this study. / MA (Psychology), North-West University, Potchefstroom Campus, 2014

Syftet med föreliggande studie är att undersöka hur musikundervisningen i årskurs 1-6 påverkar förväntningen på och inställningen till musikundervisningen i årskurs 7-9. I bakgrunden presenteras en genomgång av tidigare och nu rådande läroplaner för grundskolan samt granskningar och forskning som gjorts inom området. Data har samlats in genom kvalitativa respondentintervjuer med fyra individer i åldrarna 15-25. Intervjuerna har transkriberats, bearbetats och analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att respondenterna upplevt skillnader mellan musikundervisningen i årskurs 1-6 och 7-9, framför allt i tillgång till lokal och utrustning. Resultatet visar också att respondenterna upplever att musikämnet saknat progression genom grundskolan och det framkommer att undervisningen upplevts som mer seriös från den årskurs då betyg skulle sättas. Respondenternas upplevelser av grundskolans musikundervisning och vad som påverkat upplevelsen diskuteras slutligen i förhållande till den litteratur som presenterats. / The aim of the present study is to investigate how music education in grades 1-6 affects expectations of and attitudes towards music education in grades 7-9. The background presents a review of previous and current curricula for primary schools, as well as audits and research done in the field. Data was collected through qualitative interviews with four subjects aged 15-25. The interviews were transcribed, processed and analyzed from a sociocultural perspective. After analyzing the interviews, the results show that the respondents experienced differences between music teaching in grades 1-6 and 7-9, especially regarding access to locale and equipment. The results also show that respondents feel that the subject of music lacked progression throughout primary school, and it appears that music education is perceived as more serious in conjunction with the first school year in which the students’ work was officially graded. Finally, respondents' perceptions of primary school music education and factors affecting the experience are discussed in relation to the literature presented.

The purpose of this study is to examine the perceptions of some teachers in primary school regarding their teaching of mathematics gifted students and the conditions that affects them in their teaching. The method used for data collection was a quantitative survey with mostly closed questions, but there were also issues of a more open character. The majority of the questions had limited alternatives but some could be answered more freely. The study results show that teachers ́ definitions and their identification of mathematics gifted students differs. However, the majority of teachers associate a problem-solving and logical thinking student with a student that’s talented in mathematics. It is mainly internal factors, such as creativity, motivation and high IQ, that in this study highlights to be the most essential for talent in mathematics. The majority of the teachers also believe that they have good conditions to identify students with talent in mathematics, but only 40 % of the teachers believe that they can offer these students the education they need to develop. The result also shows that the existing possibilities when it comes to conducting a teaching that challenges and stimulates the mathematics gifted students are few. Several teachers feel that the only possibilities available are those that they manage to offer in the context of their own classroom teaching. Factors that limit teachers’ in their work around students talented in mathematics are more in numbers and more problematic, according to the study. Examples of these factors are deficiency of time and resources, and also that the existing resources tend to go to the students that have difficulties in mathematics. / Denna studie syftar till att undersöka några lärares, i årskurs 1-3, uppfattningar kring sitt arbete med matematikbegåvade elever samt vilka förutsättningar som finns i deras verksamhet när det kommer till att arbeta med elever som besitter en begåvning i ämnet matematik. Den metod som använts vid datainsamling är en kvantitativ enkät. Frågorna i enkäten bestod mestadels av slutna frågor, men det förekom även frågor av mer öppen karaktär. Resultatet har visat att lärares definition av, samt identifiering av matematikbegåvade elever ser olika ut. Majoriteten av lärarna förknippar dock en problemlösande och logiskt tänkande elev med en elev som besitter en viss begåvning inom ämnet matematik. Det är främst inre faktorer, som kreativitet, motivation och högt IQ som i studien lyfts som mest väsentliga för en matematikbegåvad elev. Majoriteten av lärarna anser att de har goda förutsättningar att identifiera elever med begåvning i matematik, men endast 40 % av lärarna anser att de kan erbjuda dessa elever den undervisning de behöver för att utvecklas. Studien visar att de möjligheter som finns när det kommer till att bedriva en undervisning som utmanar och stimulerar de matematikbegåvade eleverna är få. Ett flertal lärare anser att de enda möjligheterna som finns är de som de själva lyckas erbjuda inom ramen för sin egen klassrumsundervisning. Faktorer som begränsar lärarnas arbete är desto fler och mer problematiska. Exempel på dessa faktorer är brist på tid och resurs samt att elever med svårigheter i matematik kommer i första hand.

Mathematics textbooks are by far the most commonly used didactic tool in classroom teaching. Currently, there is very limited research into how teacher guides, accompanying these textbooks, support the teacher’s work in the classroom. The purpose of the study was to examine to what extent teacher guides support and guide teacher in teaching mathematics. Question raised by the study was – how are variation and concretization addressed in the teacher guides? Variation theory directs focus to critical aspects of the object of learning and can be used as basis to evaluate teacher guides. Concepts like variation and concretization have been useful tools when analysing the teacher guides. To support the study’s phenomenographical approach, a coding system was developed and used as a tool in analysis. Developing the coding system was critical in order to compare the four teacher guides, as well as for the reliability and validity of the study. Data were collected from four, first grade teacher guides in mathematics. An analysis covering an overall perspective has been performed. Several specific topics have also been analysed in a more inductive approach. The results indicate that teacher guides, anchored in the Swedish curricula in mathematics, do not support teachers in how to move from concrete learning to abstract learning. Critical details are being omitted which might affect the goal of abstract thinking.