The problem with which this investigation is concerned is that of describing the secondary school principalship as perceived by selected principals and teachers in Bangkok, Thailand. The purposes of this study are (1) to collect selected demographic data about the secondary school principals and teachers in government and private schools, and (2) to measure and determine the relative effectiveness of principals of government and private secondary schools in Bangkok, Thailand, as perceived by secondary school principals and teachers. The conclusions of this study are as follows: (1) principals in government and private secondary schools appear equivalent in professional preparation as measured by highest degree held, (2) principals in government and private secondary schools earn equivalent salaries, (3) teachers in private secondary schools have less professional preparation than teachers in government secondary schools, (4) teachers in government schools are better paid than teachers in private schools, (5) principals in both government and private secondary schools perceived their effectiveness as higher than did the teachers in those schools.

Syftet med studien är att belysa och diskutera svårigheter som elever har med atomens uppbyggnad och egenskaper inom den inledande kemidelen i kursen Naturkunskap 2. Undersökningen genomfördes i två steg. I första steget fick eleverna rita sina atommodeller och berätta om dem innan arbetet med kemi började. Samtidigt fick de berätta om svårigheter de upplevt med atomkonceptet. I steg två intervjuades elever efter genomfört kemiavsnitt i kursen om svårigheterna och hur dessa skulle kunna avhjälpas. Intervjuerna transkriberades och i analysarbetet grupperades svaren efter likheter och mönster. Resultatet visade att samtliga elever i urvalsgruppen behövde arbeta mer med atomens uppbyggnad innan de kunde arbeta vidare med kemin inom Naturkunskap 2 kursen. Bland svårigheterna nämnde eleverna att atomen är abstrakt på grund av sin storlek och för att den inte förekommer i vardagliga sammanhang, vidare används många begrepp inom atomkonceptet som de inte bearbetat tillräckligt. Några elever nämnde även en dålig undervisning på grund av täta lärarbyten i grundskolan som orsak till svårigheterna. Eleverna önskade mer samtal i undervisningen både för att bearbeta begrepp och atomkonceptet och för en mer vardagsnära användning av atomen. / The purpose of the study is to shed light on difficulties that students have with the structure and properties of the atom within the initial chemistry part in the course Science studies 2. The study was conducted in two steps. First the students draw their atomic models and explained what they had drawn. At the same time they told about difficulties they experienced with the concept of the atom. The next part was conducted after completing the chemistry section in the course. Students were interviewed on the difficulties and how they would like to work with the concept of the atom. The interviews were transcribed and in the analysis work the answers were grouped according to similarities and patterns. The result showed that all the students needed to work more with the structure of the atom initially in the course. The students thought that the atom is abstract because of its size and because it is not found in their everyday contexts, many words are used within the atomic concept that the students have not worked with sufficiently. Some students also mentioned a poor teaching because of frequent teacher changes in compulsory school as the cause of the difficulties. The students wanted more conversation in the teaching, both to process concepts and the atomic concept, and for a more everyday use of the atom.

Numerous studies have demonstrated the benefits peer tutoring provides to the tutee. However, studies measuring the benefits peer tutoring provides to the tutor are limited in quantity, detail, participant numbers and breadth. This study measured the benefits 151 peer tutors reported after peer tutoring for a semester in a special education class for students with severe disabilities. Peer tutors reported benefits in an essay response to the prompt: "What do you feel you have gained as a result of being a peer tutor?" The study identified the most common benefits obtained by peer tutors as measured by peer tutor generated responses of general peer-tutoring benefits. Findings suggest an extension of peer-tutoring benefits beyond the tutee exclusively and to the peer tutor.

This is a case study that investigates the experiences of eight friendless seventh grade students as they transition from elementary school to junior high. In an effort to examine the wide-range of experiences of friendless students, I explored and compared the experiences of students who have high social self efficacy and students who have low self-efficacy. Each student was interviewed two times and both interviews were analyzed using a priori codes of when and where students felt isolated and distressed. The interviews were also analyzed using an open coding method looking for emergent codes. The study highlights and illustrates what each student expresses about their experiences in terms of isolation, friendship, and belonging. The cases show that peer group disruption, introversion and extroversion, the role of the adult at school, and family dynamics affect the experiences of the participants. Findings of the study suggest that schools need to plan and organize different types of spaces for friendless students to meet and connect with peers.

This diploma thesis deals with the involvement of the cross-curricular theme of media education in the Czech language teaching. The first part defines the basic concepts of media literacy and media education and describes their development and concepts in education. It also deals with the form of media education in curricular documents, especially in the framework educational programme, and the characteristics of the thematic areas of the cross-curricular theme of media education involved in this document. Subsequently, it deals with the possibilities of media education realization and with the use of textbooks and other methodological and teaching materials and projects. In the second part of the thesis, the school education programmes of three selected grammar schools are analysed, on the basis of data obtained by own qualitative research, by answers of respondents from semi-structured interviews and by specific teaching situations. The aim of the research part is to provide information on the implementation of media education and on the state of the relevant cross-curricular topic integration into teaching at selected grammar schools. The focus of concern is also whether the topics defined in the Framework Educational Programme for Grammar Schools are fulfilled in media education.

The iPad and other mobile devices have become so popular over the past few years that many school districts are purchasing these devices and implementing them in the classroom with little to no research. Because there has been no previous research at one rural school district in Michigan, the primary purpose of this quantitative causal-comparative study was to investigate the effects that a 1-to-1 iPad initiative program has had on only 11th grade student achievement and determine if 11th grade students' test scores on the Michigan Merit Exam in the areas of mathematics, science, and social studies for each school year from 2007 to 2016 have improved, declined, or stayed the same. The framework for this study was rooted in Kearsley and Shneiderman's engagement theory, which specifically applies to technology-based learning environments. A repeated measures analysis of variance was used to compare the standardized test scores from 2007 to 2016, with the scores as the dependent variables and the introduction of the iPad technology as the independent variable. Student characteristics of gender, ethnicity, and socioeconomic status were covariates. The findings from this study indicated that the iPad has improved standardized test scores at this local high school and therefore this school district should continue the promotion and investment in mobile learning devices and other technologies. The resulting policy recommendation from this study prompts the local school district to pursue the expansion of a 1-to-1 iPad program or other mobile learning device in the current curriculum to help increase student achievement on standardized tests. The incorporation of Apple's iPad in the classroom has potentially created a solution to help students increase academic performance and achieve higher levels on standardized and state tests.

At the present time there is a feeling among biologists in Utah that there should be iimprovement in biological science courses and course sequence to better fill the needs of the non technical student. There are many students filling group requirements with an accumulation of courses which may not provide them with the more important fundamental concepts and principles in biology. Information concerning these courses in high schools and colleges in necessary to provide a basis for curriculum revision in the field. Such information should be useful in evaluating the present system and suggesting modifications. Because of the need for this information the present study was undertaken. However, it is not the object of this study to make recommendations about definite curriculum changes. The purpose, rather, is to determine the courses taught, the subject matter of such courses, student registration, and general student achievement in the various biological sciences as offered during the shcool year 1947-48, in the high schools of Utah, and in the lower division of the ten colleges in Utah.

This text has the purpose to study how the view on history as a school subject has changedover time and through three different Swedish upper secondary school curricula. The centralquestions of this study are the following: Has the view on history as a teaching subjectchanged over time? How can history didactic be seen in the curriculum? Is there any trace ofinternational didactic traditions in the curriculum, if so, how does it show? This study hasused a qualitative text analysis as the method to answer the central questions, based inprevious research and theories regarding international didactic traditions as well as historydidactics. The study concludes that the view on history as a school subject has changed overtime, and that both international didactic traditions and history didactics can be seen in thecurricula for history.

This qualitative research study examines the greatest and/or most common problems with the use of textbooks as perceived by teachers in upper secondary school in Sweden. The study employs interviews to gather data and also looks further into the textbooks the interviewed teachers use to gain a greater understanding of the problems presented by the data. The result of the study shows that teacher experience various problems while using textbooks, e.g. insufficient number of some exercises, outdated content, insufficient cultural content and it is also a time-consuming process to adapt the textbook to the curriculum, learner group and learner situation. However, the study also shows that many, if not all, of the problems are not exclusive to the use of textbooks and as such are potential issues regardless of the type of teaching material that is used. Therefore, the problem seems to not be with textbooks themselves but rather a consequence of larger issues within the teaching profession such as time-restrictions, financial issues and problems with the margin of interpretation of the curricula. Further research is required to find a solution as it is clear that for the moment many teachers perceive the textbook partly as a problem. It is thus clear that something needs to change, either how textbooks are defined, the responsibilities of the teachers, and/or the curricula themselves.

The aim of this study is to examine the digital tools that are available for students and teachers to use in an English as a foreign language (EFL) classroom and their perceptions of the inclusion of digital tools. A questionnaire intended to provide the results has been distributed. The questionnaire consists of both open and closed questions. A further analysis of previous research concerning the inclusion of digital tools is also included in this study and is used to compare with the raw data collected. The data retrieved demonstrates that educators mainly use digital tools when teaching. The results also show that students have access to a myriad of online learning platforms which induce motivation. In conclusion, digital tools are appreciated amongst both teachers and students, although the teachers appear to view the inclusion of digital tools in the classroom as more positive than the students.