Alguns estudos apontam como fatores do atual estágio do ensino em Moçambique o elevado rácio aluno/professor, a fraca preparação do professor, as precárias condições de trabalho e o desajustamento da estrutura e dos conteúdos do currículo. Contudo, esses fatores não estão isolados, uma vez que as metodologias aplicadas pelos professores em sala de aula também têm sido uma das causas do fraco aproveitamento dos alunos no ensino básico em Moçambique, de acordo com a sondagem feita em 2015 pelo Instituto Nacional de Desenvolvimento da Educação (INDE). Para legitimar esse fato, autores como Ausubel (1980, 2003), Moreira (2006) e Sousa (2000) propõem a diversificação de estratégias, bem como a participação ativa e responsável do aluno na sua aprendizagem. Adotando, desse modo, a aprendizagem por descoberta descrita por Sousa (2000) como aquela em que “o conteúdo principal não é dado, mas deve ser “descoberto” pelo aluno antes que possa ser incorporado significativamente na sua estrutura cognitiva”. Nas escolas moçambicanas, tais procedimentos não são visíveis, já que os alunos são sujeitados a uma rotina incômoda, a qual acaba por gerar consequente falta de motivação e conteúdos-chave como escrita e cálculo em sala de aula. Diante de tais fatos, levantou-se a seguinte questão: Que contribuição pode trazer o uso do objeto de aprendizagem N'SAMAT para auxiliar na melhoria do aproveitamento dos alunos da 2a classe do ensino básico na aprendizagem de Aritmética em Moçambique? Como uma das alternativas para tais situações, as teses propõem o uso de objeto de aprendizagem N'SAMAT, em aula, para auxiliar na melhoria do aproveitamento dos alunos da 2a classe do ensino básico na aprendizagem de Aritmética em Moçambique. Em conjunto, propõem-se a adoção de novos recursos, uma vez que por si só as tecnologias não resolvem o respectivo problema. Segundo Moreira (2006) substituir o quadro de giz por quadros coloridos e animadas exposições em PowerPoint dá no mesmo, portanto o que realmente importa é a diversificação das estratégias pedagógicas. Para concretização da tese, foi adotado um plano quase-experimental, associado a uma pesquisa quali-quantitativa, em que foi feito um estudo inicial junto aos gestores e professores e a posteriori uma avaliação do experimento com os alunos, na qual foram submetidos a um pré-teste e a um pós-teste. O pré-teste consistiu na resolução de um exame de matemática no primeiro momento, já no segundo momento os alunos tiveram uma intervenção com auxílio do objeto de aprendizagem N´SAMAT e culminou com a resolução do pós-teste. Dos resultados obtidos conclui-se que a metodologia aplicada contribuiu de forma significativa para o aproveitamento dos alunos na disciplina de matemática, especificamente, em conteúdos ligados à aritmética. / Some studies point to factors such as the current stage of education in Mozambique, the high pupil / teacher ratio, poor teacher preparation, precarious working conditions and maladjustment of the curriculum structure and contents. But these factors are not isolated, since the methodologies applied by teachers in the classroom have also been one of the causes of low achievement of students in basic education in Mozambique, according to the survey conducted in 2015 by the National Institute for Development Education. To legitimize this fact, authors such as Ausubel (1980, 2003), Moreira (2006) and Sousa (2000) propose the diversification of strategies and the active and responsible participation of students in their learning, adopting learning by discovery described by Sousa as one in which "the main content is not given, but must be" discovered "by the student before it can be incorporated significantly into his cognitive structure." In Mozambican schools, such procedures are not visible, subjecting the student to a daily routine and consequent lack of motivation and key content such as writing and calculating in the classroom. Faced with the facts, the following question was raised: What contribution can the use of the N'SAMAT learning object bring to the achievement of 2nd grade students in Arithmetic learning in Mozambique? As an alternative to such a situation, theses propose the use of the N'SAMAT learning object in class to improve the use of 2nd grade students in Arithmetic learning in Mozambique. Moreira (2006) says that replacing the chalkboard with colorful pictures and animated PowerPoint presentations gives the same. What is important is the diversification of pedagogical strategies. To accomplish this, a quasi-experimental plan was adopted, associated with a quantitative research, where an initial study was carried out among the managers and teachers and the subsequent evaluation of the experiment with the students, in which they were submitted to a pre- test and post-test. The pre-test consisted in the resolution of a math test in the first moment, in the second moment the students had an intervention with the aid of the object of learning NSAMAT and culminated with the resolution of the post-test. From the results obtained, it is concluded that the applied methodology contributes significantly to the students' achievement in mathematics, specifically in content related to arithmetic.

Abstract Attention deficit hyperactivity disorder (ADHD) and disruptive behavior disorder (DBD) are two very common and co-occurring psychiatric disorders among children and adolescents. They are among the leading reasons for clinical referrals to child and adolescent mental health facilities worldwide and have many unfavorable consequences with a high cost to society. In this thesis, the potential early risk factors associated with ADHD and/or DBD were examined, the current well-being of the adolescent with ADHD and/or DBD was evaluated and the later education and the psychiatric morbidity of the adolescent were researched. The study population in this thesis is based on a subsample of the Northern Finland Birth Cohort 1986 (NFBC 1986) containing 457 study subjects, of which 91 (19.9%) were diagnosed with ADHD, 44 (9.6%) with DBD, 72 (15.6%) with comorbid ADHD and DBD and 250 (54.7%) with neither of these disorders. Confirmatory factor analysis, Kaplan-Meier survival analysis, Kruskal-Wallis one-way analysis of variance and several regression analyses were carried out in the study. This thesis contains four original publications. The results in the first publication indicated that there are different risk factors in childhood associating with different behavioral problems in adolescence. The differences between behavioral problems were also visible in the results of the second publication, where those adolescents who were diagnosed with both ADHD and DBD had more severe conduct disorder symptoms and had increased risks for many psychiatric disorders. The results from the third publication suggested that those adolescents who were diagnosed with both ADHD and DBD fared worse in school at the end of ninth grade and were later less likely to achieve higher than basic education. Finally, the fourth publication showed that the adolescents diagnosed with DBD (both with and without ADHD) seemed to have an increased risk for admittance to the psychiatric inpatient hospital. This thesis underlines the differences between children and adolescents diagnosed with ADHD and/or DBD and emphasizes the role of comorbidity between these disorders as an indicator of poorer outcomes later in life. / Tiivistelmä Tarkkaavaisuus- ja ylivilkkaushäiriö (attention deficit hyperactivity disorder, ADHD) sekä käytös- ja uhmakkuushäiriöt (disruptive behavior disorder, DBD) ovat hyvin yleisiä – ja usein yhtä aikaa ilmeneviä – lasten ja nuorten psyykkisiä häiriöitä. Nämä häiriöt ovat hyvin usein syynä lasten ja nuorten psykiatristen terveyspalveluiden käyttöön. Niillä on myös todettu olevan useita epätoivottuja seurauksia, joiden hoitaminen puolestaan nostaa yhteiskunnan kuluja. Tämä väitöskirjatyö tutkii mahdollisia varhaisia riskitekijöitä, jotka assosioituivat ADHD- ja/tai DBD-häiriöiden kanssa, arvioi näillä häiriöillä diagnosoitujen nuorten sen hetkistä hyvinvointia ja tutkii näiden nuorten kouluttautumista sekä muuta psykiatrista sairastavuutta. Tutkimusaineisto koostuu Pohjois-Suomen syntymäkohortti 1986 (Northern Finland Birth Cohort 1986, NFBC 1986) -aineiston osaotoksesta, johon kuuluu 457 henkilöä. Osaotoksesta 91:llä (19,9 %) oli diagnosoitu ADHD, 44:llä (9,6 %) DBD ja 72:lla (15,6 %) komorbidi ADHD ja DBD. 250 henkilöllä (54,7 %) osaotoksesta ei ollut diagnosoitu kumpaakaan diagnoosia. Aineiston analysoinnissa käytettiin konfirmatorista faktorianalyysiä, Kaplan-Meierin elossaolomenetelmää, Kruskal-Wallisin yksisuuntaista varianssianalyysiä ja useita regressioanalyysejä. Tämä väitöskirja koostuu neljästä osajulkaisusta. Ensimmäisen osajulkaisun tulokset osoittivat, että eri riskitekijät lapsuudessa assosioituivat eri käytösongelmiin nuoruudessa. Eri käytösongelmien eroavaisuudet olivat myös nähtävillä toisessa osajulkaisussa: niillä nuorilla, joilla oli diagnosoitu komorbidi ADHD ja DBD, todettiin olevan vakavampia käytöshäiriöiden oireita sekä kohonnut riski useisiin muihin psykiatrisiin sairauksiin. Kolmannen osajulkaisun tulokset viittasivat näiden nuorien, jotka oli diagnosoitu komorbidillä ADHD:lla ja DBD:llä, pärjäävän huonommin koulussa ja valmistuvan muita todennäköisemmin vain peruskoulusta. Lopuksi neljännessä osajulkaisussa todettiin, että DBD diagnoosin nuorena saaneilla (riippumatta ADHD diagnoosista) näytti olevan kohonnut riski psykiatriseen osastohoitoon joutumiselle. Tämä väitöskirjatyö alleviivaa tarkkaavaisuus- ja ylivilkkaushäiriöllä sekä käytös- ja uhmakkuushäiriöillä diagnosoitujen lasten ja nuorten eroavaisuuksia ja korostaa kyseisten häiriöiden komorbidin ilmenemisen roolia huonon lopputuloksen ennustetekijänä myöhemmin nuoren elämässä.

Cette thèse contribue à la littérature sur la consommation alimentaire, la malnutrition infantile et la réussite scolaire dans les pays en développement. Le premier chapitre a pour but d’estimer la relation causale entre la malnutrition et la réussite scolaire parmi un échantillon d’enfants malgaches inscrits dans le cycle primaire. Les chocs de pluie endurés lors de la petite enfance sont utilisés comme instruments exogènes pour expliquer le statut nutritionnel de long terme. Les résultats indiquent que les retards de croissance sont un obstacle important pour l’apprentissage scolaire. Le deuxième chapitre examine l’effet des cycles de distribution alimentaire sur la consommation alimentaire de ménages réfugiés. Les résultats suggèrent que la consommation moyenne de céréales diminue au fur et à mesure que l’on s’éloigne du jour de la distribution alimentaire. Cet effet est suffisamment important pour avoir un impact sur le statut nutritionnel de court terme des enfants de notre échantillon. Le troisième chapitre exploite des données de panel sur une cohorte de jeunes adultes malgaches afin d’estimer une fonction de production de capacités cognitives grâce à l’utilisation d’un modèle de valeur ajoutée. Les résultats soulignent le rôle essentiel de la scolarisation dans l’acquisition de capacités cognitives. / This thesis contributes to the literatures on food consumption, child malnutrition and school achievement in developing countries. The first chapter aims at estimating the causal relationship between malnutrition and school achievement among Malagasy children enrolled in primary school. Rainfall shocks during the first years of a child’s life are used as exogenous instruments to predict the long-term nutritional status. Results indicate that stunting is a significant obstacle to learning. The second chapter investigates the effect of food distribution cycle on refugee households’ consumption. Results suggest that the more distant thefood distribution, the less important is household’s consumption of cereals. The effect is sufficiently large to impact children short-term nutritional status. The third chapter takes advantage of a panel database of a cohort of Malagasy young adults to estimate a cognitive skills production function with a value-added approach. Results highlight the large role of schooling in the acquisition of cognitive skills.

Education affects both the health and personal development of an individual, and higher levels of education are associated with better health and higher socioeconomic status. There are gender differences in school performance in Sweden, with girls performing better than boys. Engagement can influence positive school performance, whereas disengagement can lead to alienation and indifference toward school and affect school performance negatively. The aim of the study was to examine the associations between behavioural and emotional engagement and disengagement, and if there are gender differences in engagement and disengagement, among children in 6th grade in Sweden. The study was conducted through quantitative method using secondary cross-sectional data. The result showed a positive association between behavioural engagement and emotional engagement (rho=0.84, p<0.001) and between behavioural and emotional disengagement (rho= 0.74, p<0.001). Girls had statistically significant higher behavioural and emotional engagement than boys, whereas boys had higher behavioural and emotional disengagement than girls. In conclusion, the levels of behavioural and emotional engagement are associated, as are the levels of behavioural and emotional disengagement. There are gender differences, where girls are more likely to be engaged in school compared to boys and boys are more likely to be disengaged in school compared to girls.

Mémoire de maîtrise présenté en vue de l’obtention de la maîtrise en psychoéducation, option recherche et stage (M. Sc.) / Contexte. L’activité physique est un facteur de protection important tout au long de la vie. De plus, les enfants ayant un engagement scolaire plus élevé ont souvent de meilleurs résultats scolaires, et ceux-ci ont de plus grandes chances d’aller plus loin dans leurs études. Toutefois, peu d’articles ont étudié la relation entre la pratique d’activité physique et l’engagement et la réussite scolaires de façon longitudinale et aucun ne l’a fait avec un échantillon pancanadien. Objectif. Ce mémoire de recherche en deux articles vise à étudier les associations entre la participation aux loisirs actifs pendant l’enfance, soit à 6 ans et à 12 ans, et l’engagement scolaire à 14 ans ainsi que la réussite scolaire entre 18 et 20 ans, au-delà de plusieurs caractéristiques familiales, pour les garçons et pour les filles. Méthodes. Le premier article étudie 4537 garçons et filles de l’Étude longitudinale nationale sur les enfants et les jeunes (ELNEJ) ayant des données sur la pratique de jeu actif à 6 ans. Par régression linéaire, l’association entre les jeux actifs à 6 ans rapportés par la personne la mieux renseignée au sujet de l’enfant et l’engagement scolaire auto-rapporté à 14 ans est évaluée. Par la suite, une analyse de modération en fonction des défis socioaffectifs à 6 ans est effectuée. Le second article étudie 2775 enfants de l’ELNEJ qui avaient des données sur la pratique de loisirs actifs à 12 ans. L’association entre les loisirs actifs auto-rapportés à 12 ans et la moyenne scolaire auto-rapportée à 18 ans ainsi que l’obtention du diplôme d’études secondaires à 20 ans est mesurée à l’aide d’une régression linéaire. Résultats. Le jeu actif à 6 ans était lié à un engagement scolaire plus bas à 14 ans pour les garçons. Les symptômes anxieux modéraient cette association pour les garçons et les filles et l’agressivité relationnelle modérait cette association pour les garçons. Les filles qui prenaient plus part à des sports organisés ou artistiques à 12 ans avaient de meilleurs résultats scolaires à 18 ans et les garçons et les filles qui pratiquaient plus de loisirs actifs à 12 ans avaient plus de chances d’avoir obtenu leur diplôme du secondaire à 20 ans. Cependant, les filles qui pratiquaient plus d’activité physique non structurée à 12 ans avaient de plus bas résultats scolaires à 18 ans. Conclusion. Les loisirs actifs ont de nombreux bienfaits sur la réussite scolaire ultérieure. Ces résultats encouragent la pertinence de motiver les enfants à être plus actifs afin de mettre toutes les chances de leur côté de réussir dans le futur, ainsi qu’à apporter une attention particulière aux enfants présentant des défis socioaffectifs, afin que ceux-ci puissent bénéficier du jeu actif tout autant. / Context. Physical activity is an important protective factor throughout life. Additionally, children with higher school engagement often perform better academically, and are more likely to go further in their studies. However, few articles have studied the associations between physical activity and academic engagement and success longitudinally, and none have done so with a pan-Canadian sample. Objective. This research in two articles aims to study the associations between participation in active leisure during childhood, at ages 6 years and 12 years, and school engagement at age 14 years as well as academic success between ages 18 and 20 years, beyond several family characteristics, for boys and girls. Methods. The first article studies 4,537 boys and girls from the National Longitudinal Study of Children and Youth (NLSCY) with data on active play at age 6 years. By linear regression, the association between active play at age 6 years, reported by the person most knowledgeable about the child, and self-reported school engagement at age 14 years is evaluated. Subsequently, a moderation analysis based on socioemotional challenges at age 6 years is carried out. The second article studies 2,775 children from the NLSCY who had data on active leisure at age 12 years. The association between self-reported active leisure at age 12 years and self-reported academic average at age 18 years as well as high school graduation at age 20 years is measured using linear regression. Results. Active play at age 6 years was associated with lower school engagement at age 14 years for boys. Anxiety symptoms moderated this association for boys and girls and relational aggression moderated this association for boys. Girls who participated in more organized or artistic sports at age 12 years had better academic achievement at age 18 years, and boys and girls who participated in more active leisure at age 12 years were more likely to have graduated from high school at age 20 years. However, girls who engaged in more unstructured physical activity at age 12 years had lower academic achievement at age 18 years. Conclusion. Active leisure has many benefits for later academic success. These results encourage the relevance of motivating children to be more active to give them every chance of succeeding in the future, as well as to pay particular attention to children presenting socioemotional challenges, so that they can benefit from active play just as much.

La réussite scolaire au primaire est déterminante pour la réussite scolaire future de l’enfant. Certains éléments jouent un rôle important dans cette réussite comme la santé psychologique de l’élève et l’implication parentale. Ces dernières peuvent être ébranlées par certaines situations de la vie telle que le décès d’un parent. Ce mémoire porte sur une recherche qualitative effectuée auprès de trois élèves de niveau primaire régulier ayant perdu un parent au cours des deux dernières années. L’objectif de cette recherche est de connaître l’influence que peuvent avoir la perte parentale et le deuil chez l’élève sur sa réussite scolaire. Il existe peu de recherches qui ont été réalisées sur ce sujet et la plupart se sont principalement intéressées à l’influence des conséquences psychologiques du deuil sur la réussite scolaire. Dans le cadre de ce mémoire, nous avons décidé d’adopter une vision plus globale du développement de l’élève. Le projet de recherche s’intéresse non seulement à l’élève, mais aussi à ses parents et à son environnement scolaire. La recherche s’articule autour de trois concepts : le deuil, la réussite scolaire et l’implication scolaire. La méthodologie utilisée repose sur une approche qualitative exploratoire et une analyse de contenu. Les participants étaient composés de trois élèves endeuillés et non-immigrants, âgés entre 7 et 10 ans, de leurs parents survivants (deux) et de leurs enseignants titulaires (trois). Les données ont été recueillies à travers des entrevues semi-dirigées avec tous les participants, les bulletins scolaires des enfants et les plans d’intervention scolaire. Les résultats indiquent que les conséquences psychologiques du deuil peuvent avoir une influence négative sur la réussite scolaire des élèves du primaire. De plus, la perte parentale semble influer négativement sur le niveau socio-économique de la famille et sur tous les types d’implication parentale, que ce soit la supervision des leçons, la communication école-famille ou la collaboration du parent avec la communauté. Ces éléments peuvent à leur tour avoir une influence négative sur la réussite scolaire. / Elementary school achievement is a determining factor for the student’s future academic success. Some elements, like student’s psychological health and parental involvement, might play an important role in school achievement but can be undermined by some life events such as parental loss. Our thesis has focused on a research conducted on 3 students of regular elementary school in Montreal, who lost a parent in the last two years. The research aim was to study the influence of both parental loss and bereavement on elementary school children’s school achievement. Few studies have been conducted on this subject and most of them have examined mainly the influence of bereavement’ psychological consequences on school achievement. In this research, we have adopted a global developmental approach by focusing on the student himself, his parents and his school environment. The research relies on three main concepts: bereavement, school achievement and parental involvement. The methodology was based on an exploratory qualitative approach and on a content analysis. The participants consisted of 3 bereaved and non-immigrant children, aged between 7 and 10 years old; the surviving parent (2) and their teacher (3). Data had been collected through semi-structured interviews with all participants; children grade reports and school intervention plans. Our findings show that bereavement’ psychological consequences may have a negative influence on school achievement. Moreover, parental loss seems to have a negative influence on student’ family social economic status and on all parental involvement types, including helping at home with homework, collaborating with the school and the community. All those elements may influence negatively school achievement.

No description available.

Die Übergangsentscheidung nach der Grundschule erfolgt in der Spannung zwischen dem sozialen Wunsch, dem Kind durch eine qualifizierte Schulbildung möglichst große Lebenschancen zu eröffnen, und dem pädagogischen Besteben, die Persönlichkeitsentwicklung des Kindes optimal zu fördern. Eine möglichst valide Prognose des Schulerfolgs ist ein entscheidender Schritt auf dem Weg zu einer adäquaten Schulwahlentscheidung. Die Bildungsgangempfehlung, die Grundschullehrkräfte ihren Schülerinnen und Schülern zum Ende der Grundschulzeit aussprechen, sollte eine solche valide Prognose sein. In dieser Arbeit werden die Bildungsgangempfehlungen in Berlin mit Daten des Forschungsprojektes SABA/SABA+ von Prof. Dr. Renate Valtin u.a. modelliert. So kann erklärt werden, welche Faktoren die Lehrkräfte in welchem Maße bei ihrer Entscheidung berücksichtigen. Die Bildungsgangempfehlungen hängen im wesentlichen mit den Schulleistungen zusammen. Eine Gymnasialempfehlung bekommen Kinder mit guten, eine Realschulempfehlung Kinder mit durchschnittlichen und eine Hauptschulempfehlung Kinder mit schlechten Schulnoten. Andere Schülermerkmale haben keinen direkten Einfluss. Es gibt jedoch einen deutlichen indirekten Einfluss des Bildungsabschlusses der Eltern auf die Bildungsgangempfehlungen. Kinder aus gebildeteren Elternhäusern haben im Mittel bessere Zensuren und deshalb auch eher eine Gymnasialempfehlung. Ein beachtenswertes Ergebnis ist, dass es bei den Bildungsgangempfehlungen in Berlin deutliche Schulklassenunterschiede gibt. Diese hängen z.T. mit den ehemals getrennten Stadthälften und z.T. mit dem Ausländeranteil im Bezirk zusammen. Es bleibt jedoch ein großer Anteil unaufgeklärt, der entweder von Persönlichkeitsmerkmalen der Lehrkraft oder von individuellen Merkmalen der Schulklasse beeinflusst wird. Für viele Kinder hängt es damit neben den Schulleistungen auch von der zufälligen Schulklassenzugehörigkeit ab, welche Empfehlung sie bekommen. / The decision, which type of secondary school is chosen for a child after finishing primary school, takes place in the tension between two desires: the social desire to open to the child as much as possible chances via a qualified education and the educational desire to promote the development of the child''s personality optimally. A valide prognosis of success in secondary school is an important part of making the parental choice of school as correct as possible. The recommendation, which teachers give their pupils at the end of primary school time, should be such a valide prognosis. In my work this recommendation in Berlin is modeled with data of the research project SABA/SABA+ by Professor Dr. Renate Valtin et al. In this way I explain, which factors are considered by the teacher''s decision. Any recommendations are essentially connected with the school achievement. Children with good school notes get a recommendation for the "Gymnasium", children with average school notes get one for the "Realschule" and children with bad school notes get one for the "Hauptschule". Other pupil''s characteristics do not have direct influence. But there is an indirect influence of the parents'' graduation on the teachers'' recommendation. Children in families with higher education have better marks on the average and therefore rather a recommendation for the "Gymnasium". A remarkable result is that there are differences with recommendations for higher education between classrooms in Berlin. These differences are partly connected with formerly separated parts of the city and partly with the portion of foreigners in the district. A substantial portion remains unexplained, however. This part is either affected by characteristics of the teacher''s personality or of the classroom. Therefore any recommendation depends not only on the children''s school achievement, but also on the coincidental individual class affiliation.

In der vorliegenden Dissertation wird untersucht, wie die Beschulungsart mit den schulischen Kompetenzen und der schulischen Motivation von Schülerinnen und Schülern mit sonderpädagogischem Förderbedarf (SPF) in der vierten Jahrgangsstufe zusammenhängt. In der ersten Teilstudie wurde geprüft, ob die Kompetenztests im IQB-Ländervergleich 2011 geeignet sind, die schulischen Kompetenzen von Kindern mit SPF in Förderschulen und allgemeinen Schulen reliabel und valide zu erfassen. Die Messeigenschaften der Kompetenztests waren zwischen den Schülergruppen mit SPF in Förderschulen und allgemeinen Schulen vergleichbar. Jedoch zeigten sich Einschränkungen in der Testgüte für die Kompetenztests im Fach Mathematik für Kinder mit SPF in Förderschulen. In der zweiten Teilstudie wurden die schulischen Kompetenzen in den Fächern Deutsch und Mathematik zwischen Kindern mit SPF in Förderschulen und allgemeinen Schulen miteinander verglichen. Kinder mit SPF in allgemeinen Schulen erzielten in beiden Fächern höhere schulische Kompetenzen als Kinder mit SPF in Förderschulen mit vergleichbaren Lernvoraussetzungen und Hintergrundmerkmalen. Insbesondere Kinder mit dem Förderschwerpunkt Lernen profitierten von einer Beschulung in allgemeinen Schulen. In der dritten Teilstudie zeigte sich, dass die fähigkeitsbezogene Klassenkomposition unter Berücksichtigung individueller Hintergrundmerkmale und Schulart positiv mit den schulischen Kompetenzen von Kindern mit SPF zusammenhing. In der vierten Teilstudie wurden Zusammenhänge zwischen der Beschulungsart und Merkmalen der schulischen Motivation untersucht. Kinder mit SPF in Förderschulen wiesen ein höheres akademisches Selbstkonzept in den Fächern Deutsch und Mathematik sowie fächerübergreifend eine höhere Lernfreude auf als Kinder mit SPF in allgemeinen Schulen. Diese motivationalen Unterschiede konnten auf die geringere Leistungsstärke in Förderschulen im Vergleich zu allgemeinen Schulen zurückgeführt werden. / The present dissertation examines the relation between the educational placement of students with special educational needs (SEN) in special education schools or regular schools and their school achievement and achievement motivation at the end of fourth grade. In the first study, we investigated if the achievement tests in German and mathematics assess SEN students’ proficiencies reliably and validly. Overall, the interpretation of the test scores was comparable between students with SEN in special education schools and regular schools. Comparability of the achievement tests in mathematics, however, was constrained for SEN students in special education schools compared to students without SEN. In the second study, we compared SEN students’ school achievement in German and mathematics between special education schools and regular schools. SEN students in regular schools had significantly higher test scores across both domains than comparable SEN students in special education schools. In particular, students with special needs in learning benefitted from an education in regular schools. In the third study, we found a significant positive relationship between the average cognitive abilities at the class level and SEN students’ individual school achievement in German and mathematics after accounting for students’ achievement-related characteristics and educational placement in special education schools or regular schools. The fourth study focused on the relation between SEN students’ educational placement and their achievement motivation. SEN students in special education schools reported higher academic self-concepts in German and mathematics as well as more enjoyment of learning than SEN students in regular schools. Placement differences could be explained by the lower class-average achievement in special education schools compared to regular schools.

Made available in DSpace on 2016-04-27T14:31:53Z (GMT). No. of bitstreams: 1 candido jasse.pdf: 4814294 bytes, checksum: 77af281c87241e3b208343b660f10093 (MD5) Previous issue date: 2006-08-03 / The presente research studies lhe impact of traditional native education on a modem official education in lhe scope of initiations rites effects upon school achievement of lhe pupils initiated It aims to identifyeducational effects embedded in the traditional native education through. initiatian rites that influence school achievement afilie pupils initiated. The methods and means of transmissionof knowledgeapplied in the native education, are at lhe core of this research in an attemptto assess their effectivenessin the building of personalityand bringing up new moral and ethic values fostering scholl achievementofthe initiated youngsters. The study of educationalimpact acknowledgesthat lhe subjects of lhe study are a racional species that owns culture. The study outcomes highlight that: 1. Tradionalcommunitiesexpress great worry about lhe official school effectivinessregarding lhe basic education for lhe new generations.The fact of official school beeing under govermmentinhbits lhe communitiesto overtly express their opinion in lhe relation no matter for jt is taken for granted that what is under stat contrai mnst be honorably and full carried out. This situationtums the apparentconflictbetween native education and official educationinto a longstandingconflictbetweenlhe two educationalsystems is a social and cultural imperative. 2. Teachers,as those who put into efectlhe modem educationpolicies are awãte of lhe relevanceof some educationalaspects of native education,but due rigidity of lhe official education,there is no roam for teachersinitiativeswhen carrying out official teachingand leaming programs / A presente pesquisa tem como objecto de estudo o impacto da educação autóctone tradicional sobre a educação oficial moderna, no âmbito dos ritos de iniciação autoctones sobre o rendimento escolar dos alunos iniciados. O objectivo da pesquisa é identificar os aspectos educativos contidos nas acções da educação autóctone tradicional através dos ritos de iniciação que influênciam o rendimento escolar dos alunos iniciados do sexo masculino num ambiente étnico-linguístico-cultural matswa no Distrito de Vilanculos Provincia de Inhambane, Moçambique. Os métodos e meios de transmissão de conhecimentos empregados na educação autóctone mereceram a atenção central neste estudo, na intenção de se avaliar a sua eficácia na formação da personalidade e produção de novos valoresmorais e éticosnos iniciadosfavorecendoo seurendimento escolar. Oa resultadosda pesquisa apontampara o seguinte: 1. As comunidadestradicionaismostram-seaflitas pela ineficáciada escola oficial em relação à educação de base humana das novas gerações. O facto de a escola oficial ser do Governo inibe as comunidades de exprimirem abertamente as suas opinões relativas a essa questão, isto porque reina um ambiente de que o que é do Estado deve ser honrado e cumprido integralmente. Esta situação faz com que o conflito (aparente) entre a educação autóctone e a educação , oficial se mantenha por muito tempo, embora haja evidências de que a articulação dos dois sistemas educativos seja um imperativo sociocultural. 2. Os executores da política educacional moderna (professores) têm consciência da relevância de alguns aspectos educativos da educação autóctone, mas, porque o regime instituido pelo sistema de educação oficial é rígido, não há espaço para acomodar as iniciativas dos professores, no cumprimento dos programas de ensino-aprendizagem oficial