The purpose of this study is to study future trends in student enrollment, according to age , sex, grades, and school levels, for different geographic areas, and teacher demand for the elementary and secondary levels of school in Utah from 1970 to the year 2000. For the secondary level information is also given for student enrollment according to different subject areas and the future demand of teachers for these subject areas. Projections were prepared for single calendar years from 1970 to the year 2000. The projections for the school children were based on total population projections for the state, prepared at the Department of Sociology, Utah State University. Census data and school enrollment data were used to obtain information for future trends . The component method of population projection was used to project the total population for the state and the enrollment-ratio method was used to project the school population. With 98 percent of the school-age population, (5-17 years of age), now enrolled in school, future increases or decreases in the school population would mainly come from changes in fertility or migration. The general findings of this study for the period 1970-2000, show an increase of 50,398 students, (16 percent), and 2,124 teachers, (17 percent). Elementary student population increased by 30,599 students and 1,293 teachers, whereas the secondary school population increased by 19,799 students, and 831 teachers. The majority of students are concentrated wi thin four counties: Davis, Salt Lake, Utah, and Weber. In 1970 these counties comprised 77 percent of the school population and projected by the year 2000 to 82 percent.

No description available.

The study's purpose was to examine large and small high schools in Virginia to try to understand if the high school student population size influenced the student achievement of eleventh grade students based on identified predictor variables. Several studies were identified and included in the literature review. From the literature review, the predictor variables of socioeconomic status, student attendance, minority status, and teacher quality were identified to aid in the development of the main research question and five guiding questions. The main research question investigated if there was a relationship between a high school student population size and student achievement when statistically controlling for selected predictor variables. From the literature review, the main research question, five guiding questions, and a methodology were developed that would best aid in the analysis of the data. Data were collected from the Virginia Department of Education for the 2012-2013 school year that consisted of eleventh grade Virginia Standards of Learning assessments, socioeconomic status, student attendance, minority population, and teacher quality. Hierarchical multiple regression was the statistical method used to analyze the data for the research questions. The results of the study indicate there is a relationship between socioeconomic status and student achievement. However, when student population size was introduced, the result was not significant. The overall conclusion regarding socioeconomic status and student achievement is that the issue is not rooted in the size of a high school population. When student attendance was accounted for, a relationship existed between high school student population size and student achievement. When student attendance was accounted for, an indication existed that the high schools in the study with both large and small student populations had a higher percentage of student achievement when students attended on a regular basis. When the size of a high school student population, whether it was large or small, was taken into account, student achievement declined if a high school had a large percentage of minority students. Teacher quality was found to have a relationship with student achievement when high school student population size was taken into account. Overall, results of the study indicate that there was a relationship between a high school student population size and student achievement when statistically controlling for isolated variables. / Ed. D.

The theoretical part of this thesis describes addictive behavior on the Internet and on- line games, the profile of the target group of students in primary schools in connection with a range of personality traits in terms of posing a risk of substance use. The purpose of the research thesis is the implementation of a questionnaire study on the prevalence of addictive behavior in using the Internet to play on-line games and identify links between this behavior and the various activities carried out on the Internet, sociodemographic characteristics, experience with substance use and risk factors for anxiety, hopelessness, search experiences and impulsivity. The basic set consists of all students 6 to 9 years of school districts in Kolin and Kutna Hora. The aim is to get around the 50 respondents showing signs of addictive behavior or threat of execution dependency behavior of the correlation study, the research file contains more than 600 pupils.

Planning of school capacity in the Central Bohemia Region Abstract The objective of this thesis is to show the connection among demographic trends and the development of the educational system in the Central Bohemia Region from a quantitative point of view. This thesis focuses on repletion of school facilities, availability of education at pre-primary and basic levels and the possibility to estimate the basic parameters of the education system in future years. The first part addresses issues of methodology and the education system in general and theoretical level. It focused on the literature and data sources on the subject, describing the educational system in the Czech Republic and the development of educational legislation, explaining the methodology used in the second part of the thesis. The second part deals with specific application to data from the Central Bohemia Region. This section shows the numbers of children in nursery schools, pupils in basic schools and repletion of school facilities found in the districts of the Central Bohemia Region. The spatial distribution of school facilities is shown by proportional symbol technique. Furthermore, differences were found within the districts of Central Bohemia Region in relation to early childhood education by statistic methods. In conclusion the numbers...

En matière de réinsertion scolaire des jeunes et des adultes, le Brésil met en place l’Éducation des Jeunes et des Adultes (EJA), et la France le Diplôme d’Accès aux Études Universitaires – DAEU. Chacune de ces formations constitue un dispositif pédagogique complet inséré dans le système national d’Éducation avec des programmes officiels, des cours spécifiques, un corps enseignant et des examens avec une visée diplômante. Leurs diplômés ont le droit de postuler aux concours de la fonction publique, ainsi comme au Brésil de postuler pour la sélection des universités publiques et privées, et en France de s’inscrire dans les établissements ouverts aux titulaires d'un baccalauréat. Cependant, au Brésil la formation est orientée vers le marché du travail, afin de favoriser la réinsertion et la mobilité professionnelles, ainsi que la formation de l’individu, tandis qu’en France, l’objectif principal est la poursuite d’études.Dans notre thèse, nous nous intéressons à l’enseignement de la lecture et nous cherchons, dans une perspective contrastive, à évaluer les effets de chacun de ces deux systèmes sur l’apprentissage de la compréhension écrite, et nous discutons des effets du modèle scolaire au sein duquel les lecteurs ont réalisé leurs premiers apprentissages, en particulier, et lecturaux.Notre protocole de recherche, mis en place lors des séances d’étude, propose aux lecteurs de répondre à des questionnaires de lecture portant sur des textes informatifs et journalistiques extraits de publications en ligne. Pour répondre à notre problématique nous formulons les questions suivantes :(1) Comment ces lecteurs lisent-ils ?(2) Quels sont les éléments du texte qu’ils mobilisent ?(3) Comment ces éléments sont-ils repris dans leurs réponses ?(4) Quelles sont les stratégies mises en œuvre lors de la lecture ?Ce protocole et ses fondements théoriques s’inspirent des travaux sur la lecture et la compréhension écrite menés au sein du laboratoire LIDILEM de l’université Grenoble-Alpes dans l’esprit de ceux initiés par Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) et des travaux de l’équipe de recherche brésilienne dirigée par Lúcia CHEREM et Rosa NERY sur la matrice de questions et la progression de la lecture. Le croisement de ces différents indicateurs (partie du texte mobilisée, stratégie d’appropriation du texte, identification du parcours argumentatif, des jugements de valeur et de la polyphonie énonciative, formulation de la réponse) nous permet de reconstruire la cohérence du parcours de lecture - du repérage des informations à la compréhension de la complexité textuelle grâce à l’analyse de l’argumentation - et d’identifier des types de lecture correspondant à des degrés de développement du processus de lecture et de compréhension.De plus, nous nous demandons si la préoccupation du travail de lecture dans une pensée sociale (FREIRE, 1967) a des influences sur la qualité de lecture et de la compréhension écrite et sur la formation des lecteurs. Nous élaborons nos réponses en nous référant à des chercheurs qui, comme Paulo Freire et Pierre Bourdieu, ont pensé la question sociale. Nous pensons, avec eux, que quand la lecture a une signification pour le lecteur, le travail d’apprentissage est plus motivé et est plus cohérent.L’attention particulière à l’article de presse en ligne que nous prenons comme document de base pour notre recherche est motivée par cette perspective de faire dialoguer les pratiques sociales de l’écrit et l’enseignement – apprentissage de la lecture et de la compréhension écrite. / In terms of school reintegration of young people and adults, Brazil set up the educational program named Education for Young People and Adults [Educação de Jovens e Adultos – EJA], while France set up the educational project called Pass degree for the sake of the Access to University Studies [Diplôme d’Accès aux Études Universitaires - DAEU]. Each of these constitutes a complete educational device that composes The National System of Education in relation to others official programs as well as to specific courses, teaching staff and exams based on the degree acquisition. The graduates of both programs have the right to apply for public service. Moreover, in the Brazilian context they can apply for public and private universities and in the French situation they are able to sign up in the institutions that are open to people with a university degree. However, in Brazil the pedagogical training is oriented towards the job market and aims to promote the professional reintegration and the mobility of people, while the pedagogical training in France has as main point the pursuit of the studies by these individuals.In our thesis, we are interested in the teaching of the reading and we seek, by a contrastive perspective, to evaluate the effects of each of these two educational systems on the learning of the written comprehension; we also discuss the effects of the school model in which the readers have made their first learning, particularly, their first readings.Our research method, set up during several study sessions, invites the readers to answer a reading quiz about informative and journalistic texts that were extracted from the internet. To answer our present problematization, we formulate the following questions:(1) How do these readers read?(2) What are the elements of the text that they mobilize?(3) How are these elements taken up in their answers?(4) What are the strategies implemented during the reading?This method and its theoretical foundations are inspired by the work on reading and written comprehension conducted in the LIDILEM laboratory of the University of Grenoble-Alpes in the sense of the studies initiated by Michel DABENE (DABÈNE, FRIER & VISOZ, 1992) and of the works performed by the Brazilian team of research led by Lúcia CHEREM and Rosa NERY on the matrix of questions and the progress of reading. The intersection of these different indicators (part of the mobilized text, appropriation strategy of the text, identification of the argumentative path, value judgments and enunciative polyphony, formulation of the answer) allows us to reconstruct the coherence of the reading path – from the retrieval of the information to the understanding of the textual complexity through argumentation analysis – and to identify the types of reading concerning both the degrees of development and of reading-comprehension process.Furthermore, we ask whether the concern with the reading work in social thought (FREIRE, 1967) influences on the quality of the reading and written comprehension as well as on the quality of the pedagogical training of readers. We elaborate our answers by referring to researchers who, like Paulo Freire and Pierre Bourdieu, thought about the social question. We think, with them, that when reading is meaningful to the reader, the learning work is more motivated and more coherent.The special attention to the online press article, that we take as a basic document for our research, is motivated by this perspective that establishes the dialogue between the social practices of the written and the teaching-learning of the reading and written comprehension.

SUMMARY: Environmental education is not a matter of only educational system but of the integrity of all external influences which affect people in the course of their life. Also state administration plays an important role the basic element of which is a municipality potentially comprising a very important task. The thesis aims to highlight the possibility how state authorities may affect implementation of CEPA with stress on educational system. The thesis is divided into three sections - theoretical, analytic and propositional chapters. The theoretical part focuses on starting situation, progress, goals and tasks of EEA projects and legislation. The analytic part deals with gathered facts and evaluates them from the point of the state of CEPA implementation within the area of a chosen municipality with extended powers. The propositional part contains a SWOT analysis and a proposal of particular measures leading to improvement of the situation and a draft "Concept of CEPA development of the selected municipality with extended powers".