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With the intention of empowering children and guiding them towardssustainable habits at an early age, the empirical findings in the choseninternational school pointed towards a heavy use of paper. A study wascarried out to understand the various factors related to paper use.Interviews, experiments and workshops were conducted to probe furtherinto the variety of insights that were gathered.The scope of the project was to use interaction design techniques tounderstand and address the issues through creating small designinterventions using three main strategies of a) placing appropriateaffordances, b) designing for transparency and hence creating awarenessof the use of resources, and c) by attempting to instill a culture throughdirect involvement that supports eco-ethics.An effort was made to conceptualize and design an artifact that was inline with the mood and disposition of the specified section of the school. Ametaphorical concept prototype was created to test the effect of theproposed artifact. Moreover, the overall culture of the school affected thebehavioral patterns and hence a separate strategy was employed toaddress the awareness in the entire institution.

Syftet med denna studie var att bidra med kunskapsutvecklingen gällande diskursen om dels begreppet ADHD, dels specialpedagogiskt stöd på fritidshemmet till elever med ADHD utifrån fritidspedagogernas berättelser. Resultaten analyserades genom diskursanalys, en kvalitativ metod där halvstrukturerade intervjuer genomfördes med anställd personal i fritidshem. I resultaten framstår det att fritidspedagogerna beskriver begreppet ADHD i fritidshemmet med medicinska och normativa uttryck. Specialpedagogiskt stöd som ges till elever med ADHD på fritidshemmet beskrivs utifrån både det relationella och det kategoriska perspektivet. I vidare forskning skulle det vara intressant att genomföra en studie för att undersöka om det finns ett samband mellan användningen av medicinska och normativa uttryck och det perspektiv på specialpedagogiskt stöd som ges i fritidshemmet.

Leisure education as a compenzation for unilateral burden at basic school Abstract This thesis deals with special interest education and its functions in relation to school-sided load. The theoretical part is based on the current state of education policy in the interest of education. Are also presented in detail the current issues of interest in learning Czech Republic (its functions, objectives, forms, leisure education institution, etc.) and Europe, where the pet training referred to as after-school care. In the practical part of the work carried out research on the benefits of leisure education for pupils in primary schools. The work also includes a proposal for defining the appropriate use of free time as compensation for unilateral burden of schooling. Keywords Leisure education, school club, leisure time, after-school care, the burden of the school environment, school educational program school clubs

Closing the achievement gap has been a national conversation for several decades and a priority for educators and researchers. By looking closely at one school which is showing exceptional success with closing the achievement gap for low income students and English language learners, this study seeks to understand how school personnel and parents view after-school activities and ways in which those activities may be impacting students who are making significant gains in spite of the achievement gap. After-school activities have been shown to bring many positive outcomes for students. That said, there is much that we do not yet know about what takes place at the intersection of schools and after-school activities. To maximize after-school opportunities for disadvantaged students and use or redirect existing resources most effectively, we need to ask and understand how schools perceive their role vis-à-vis after-school activities. We also need to explore how school personnel and parents perceive access and barriers to participation in after-school activities. Using secondary data from a large on-going study, this case study asks how one school understands engagement with after-school providers to bolster those students who may have the most to gain from such enrichment in the form of the many opportunities after-school resources can offer. This study will contribute to our understanding of how after-school resources can support success for low income and English language learners.

This thesis is about the twofold role teachers in the after-school centers have if they also teach a practical aesthetic subject in addition to the after-school center. The thesis is based on six different scenarios that I, as a professional, have been involved in in my daily work. The essay aims to investigate the twofold role of teachers in after-school centers, in terms of the competence to teach a practical aesthetic subject. I explore concepts such as ethics of duty and professional ethics and link it to leadership and the importance of the subject of music. The questions I have asked are: What ambiguities are there for the school management in how they should set up the work for us who teach both in after-school centers and a practical aesthetic subject? In what ways can this possible ambiguity contribute to difficulties in the two-part professional role for me as an employee? Which solutions lie within myself and which lie within the employer? The most important result is that both management and teachers in the after-school center have a part in the responsibility to make the role sustainable. And that there will take some time for the new role to be a natural part of the Swedish school system. / Denna vetenskapliga essä handlar om det dubbla uppdraget som lärare i fritidshem har då de även undervisar i ett praktiskt estetiskt ämne utöver undervisningen i fritidshemmet. Uppsatsen tar avstamp i sex olika scenarier som jag som yrkesverksam har varit med om i mitt dagliga arbete. Essän syftar till att undersöka vilken tudelad roll som lärarna mot fritidshem har, i och med behörigheten att undervisa i ett praktiskt estetiskt ämne. Jag utforskar begrepp som pliktetik och yrkesetik och kopplar det till ledarskap och musikämnets betydelse. De frågor som jag har ställt är: Vilka otydligheter finns det för skolledningen i hur de ska lägga upp arbetet för oss som undervisar både i fritidshem och ett Praktiskt estetiskt ämne? På vilka sätt kan denna eventuella otydlighet bidra till svårigheter i den tudelade yrkesrollen för mig som anställd? Vilka lösningar ligger hos mig själv och vilka ligger hos arbetsgivaren? Den metod som jag har använt i denna uppsats är essäskrivande. Det viktigaste resultatet är att både ledning och lärare i fritidshemmet har en del i ansvaret att göra rollen hållbar. Men också att det kommer ta tid innan lärare mot fritidshem har en naturlig plats i den svenska skolan.