Global ETD Search

41	"När det innehållet når alla eleverna på fritidshemmet är det kvalitet." : En undersökning av fritidshemmets systematiska kvalitetsarbete / “When that content reaches all the students in the afterschool program it is quality.” : An examination of the systematic quality work of the afterschool program Eng, Daniel, Isil, Sabina January 2020 (has links) This study is based on previous quality reviews of the afterschool program and previous research that points to a problem in the businesses. The problem consists of deficiencies in planning, developing and evaluating the activities of the afterschool program, which means systematic quality work. An ongoing state investigation describes continued problems with quality work in afterschool programs. The purpose of this study is therefore to investigate the extent of the systematic quality work in the afterschool program and the conditions for the work, which must be carried out in accordance with the Education Act. To get answers to our questions, we have departed from John Dewey's theory of education and democracy and interviewed two researchers with experience in the subject as well as a former principal in compulsory school to obtain evidence of the systematic quality work. In addition, reports of systematic quality work in various municipalities in Sweden have been analyzed. The results of our survey show that there are often no conditions for conducting systematic quality work. Principals have a primary role for systematic quality work to be carried out, but at the same time, there seems to be a need for skills development for principals regarding systematic quality work in the afterschool program. In addition, more and more competent and legitimate staff are needed to achieve the goals and requirements set by the curriculum, and then supporting principals who are familiar with the afterschool program's mission are also needed. / Denna studie grundar sig på tidigare kvalitetsgranskningar av fritidshemmet och tidigare forskning som pekar på en problematik i verksamheterna. Problematiken utgörs av brister i att planera, utveckla och utvärdera fritidshemmets verksamhet, vilket betyder systematiskt kvalitetsarbete. I en pågående statlig utredning beskrivs fortsatta problem med kvalitetsarbetet i fritidshem. Syftet med denna studie är därför att undersöka omfattningen av det systematiska kvalitetsarbetet i fritidshemmet och förutsättningarna för arbetet, vilket ska genomföras enligt skollagen. För att får svar på våra frågor har vi utgått från John Deweys teori om utbildning och demokrati och intervjuat två forskare med erfarenhet av ämnet samt en före detta rektor i en grundskola för att få evidens för det systematiska kvalitetsarbetet. Därtill har rapporter av systematiskt kvalitetsarbete i olika kommuner i Sverige analyserats. Resultatet i vår undersökning visar att det ofta saknas förutsättningar för att bedriva ett systematiskt kvalitetsarbete. Rektorer har en huvudsaklig roll för att ett systematiskt kvalitetsarbete ska kunna bedrivas, men samtidigt tycks det finnas ett behov av kompetensutveckling för rektorer gällande systematiskt kvalitetsarbete i fritidshemmet. Därtill behövs det i högre grad behörig och legitimerad personal för att verksamheten ska uppnå de mål och krav som läroplanen föreskriver och då behövs även stödjande rektorer som är förtrogna med fritidshemmets uppdrag. afterschool program meaningful leisure-time quality systematic quality development work curriculum fritidshem meningsfull fritid kvalitet systematiskt kvalitetsarbete läroplan Pedagogical Work Pedagogiskt arbete
42	Language and literacy in out-of-school contexts: A case study of children from Zomi refugee backgrounds Libnoch, Hillary A. January 2021 (has links) No description available. Elementary Education Language Literacy Religious Education Technology Bilingual Education Families and Family Life
43	Afterschool Program Effects on English Learners' Reading and Teachers' Reading Curriculum Perceptions Mayfield, Helen Marie 01 January 2016 (has links) This project study addressed the problem of 3rd grade English language learners (ELLs) not passing the state mandated reading test at the same rate as other students between 2009 and 2013 in Georgia. The purpose of the study was to examine the effects of an elementary school's afterschool program (ASP) on ELLs' reading achievements and to investigate 3rd grade afterschool teachers' perceptions of the reading curriculum using a mixed methods explanatory sequential design. Schema theory, the framework used to guide this study, indicated prior knowledge and experiences are necessary to comprehend new ideas or concepts. Prior knowledge and experiences can be gained from the instruction provided during ASPs. During the quantitative phase, a paired-samples t test was conducted using archived data from 2014 on 43 ELLs. The result was a significant increase in reading from pre- to posttest. In the qualitative phase, two 3rd grade ASP teachers were interviewed about their perceptions of the reading curriculum and those interviews were then analyzed using In Vivo coding and 2 cycle analysis. Themes revealed were professional development (PD), curriculum presentation, instructional strategies, and ASP modifications. A 4-day PD was designed for teachers providing plans to teach ELLs academic content and literacy. PD would provide teachers with reading instructional strategies to teach ELLs, which may increase their achievement on state tests to decrease the ELL reading achievement gap. Implications for positive social change include using an ASP and PD to increase ELLs' reading achievements and to increase success on state mandated tests. Afterschool program English language learner Professional development reading achievement gap Schema theory Teacher perceptions Elementary Education and Teaching Other Education Reading and Language
44	Your Voice is My Favorite Sound: Lived Experiences of Royal Sapphires Members and Teachers at Regal Academy Karikari, LaDreka Angela 07 August 2023 (has links) No description available. Academic Guidance Counseling African American Studies African Americans African History African Literature African Studies American History American Studies Behavioral Psychology Black History Black Studies Communication Cultural Anthropology Cultural Resources Management Curriculum Development Curricula Demographics Education Educational Evaluation Educational Leadership Educational Psychology Educational Sociology Experiments Experimental Psychology Families and Family Life Gender Gender Studies Higher Education Higher Education Administration Inservice Training Mass Communications Peace Studies Political Science Psychobiology Psychology Public Administration Public Health Public Health Education Public Policy School Administration School Counseling Social Psychology Social Research Social Structure Social Work Womens Studies Sociology Elementary Education Secondary Education Adolescent Black Afterschool Program Leadership Historically marginalized youth

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