No description available.

The purpose of this study was twofold; to investigate the relationships between the musical development of two- and three-year-old girls and their mothers' musical backgrounds and the music in their home environments; and to investigate the significance of the differences in the musical development of two- and three-year-old girls with reference to their socio-economic status (SES) and ethnicity. The relationships between the musical development of all subjects and music in the home environment were positive, rendering correlation coefficients that were statistically significant. These statistical inferences indicated that the musical home environment (the product of the mother, the father, and other adults, and the availability of musical items and activities) has the strongest relationship to the musical development of the young child. This influence begins before the age of two and continues during the third year. It was also hypothesized that there would be a significant difference in the musical development of the two- and three- year- old girls with reference to SES and ethnicity. Analysis of variance was employed to ascertain these differences. The subjects remained in age groups and were statistically regrouped by SES and ethnicity for these analyses. From the inferences rendered by these analyses, neither SES nor ethnicity made statistically significant differences in the musical development of these young girls.

My purpose with this paper is to investigate how yong girls with immigrant backgrounds experience the social citizenship. I have focused on civil rights and obligations but also on the experience of access to education, employment and social community. Finally, I have chosen to look at the social citizenship from a gender perspective.

This research project aims to: - Examine how my musical identity as Music-maker can be fused with those of contributing improvising musicians, throughout the collaborative process. - Form creative methodologies/strategies to sufficiently accommodate the improvisatory approaches of others around my own work. - Develop appropriate communication methods, including original notational systems; and explore ways in which technology can be harnessed, to help fulfil the above objectives. This research intends to explore the extent to which improvisation may be incorporated into compositions, by means of practical experiment and investigation. The written commentary will accompany a portfolio of audio recordings and scores. Key works demonstrating various approaches and techniques employed will be examined in detail. An appendix disc of supplementary audio recordings and videos will also be provided to show piecedevelopment and the evolution of my music-making practice. My point of origin straddles that of a professional guitarist experienced in an array of improvised music(s), including: rock, jazz, fusion and contemporary improvisation, and that of a composer interested in collaborative projects which take advantage of the eclectic experience and skill sets of the musicians taking part.

Η μαζική μετακίνηση των ανθρώπων τόσο μεταξύ των Ευρωπαϊκών όσο και των τρίτων χωρών προς την Ευρώπη, έχουν επηρεάσει τη δημογραφική σύνθεση των χωρών υποδοχής μεταναστών, με αποτέλεσμα την αλλαγή των πολιτισμικών αξιών, την αναδιάρθρωση του δημογραφικού χάρτη και τη μετατροπή των κοινωνιών σε πολυπολιτισμικές. Ανεπηρέαστη δεν έμεινε και η ελληνική κοινωνία, που από μονοπολιτισμική έχει μετατραπεί σε διαπολιτισμική. Οι θεωρίες και οι έρευνες για τη γλώσσα και την ταυτότητα που έχουν διεξαχθεί μέχρι σήμερα σε μονοπολιτισμικά περιβάλλοντα είναι ανεξάντλητες. Ο σκοπός της μεταπτυχιακής εργασίας είναι να εισάγει τον αναγνώστη στα κύρια σημεία της ανάλυσης γύρω από τη σχέση γλώσσας και ταυτότητας, καθώς και η διερεύνηση του βαθμού που η ελληνική γλώσσα επηρεάζει τη διαμόρφωση της εθνικής και πολιτισμικής ταυτότητας των μαθητών που ζουν σε διαπολιτισμικές κοινωνίες. Επίσης, να διερευνηθεί ο ρόλος που διαδραματίζει η ταυτότητα και η γλώσσα σε διαπολιτισμικά περιβάλλοντα, εφόσον οι σημερινές σχολικές τάξεις παρουσιάζουν ανομοιογενή χαρακτήρα εξαιτίας της παρουσίας των πολιτισμικά διαφορετικών μαθητών. Για τη διεξαγωγή της έρευνας, σχεδιάστηκε και χορηγήθηκε ένα ερωτηματολόγιο, το οποίο δόθηκε προς συμπλήρωση στα παιδιά αλλά και στους εκπαιδευτικούς της Ε΄ και Στ΄ Δημοτικού των αντίστοιχων σχολικών μονάδων. Για την ανάλυση των δεδομένων χρησιμοποιήθηκε το Statistical Package for Sciences (S.P.S.S 19.0). Τέλος, παρουσιάζονται διεξοδικά τα αποτελέσματα της έρευνας, όπως και τα συμπεράσματα που προκύπτουν για το πολύκροτο ζήτημα. / The mass movement or people to Europe either from European or from the countries of the Third World have influenced the demographic composition of the host countries, and as a result the cultural values and the demographic map of each country have changed, leading to the transformation of societies into multicultural ones. Of course, the Greek society was not unaffected, being transformed from monoculture to multicultural as well. There have been conducted relentless theories and surveys for the language and identity in monoculture environments so far. The aim of this thesis is to introduce the reader to the main points of the analysis, regarding the relation of language and identity, as well as it investigates to what extent the Greek language influences the formulation of national and multicultural identity of the students who live in multicultural societies. Moreover, it analyses the role of identity and language in intercultural environments provided the current school grades have multicultural character due to the presence of students from different cultural backgrounds. A questionnaire was designed and filled in by students and teachers of fifth and sixth grade of primary school at the respective schools, in order for this survey to be conducted. For the analysis of the data the Statistical Package for Sciences (S.P.S.S 19.0) was used. Finally, the results of the survey are presented thoroughly as well as the final conclusions for this hotly debated issue.

(in English): The thesis deals with the current state of the functioning of the health care system for children and youth in the Czech Republic with regard to the possible consequences of failure to provide basic health care resulting from difficult life situations, and therefore closely related to the social sphere. The main objective is to explore whether the current system is functional enough that there are no socially disadvantaged individuals "falling through a net". The theoretical part deals with the lives of socially disadvantaged individuals, with a focus on the family and its specifics. Furthermore the work deals with pediatric and dental preventive and curative health care. In addition to discussing basic parameters of the care, there are analyzed the risks for the eventual malpractice. Solution of the research uses a qualitative method using interviews with instructions. Not only was the research sample composed of individuals with experience with social disadvantage - particularly parents with children from shelter homes where one can assume such experience, but also practicing doctors who come into the very first contact with children the most often - pediatricians and dentists so that the view on the situation is as complex as possible.

No description available.

This study aims to explore and investigate students’ attitudes towards reading aloud in English in an upper secondary school in Sweden and whether the students’ previous experiences in reading aloud in L2 (English as a second language), as well as their language backgrounds have an impact on their attitudes towards reading aloud in L2. Additionally, the study will investigate which factors that might affect students’ attitudes towards reading aloud in L2. The data collection method which has been utilized in this study is a questionnaire. The questionnaire included questions about students’ attitudes towards reading aloud in L1 and L2, students’ previous experiences in reading aloud in L2, along with the factors that they bear in mind when they read aloud in L2. A mixed-methods approach was used to analyse data, involving both quantitative and qualitative approaches. The participants in this study comprised 90 students in an upper secondary school in Sweden, aged between 16-20. The results of the study show that the students contributing to this study show a reluctance to read aloud in L2. Moreover, prior experiences in reading aloud in L2 from an early age and students’ language backgrounds might have a correlation with students’ attitudes towards reading aloud in L2. The study also reveals that confidence, concerns about mispronunciation and the impact of reading aloud on comprehension are factors that may influence the students’ attitudes towards reading aloud in English.

Thesis (MEdPsych)--University of Stellenbosch, 2011. / ENGLISH ABSTRACT: In the twenty years since Namibia declared independence many changes have taken place, especially in die educational system. One of these changes has been in pre-school education. Public pre-school institutions have been done away with. Only private institutions remain to attempt to furnish the demand in this field. Limited access to pre-school education has an impact on school-readiness as learners from different educational backgrounds start Grade 1 together. The primary purpose of this study is to collect the experiences of Grade 1 teachers, to analise those experiences and to describe them with reference to the diverse pre-school backgrounds of the learners. Grade 1 teachers interact with learners from three backgrounds: those with formal pre-school education; those with non-formal pre-school education; and those with no pre-school education. The Grade 1 teacher's experiences is the problem studied and it is done with reference to these forms of pre-school education. It focuses on the opinions of the teachers as formulated in their own words. A child's environment and early experiences, especially the level of education - or deprival thereof - has a marked effect on learning and development. Education in the early years of childhood can deliver an outstanding return on investment for a country. Phases of education should build on one another using syllabusses and working methods that work together. The logic is that a child should first be able to crawl before learning to walk and thus follow the right steps to the phonetics, spelling and writing required in Grade 1. The cost of neglecting some of the elementary steps will be borne by the Grade 1 teacher when he/she is forced to set time aside to repair the foundation that should have been in laid in the pre-school years. A qualitative research method was used to attain and analise the information in this study. Data was collected by studying relevant literature, using questionaires in interview situations and by conducting interviews with stakeholders. Data was analysed by doing content analysis of the transcripts from individual interviews and focus groups. The research takes the form of an interpretative epistemological construct as it focuses on the essence of the experiences of the Grade 1 teacher. It is an exploratory study that made use of a sample of the designated group. Contributing factors, such as government policy, the curriculum, training of teachers, language, poverty, school, parents and learners, reveal guidelines for improving the classroom experiences of Grade 1 teachers. This can be applied advantageously to the development of the educational sector. The study suggests that teachers and parents should collaborate more closely. It is further suggested that the curriculum be ammended to accommodate learners from diverse backgrounds leading to a more positive experience for Grade 1 teachers. The findings show that the experiences of Grade 1 teachers are not taken into account by many people, especially judging by the available literature. It is important to acknowledge what these teachers experience as well as the role it plays in their classrooms. Their experiences lead to certain reactions and changes. The point made by this study is that Grade 1 teachers display a definitive experience in their classrooms and that it has an effect on their learners. The point of departure is to let the Grade 1 teacher distinguish between the different groups of learners in the classroom and empower him/her to support each individual to ensure a positive experience. Not all teachers will have such a positive experience with a diverse group. Before the burden becomes too heavy alternative teaching methods should be employed. There is a shortage of research in this field and further study on the experiences of the Grade 1 teacher is needed to deepen the provision of support. Although this is a limited study, it can possibly encourage further research. / AFRIKAANSE OPSOMMING: In die twintig jaar sedert Namibië se onafhanklikheidswording het baie veranderinge in die land plaasgevind, veral in die onderwysstelsel. Een van die veranderinge was die afskaf van openbare voorskoolse instellings. Slegs die private sektor voorsien steeds in dié behoefte. Die beperkte toegang tot voorskoolse onderrig het egter 'n invloed op skoolgereedheid. Die leerders wat Graad 1 betree, kom uit verskillende onderrigsagtergronde. Die primêre doelwit van hierdie studie is om die ervaringe van Graad 1-onderwysers te ondersoek, te analiseer en te beskryf aan die hand van hierdie diverse voorskoolse agtergronde van die leerders. Die Graad 1-onderwyser het te doen met leerders uit drie agtergronde: dié met formele voorskoolse onderrig; dié met nie-formele voorskoolse onderrig; en dié met geen voorskoolse onderrig nie. Met verwysing na dié vorme van voorskoolse onderrig word die probleem van die Graad 1-onderwyser se ervaring in die klaskamer ondersoek. Dit fokus op die opinies van die Graad 1-onderwysers geformuleer in hul eie woorde. 'n Kind se omgewing en vroeë ervaringe, veral die vlak van opvoeding - of die ontneming daarvan - het 'n groot effek op 'n kind se leer en ontwikkeling. Opvoeding in die vroeë kinderjare is 'n belegging wat uitstaande resultate vir die land kan oplewer. Onderwysfases behoort op mekaar te volg met leerplanne en werkmetodes wat aanvullend saamwerk tot die kind se opvoeding. Die logika daaragter is dat 'n kind eers moet kruip voordat hy kan loop en net so behoort 'n kind die regte stappe te volg ten einde gereed te wees vir die klank-, spel- en skryfwerk wat in Graad 1 vereis word. Die afskeep van sekere elementêre stappe kan tot gevolg hê dat die Graad 1-onderwyser waardevolle tyd sal moet afstaan om die basis, wat gedurende die pre-primêre fase (of in die voorskoolse instelling) gelê moes word, dan nou in Graad 1 te lê. Dit beklemtoon die groot taak wat op die Graad 1-onderwyser se skouers rus. 'n Kwalitatiewe navorsingsontwerp is gebruik vir die verkryging en ontleding van inligting vir hierdie studie. Die data insamelingsmetodes sluit 'n literatuuroorsig, onderhoudsvraelyste en onderhoude met die betrokke rolspelers in. Data is geanaliseer met behulp van inhoud-analise van die transkripte uit die individuele en fokusgroep-onderhoude. Die navorsingstipe is 'n interpretatiewe epistemologiese konstruk omdat dit fokus op die essensie van die ervaringe van die Graad 1-onderwyser. Dit is 'n verkennende ondersoek en daar is gebruik gemaak van 'n doeldienende streekproefneming. Uit die aanleidende faktore soos regeringsbeleid, kurrikulum, opleiding van onderwysers, taal, armoede, skool, ouers en leerders kom daar riglyne na vore vir die verbetering van die ervaringe van die Graad 1-onderwyser in die klas. Dit kan met vrug aangewend word in die ontwikkeling van die onderwyssektor. Die studie maak die aanbeveling dat daar 'n nouer samewerking tussen onderwysers en ouers moet wees. Verder word voorgestel dat die kurrikulum aangepas word om diverse leerders te akkommodeer wat positiewe ervaringe vir die Graad 1-onderwyser tot gevolg sal hê. Die bevindinge toon aan dat die ervaringe van Graad 1-onderwysers in hul klaskamers nie deur baie mense in ag geneem word nie, veral as daar gekyk word na die literatuur. Dit is belangrik om te sien wat hul ervaar en watter rol dit speel in hul klaskamers. Hul ervaringe lei tot sekere reaksies en aanpassings wat hulle daagliks beleef. Die punt wat met hierdie studie gemaak word, is dat Graad 1-onderwysers 'n definitiewe ervaring in hul klaskamers openbaar wat só weer 'n uitwerking op die leerders het. Die uitgangspunt is om die Graad 1-onderwyser te laat onderskei tussen die verskillende groepe leerders in die klaskamer en sodoende in staat te stel om elkeen in die klas so te ondersteun vir 'n positiewe ervaring. Nie alle onderwysers gaan altyd met diverse leerders so 'n positiewe siening en ervaring hê nie. Voordat dit vir hul te veel raak moet alternatiewe benaderings en metodes gebruik word om leerders te onderrig. Ook wat hierdie aspek betref, is daar 'n tekort aan navorsing en is verdere ondersoeke oor die ervaringe van die Graad 1-onderwyser nodig, om sodoende die nodige ondersteuning te kan bied. Alhoewel hierdie 'n beperkte studie is, kan dit moontlike verdere navorsing aanmoedig.

The study's goal was to understand what contributes to the formation of teachers' perspectives regarding the education of culturally and linguistically diverse students. Its focus was to portray through teachers' stories the experiences in their lives that may have contributed to constructing who they are as people and as educators. Four teachers from one rural district participated. Using qualitative methods, the study explores and describes incidents in teachers' lives, looking at the way their life experiences are reflected in their relationships with students. In considering ways in which those experiences may have helped shape teaching philosophies and practices, the study also considers the teachers' reported statements about their classroom teaching methods to see how what they may have learned from early life experiences are incorporated. Despite each teacher's individual uniqueness, similarities emerged during data analysis. Examining these similarities contributed to an understanding of these teachers and what processes and attitudes made them good teachers of ELLs. The study reports three broad findings: (a) that the teachers possess a risk- and challenge-taking nature; (b) they are life-long learners; and (c) that the teachers had two different kinds of cultural experience during their lives, one that the researcher labeled "Regular" cultural experiences and a second kind which she labeled "Otherness" cultural experiences. The teachers were judged to share a willingness to make choices involving challenges, many of which proved to be learning opportunities, and they tried to instill in their students the same resiliency and willingness to take risks. All the teachers personally had both "regular" and "otherness" cultural experiences. "Regular" cultural experiences helped them understand new or unknown cultural values and practices by observation and participation. Through "Otherness" cultural experiences, each experienced the emotion of "being different" and "being marginalized" via the personal, lived experience of being an "Other." This was judged to have contributed to shaping each teacher's ability to better understand the experiences of culturally and linguistically diverse students, enabling greater compassion for them and teaching them more effectively.