The aim of the research is, having evaluated attitude peculiarities of the participants of the research, revealed real collaboration practices and applied action research, to construct methodology and a model of collaboration, meeting special educational needs. The research has been carried out in accordance with the principle of triangulation, combining quality and quantity methods (questionnaire method, individual semi-structured interview, action research using the focus group method). 1445 participants were involved. The results of the research revealed that children, having special educational needs and their parents often appear in the situation of isolation in comprehensive schools of Lithuania – SEN students lack communication, often there are no possibilities to involve and solve children’s educational problems together, their possibilities and needs are not evaluated enough. Parents’ and specialists’ interactions are especially limited. It was stated that teachers’ communication among themselves is more often oriented to individual conversations, consultations, individual perfection, but not to team work and collegial solution of problems. One way information provision dominates in communication with parents. Underefficient system of communication and information spread limits possible interactions, does not encourage complex interaction of all the participants of the process of education and common problem solution. Leaders underestimate the results of common work... [to full text]

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

Adolescents who are subjected to adverse health risks which limit school attendance and academic performance, is a national as well as an international recognised problem considering healthy youth to be productive members of society. The South African Department of Health has introduced a re-engineering program for primary health care of which school-health is one of three main areas of the primary health care services focusing on, but not limited to immunization, teenage pregnancy, education about HIV/Aids, and screening for health problems such as poor eyesight and hearing impairment. During October 2012 the new school-health program was piloted in very poor schools in KwaZulu Natal, Gauteng and Limpopo and will over the next four years be implemented in poor Secondary Schools. The aim of this research was to explore and describe comprehensive school-health services in two selected secondary schools in the North West province in order to propose recommendations to enhance adolescents' quality of life. The researcher used an explorative, descriptive, holistic multiple case study to gather rich data from two separate institutions (secondary schools) to reach the following objectives: * To identify and describe the demographic profile from existing records/documents available at each selected secondary school. * To explore and describe how comprehensive school-health services are experienced by key stakeholders, in two selected secondary schools in the North West province. * To explore and describe the perceptions of key stakeholders on how comprehensive school-health services should be rendered in two selected secondary schools in the North West province to enhance the quality of life of the adolescent. A description of the demographic profile was possible by means of a demographic data sheet completed by the principal to understand the background of each school included in the research. Rich information of key stakeholders' experiences and views about comprehensive school-health services was gained by four focus group interviews. Results of the data analysis showed a lack of comprehensive school-health services to adolescents in two secondary schools. The findings included adolescents' health problems as well as physical and emotional challenges educators are not equipped for and/or have not sufficient time to manage. Conclusions made from the research findings, contributed to recommendations for the nursing practice, nursing education and nursing research to enhance the quality of life of adolescents through comprehensive school-health services in selected secondary schools in the North West province. / MCur, North-West University, Potchefstroom Campus, 2014

This research project offers an analysis of the Adult Basic Education and Training Directorate in the Eastern Cape Province. The Bush Models are described and critiqued and then used as a tool for analysis. Other organisational models are described and used to add depth to the analysis. The choice of analysing the Adult Basic Education and Training Directorate comes both from a professional desire to know and understand this organisation more fully, as well as the importance of stressing that the definition of education organisations does not stop at school, colleges and universities, but includes the government bodies which are a key part of the sector. This assignment therefore explores both the features of a government department as well as the appropriateness of using Bush’s models in this context and draws on other organisational theory--Introduction.

Den här studien ämnar undersöka hur samverkan som medel framstår i arbetet med problematisk skolfrånvaro ur ett professionsperspektiv, men även hur yrkeskategorierna identifierar sig själva och andra i uppdraget att samverka. Underlättar, engagerar och ökar effektiviteten med samverkan såsom Skolverket (2009) påstår eller upplevs direktivet som ett hinder? För att nå en djupare förståelse av fenomenet samverkan har kvalitativa fokusgrupper genomförts med socialtjänstens socionomer, skolkuratorer, specialpedagoger och lärare. Det teoretiska ramverket utgår från socialkonstruktionismens idéer där Laclau & Mouffes diskursteori och analys använts. Hur professionernas diskurser fick betydelse och motiverades diskursivt i relation till samverkan kring problematisk skolfrånvaro har således varit i fokus. Resultatet skildrar huvudsakligen ett spänningsfält mellan skolprofessioners diskurser och socialtjänstens myndighetsdiskurs som rör samverkan kring skolfrånvaro, men även mellan skola och psykiatrin. Spänningen är som mest framträdande i talet omansvar där oenighet råder om vem som är specialist eller expert och vems ansvar det är att åka hem till elever. Samtliga skolprofessioner ses tillskriva socialtjänsten som den primära samarbetsparten vid problematisk skolfrånvaro. Här synliggörs den diskursiva makten manifesteras i en myndighetsdiskurs med bristande resurser, krav på dokumentation och åtgärder från skolan vilka genererar samarbete med andra aktörer hos främst kuratorer och specialpedagoger. Specialpedagoger vänder sig till psykiatrins professioner medan skolkuratorer och lärare ser dem som hindrande och sluter samverkan till skolans uppdrag. Utsagor om välfungerande och resursstarka vårdnadshavare talas också om på olika sätt där gradering av begreppen anses problematiskt. En annan upptäckt återfanns i socionomernas utsagor där en osäkerhet uppstod om anmälningar skulle inkomma tidigt eller sent. Osäkerheten indikerar en instabilitet vid bedömningar som också antyds resultera i att skolans behov av samarbete med socialtjänsten brister. Sammanfattningsvis åskådliggör resultatet fyra olika diskurser som talar om begreppet samverkan kring problematisk frånvaro på olika sätt där det dels saknas kännedom och förståelse för varandras uppdrag, dels vilka konsekvenser som kan uppstå då bedömningar och insatser nekas. Här kan särskilt den allians lyftas som specialpedagogerna sågs knyta till psykiatrin eftersom den skulle kunna leda till ett mer individcentrerat perspektiv på åtgärder.

Die vorliegende Dissertation beschäftigt sich modelltheoretisch mit drei Themenbereichen aus dem Feld der Bildungsforschung. Das erste Kapitel behandelt die Existenz von Studiengebühren. Bei der persönlichen Entscheidung für oder gegen ein Studium sind Studiengebühren ein Nachteil, vor allem, wenn dafür kein Angebot in Form von besseren Studienbedingungen existiert. Andererseits ist das Studium nicht nur eine finanzielle Entscheidung, sondern kann auch Nutzen in anderer Form wie Status oder Prestige bedeuten. Wenn der Status negativ von der Anzahl der Absolventen abhängt, könnte es von Vorteil sein, die Menge an Studenten künstlich durch Studiengebühren zu reduzieren. Es wird ein Modell präsentiert, in dem in einem statischen Gleichgewicht wohlhabendere und fähigere Studenten für höhere Studiengebühren stimmen, um die Absolventenzahl zu verknappen und den Status zu erhöhen. Das darauffolgende Kapitel enthält eine Erweiterung eines Signaling-Modells zur Notenvergabe. Das ursprüngliche Modell kommt zu dem Ergebnis, dass Noteninflation unausweichlich ist, da gute Noten der Schule keine Kosten verursachen. Es existiert aber in der Realität ein gegenläufiger Effekt: Noteninflation hat Einfluss auf die Reputation einer Schule und führt daher bei zukünftigen Absolventen zu einer Erwartungsanpassung der Arbeitgeber. Die Erweiterung des Modells zeigt, dass Noteninflation mit Reputation verringert oder sogar vermieden werden kann. Im letzten Kapitel wird ein Modell präsentiert, das den Einfluss eines separierenden Schulsystems und eines Gesamtschulsystems auf die akademische Leistung abbildet. Es wird zwischen einer Anfangsfähigkeit eines Schülers unterschieden, die hauptsächlich durch die Familienherkunft bestimmt wird, und der Lernfähigkeit eines Schülers. Dabei wird gezeigt, dass die Leistung schlechterer Schüler in der Gesamtschule steigen kann, selbst wenn es keine Synergieeffekte zwischen guten und schlechten Schülern gibt. Der Effekt entsteht, da die Gesamtschule einen Kompromiss im Anspruchsniveau finden muss, welcher höher ist als das Anspruchsniveau in der separierten, schlechteren Klasse. Wenn die schlechteren Schüler die größere Lernfähigkeit besitzen, erhöht sich in der Gesamtschule sogar die Durchschnittsleistung aller Schüler.

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Magistro darbe analizuojamas informacinių technologijų taikymas Lietuvos logopedų darbe. Apie IKT ir KMP taikymą Lietuvos logopedų darbe nėra daug žinoma, nėra parengta išsamių mokslinių straipsnių ar apžvalgų, kurie nurodytų, kokiomis informacinių technologijų programomis ar priemonėmis naudojamasi logopedų darbe, kokios iš jų vyrauja ir kurios yra efektyviausios dirbant su kalbos, kalbėjimo ir komunikacijos sutrikimų turinčiais asmenimis. Praktinis tyrimo naudingumas – atskleisti informacinių technologijų taikymo realybę logopedų darbe su kalbėjimo ir kalbos sutrikimų turinčiais asmenimis. Palyginti pasiekimus šioje srityje Lietuvoje ir užsienio šalyse. Prieduose pateikiamas internetinių svetainių sąrašas, kur galima rasti logopedinėse pratybose pritaikomų lavinimo užduočių. / Master’s thesis analyzes the informational technologies application in Lithuanian speech and language therapists’ work. The aim of this research - to assess the informational and communication technology (ICTs) and computer-based speech training system (CBST) use at the speech and language therapists work in comprehensive schools who work with persons who have language, speech and communication disorders. The empirical part of the paper deals with the use of ICTs/ CBST at speech and language therapists work, their possibility of usage, the coherence between speech therapists qualification and their age, the usage of the programs for development educable self-dependent tools, speech and language therapists interest in various sources of work-related topics and others. In the questionnaire survey (in electronic form) have participated 258 speech and language therapists who work in comprehensive schools.

Abstract Finnish male teacher has been viewed related to e.g. their low number, suspicions of criminal record and salary policy in the past years' teacher discussion. This educational-historical study examines Finnish male teachers' autobiographies and films on them by using narrative approach. The period in focus is the time of independence. Honest attitude towards life, an attempt to serve and please are reflected in the narratives of male teachers' autobiographies. Views on cooperation and voluntary work are emphasised in the narratives of older generation. Conflicts in working and private life increase in narratives describing the period after the war. All teacher generations mention the valuing of teachers' work but the meaning of valuing decreases towards the time of comprehensive school. Finnish school management has been remembered and investigated in the data based on both idyll and conflict. In so far as films are considered, the prevalence of conflict is significant. A mediated solution is often found for conflicts. Many films criticise school as a collective upbringing and educational community. Negative features of school are transferred to screen by many films. Based on the films, the teaching personnel seem to be divided. One group of teachers lean on to the strong institution in their use of power in educating and teaching whereas the other group of teachers presented by the films seem to understand the meaning of individual teaching and upbringing. Impression based on the watched films is that the values and aims of general school discussion are seen on the screen. At times, films also criticise school values. During the period in focus, model teaching has changed from Christianity-based model towards a pluralistic educator influenced by democracy. If films are studied based on their writers, a group of Finnish film directors seem to have a rather negative view on their male teachers. The role of female writers has also had an effect on the descriptions of males. However, the narratives of autobiographies do not strengthen the message conveyed from film texts, for there is no authority based drive towards teaching nor unreasonable keeping under discipline in teachers' narratives. In this study I investigated male teachers in historical context based on films and autobiographies. The general fading of role model and model teaching of male teachers after the war can be seen in the data. Teacher profession is becoming more and more women's profession in Finland. Current interpretation of equality regulations and salaries that are fallen behind strengthen this development. The meanings and hidden expectations set on male teachers in Finnish educational system are continuously transferred to women. Based on the data, it is possible to see the usefulness of male teacher in school. At the same time, many questionable practices that gender-based authority building can include, are seen. Male teacher in his profession has had to function under a strong obligation and control set by the society and the people using school services. This has often resulted in the forming of divided self concept. Teacher's private and working life have often been controversial. / Tiivistelmä Viime vuosien opettajapuheessa suomalaista miesopettajaa on sivuttu muun muassa lukumääräisen vähyyden, rikostaustaepäilyjen ja palkkauspolitiikan yhteydessä. Tämä kasvatushistoriallinen tutkimus tarkastelee narratiivisessa kehyksessä suomalaisten miesopettajien omaelämäkertoja ja heitä esittäviä elokuvia. Tarkasteltava jakso on ollut maan itsenäisyyden aika. Miesopettajien omaelämäkertojen kerronnassa kuvastuvat rehellinen elämänasenne, pyrkimys palvella ja miellyttää. Vanhemmalla sukupolvella korostuvat näkemykset yhteistyöstä ja talkoohengestä. Sodan jälkeistä aikaa esittelevässä kerronnassa kasvavat ristiriidat työpaikoilla ja työn ulkopuolisessa elämässä. Kaikki opettajapolvet mainitsevat opettajan työn arvostuksesta, mutta arvostuksen merkitys vähenee peruskoulua kohden tultaessa. Suomalaista koulunpitoa on muisteltu ja tarkasteltu lähdeaineistossa niin idyllin kuin konfliktin perspektiivistä. Elokuvien osalta konfliktivoittoisuus on merkitsevää. Ristiriidoille löytyy usein soviteltu ratkaisu. Useat elokuvat kritisoivat koulua kollektiivisena kasvatus- ja koulutusyhteisönä. Koululaitoksen negatiiviset kaiut siirtyvät valkokankaalle monien elokuvajaksojen välityksellä. Opettajakunta näyttäisi elokuvien mukaan olevan kaksijakoista. Toiset tukeutuvat kasvattavassa ja opettavassa vallankäytössään vankkaan laitosinstituutioon. Toinen elokuvan näyttämä opettajaryhmä sen sijaan ymmärtää yksilöllisen opetus- ja kasvatustavan merkityksen. Katsotun elokuva-aineiston perusteella jää vaikutelma, että yleisen koulupuheen arvot ja tavoitteet näkyvät valkokankaalla. Välillä elokuva myös kritisoi koulun arvomaailmaa. Tarkasteltavalla ajanjaksolla esikuvallinen opettajuus on muuttunut kristillisyyden sävyttämästä esimerkistä kohti demokratian muovaamaa moniarvoista kasvattajaa. Mikäli elokuvaa tarkastellaan tekijälähtöisesti, on suomalaisen elokuvan ohjaajakunnalla melko negatiivinen näkemys miesopettajistaan. Naiskäsikirjoittajien kynän jälki on myös värittänyt mieskuvauksia. Omaelämäkertojen tekstit sen sijaan eivät elokuvatekstejä vahvista, sillä opettajien kerronnassa ei ole virkaintoista paloa opetustehtäviin eikä oppilaiden perusteetonta kurittamista. Tutkimuksessa tarkastelin miesopettajaa historiallisessa kontekstissa elokuvalähteitten ja omaelämäkertojen mukaan. Miesopettajien roolimalli- ja esikuvaopettajuuden yleinen himmeneminen sodan jälkeen näkyy lähteiden valossa. Opettajan ammatti on Suomessa yhä enenevästi naisten ammatti. Nykyhetken tasa-arvosäädösten tulkinta ja palkkauksen jälkeenjääneisyys varmistavat kehitystä. Merkitykset ja piilo-odotukset, joita miesopettajalle on suomalaisessa koulujärjestelmässä asetettu, siirtyvät enenevästi naiselle. Tutkimuslähteiden valossa on mahdollista nähdä miesopettajan tarpeellisuutta koulussa. Samalla on myös nähtävissä kyseenalaisia käytänteitä, joita sukupuolellinen auktoriteettimuodostus voi pitää sisällään. Miesopettaja ammatissaan on joutunut toimimaan yhteiskunnan ja koulupalveluita kuluttavan väestön vahvan velvoitteen ja kontrollin alaisena. Tämä on vaikuttanut usein kaksijakoisen minäkuvan muovautumiseen. Opettajan siviilielämä ja työelämä ovatkin usein olleet ristiriitaisia.

Syftet med mitt arbete är att undersöka hur några grundskoleelever ser på elevinflytande och sin egen möjlighet att påverka i skolan, samt hur denna möjlighet gestaltar sig. Genom kvalitativa intervjuer med åtta elever från två olika skolklasser i skolår sex på en grundskola i Sverige, har jag undersökt vilken uppfattning eleverna har om elevinflytande. Resultatet visar att eleverna räknar med ett väldigt begränsat inflytande i skolan. Min slutsats är att de inte har det inflytande som de verkligen har rätt till enligt Skollagen och Lpo94. / The purpose of my paper is to investigate how some pupils in the comprehensive school look upon student influence and their own possibilities to have any influence at school, and how this possibility takes shape. With the aid of qualitative interviews with eight 6th graders from two different classes at a comprehensive school in Sweden I have investigated how the pupils view the matter of student influence. The results show that they expect to have very limited influence at school. My conclusion is that they do not have the amount of influence they are entitled to according to Skollagen, and Lpo 94.