<p>Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country’s majority language. These students’ possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents.</p><p> </p><p>The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language. The comparison also app­lies to the requirements that each country has for the students who are looking to the Swedish upper secondary school, and its counterpart in Norway, “den videre­gående skolen”.</p><p> </p><p>It is possible to see some similarities in the design of the governing documents and the school as an institution. However, there are some differences in the content of teaching and the document that governs this. The Norwegian school and Norwegian governing documents put more focus on the Norwegian language, while the Swedish school system and Swedish governing documents have a more generous attitude towards the native language.</p> / <p>Många elever i svenska och norska grundskolan har inte behörighet att söka till vidare utbildning. Det är en stor andel av dessa elever som har ett annat modersmål än landets majoritetsspråk. Dessa elevers möjligheter till en rättvis och likvärdig utbildning finns reglerade i ländernas lagar och regler för skolverksamheten, de så kallade styr­doku­menten.</p><p> </p><p>Syftet med denna undersökning är att jämföra norska och svenska styrdokument an­gående undervisningen för elever som har annat modersmål. Jämförelsen gäller även vilka krav respektive land har för de elever som söker till den svenska gymnasie­skolan, och dess motsvarighet i Norge, ”den videregående skolen”.</p><p> </p><p>Det går att se vissa likheter i utformningen av styrdokumenten och grundskolan som in­stitution. Däremot finns en del skillnader när det gäller innehållet i undervisningen och de dokument som styr denna. Den norska skolan och de norska styrdokumenten lägger mera fokus på det norska språket, medan den svenska skolan och de svenska styr­dokumenten har en generösare attityd till modersmålet.</p>

Many students in the Swedish and Norwegian compulsory school do not have quali­fi­cation to search for further education. There is a large part of those pupils who have a different native language than the country’s majority language. These students’ possi­bi­lities to a fair and equal education is regulated in national laws and regulations of school activity, the so-called governing documents.   The purpose of this study is to compare Norwegian and Swedish governing docu­ments regarding education for pupils with another native language. The comparison also app­lies to the requirements that each country has for the students who are looking to the Swedish upper secondary school, and its counterpart in Norway, “den videre­gående skolen”.   It is possible to see some similarities in the design of the governing documents and the school as an institution. However, there are some differences in the content of teaching and the document that governs this. The Norwegian school and Norwegian governing documents put more focus on the Norwegian language, while the Swedish school system and Swedish governing documents have a more generous attitude towards the native language. / Många elever i svenska och norska grundskolan har inte behörighet att söka till vidare utbildning. Det är en stor andel av dessa elever som har ett annat modersmål än landets majoritetsspråk. Dessa elevers möjligheter till en rättvis och likvärdig utbildning finns reglerade i ländernas lagar och regler för skolverksamheten, de så kallade styr­doku­menten.   Syftet med denna undersökning är att jämföra norska och svenska styrdokument an­gående undervisningen för elever som har annat modersmål. Jämförelsen gäller även vilka krav respektive land har för de elever som söker till den svenska gymnasie­skolan, och dess motsvarighet i Norge, ”den videregående skolen”.   Det går att se vissa likheter i utformningen av styrdokumenten och grundskolan som in­stitution. Däremot finns en del skillnader när det gäller innehållet i undervisningen och de dokument som styr denna. Den norska skolan och de norska styrdokumenten lägger mera fokus på det norska språket, medan den svenska skolan och de svenska styr­dokumenten har en generösare attityd till modersmålet.

The thesis covers two sides of the truancy problem in the period following compulsory school attendance - the truanting children and their parents, and the local authorities charged with enforcing the law. The introduction covers current concerns about truancy and school attendance, which have increased in prominence since the 1980s. Chapter 2 reviews the historiography, which has mainly debated working-class attitudes towards compulsory schooling in the nineteenth century. This study draws instead on the insights of development economists into household decision-making over children's schooling to investigate the effectiveness of enforcement in several contrasting localities - rural and urban, industrial and agricultural, and in a seaside resort. The thesis brings together evidence to show that local authorities could make an impact on attendance levels, even in unpropitious local circumstances. Chapter 3 considers the success of measures to improve attendance up to 1900. Chapter 4 offers a detailed case study of a sample of truants and their families from Coventry in the period 1874-99. Chapters 5 to 7 cover 1900-39 and demonstrate changes in the enforcement of attendance, within the context of growing local government services related to child welfare and the family. Attendance officers' local knowledge of working-class families supported the delivery of child welfare legislation in the period after 1906, including special education, assessment of families for free school meals, assistance with medical treatment and the policing of restrictions on children's street trading. Attendance officers also supervised children deemed at risk of offending, who were committed to institutions. These additions to the enforcement role led increasingly to a remedial, rather than punitive, approach to truancy during the 1920s and 30s. The conclusion returns to contemporary policy issues over truancy and sets in context the historical reasons why it has proved such a long-standing problem for government and schools.

The aim of the present study is to examine four teachers’ experience of pupils’ reading comprehension, with special focus on their perceptions of reading comprehension, their experience of pupils’ changed attitudes to reading in the last ten years, and the reading strategies the teachers use in their teaching The result shows that the teachers have a relatively unanimous view of what reading comprehension means, but they use different reading strategies and they have differing experiences of pupils’ attitudes to reading. The pupils’ decreasing motivation to read means that they need more guidance today than before. The teachers give the pupils a chance to develop their reading ability by revealing different reading strategies, but the lack of motivation in the pupils is an obstacle to their development.

The perspective of inclusion within the preschool and school system implies that children of the same age should be able to be taught together and participate in the same context despite their qualifications. Differences must be looked upon as a resource and the teaching process should be adapted to suit children’s needs rather than the children having to adapt to the environment. However, what does the inclusion of children with special needs actually look like within the preschool and school system? The aim of this study was to investigate which role the special educators play in the inclusion process. Also, to find out possible similarities and differences between their work in preschool compared to the lower level of compulsory school. Two principals and seven pedagogues from different educational fields, all working within the same school area, were interviewed. The results showed that the work of the special educators differed between the two educational systems. The work within the school system was more topic-oriented whereas the work within the preschool system emphasized on communication and interaction. There were however more similarities than differences. For example the way the special educators mapped the different needs of the children and how they cooperated with other pedagogues. All pedagogues and the principals were convinced that the special educators played an important role in encouraging inclusion.

Thesis (M. Tech. (Fashion, Dept. of Visual Arts and Design)) -- Vaal University of Technology. / INTRODUCTION: Supporters of school uniforms argue that uniforms serve as a social and economic equaliser, reducing competition regarding clothing and reducing demands on parents to buy expensive, trendy clothes. Other benefits mentioned are functionality, time saving, appearance, safety, and improved academic standards and behaviour. Opponents of school uniforms differ maintaining that compulsory uniform infringes on learners’ constitutional rights to self-expression. The problem statement encompasses the desirability and viability of obligatory school uniforms in South Africa. AIM: The broad aim of this study is to determine the perspectives of parents, learners and educators at public schools in Vanderbijpark on obligatory school uniforms. METHODOLOGY: A structured questionnaire was used to gather data. Section 1 comprised general information, section 2 dealt with the advantages and disadvantages of obligatory school uniforms and section 3 contained options for more trendy school uniforms. A random stratified sample of learners in two grade 10 classes and their parents and educators was chosen from four selected schools. RESULTS: Most of the parents were between 41 and 45 years of age, by far the majorities was white, nearly a quarter had a diploma/certificate and another quarter a degree, nearly three-quarters were married or traditionally married, and nearly a third spent R901-R1200 per year on school uniforms. Most parents and educators and nearly two-thirds of the learners were highly in favour of school uniforms. Regarding the advantages and disadvantages of eight factors with reference to obligatory school uniforms as perceived by parents, learners and educators, the educators rated seven of the eight factors higher than parents and learners did, while parents rated the same factors higher than learners did, implying that learners were the least positive. The order in which they ranked the advantages was often the same or similar. They all ranked the competition aspect first, the academic aspect seventh and the economic aspect eighth, while functionality was ranked either third or fourth. Regarding preferences for more trendy uniforms, three-quarter pants and sandals were rated very low in popularity. All the stakeholders were in favour of the more traditional pants, shirt and proper shoes for both boys and girls, with a slightly more informal jacket instead of the traditional blazer.

<p>In this study I will find out which thoughts and alternative conceptions pupils have about photosynthesis, decomposing and breeding. The method used was qualitative semi-structured interviews with pupils in preschool class and in the third grade. They were interviewed about what a flower needs in order to live, die and to propagate themselves. The result shows that the students have alternative conceptions about these issues. There are no big differences in the notions of the average classes. There is a relation between the children’s way of living and their notions.</p><p>The result shows that all 17 pupils know that the flowers need water and soil. Half of them know that it also needs sun. But only 2 pupils know that the flowers need sugar to live.</p>

In this study I will find out which thoughts and alternative conceptions pupils have about photosynthesis, decomposing and breeding. The method used was qualitative semi-structured interviews with pupils in preschool class and in the third grade. They were interviewed about what a flower needs in order to live, die and to propagate themselves. The result shows that the students have alternative conceptions about these issues. There are no big differences in the notions of the average classes. There is a relation between the children’s way of living and their notions. The result shows that all 17 pupils know that the flowers need water and soil. Half of them know that it also needs sun. But only 2 pupils know that the flowers need sugar to live.

This report deals with some problems in connection with the school situation of children from sparsely populated areas. 515 pupils at the middle level of the 9-year compulsory school ir. Västerbotten took part ir. the investigation. 200 of these we*-e children from sparsely populated areas according to the following definition: children having no friends of their own age except in their families closer than one kilometre from their homes. School performance was measured with standard tests in the subjects Swedish, mathematics, English and with marks in grade 6. School adjustment and maturity were measured with teacher estimates. The attitudes of the pupils to school, friends, home and leisure time were studied with questionnaire« in grades 3 and 6 and for the latter ones with a questionnaire in grade 7 as well. Children from sparsely populated areas obtained as good a result as other pupils on the standard tests. In B-schools, above all in grade 6, the children from sparsely populated areas tended to perform better than teir class-mates. Boys from sparsely populated areas obtained somewhat worse results in A-schools in grade 6. Girls performed better than boys throughout. The teacher's estimates of school adjustment and maturity favoured the group from sparsely populated areas compared with other pupils. The attitudes of the pupils to school and school work were somewhat more positive and stable in B-classes. When they reached the senior level of t.he 9-year compulsory school the pupils from B-schools were more insecure in the school situation whereas they seemed less stressed by marks and competition than pupils from A-schools. Children from sparsely populated areas have positive altitudes towards forming new contacts both at the middle level of the 9-year compulsory school and in grade 7. The results indicate on the whole that both B-schools and life in sparsely populated areas favour performance in school. The same is true of school adjustment and comfort in spite of the fact that children from this environment are considered to be a negative sample according to prevalent social group norms. / <p>Författarens förnamn är på titelbladet skrivet: Anna Greta (alltså i två ord), medan i alla delrapporter skrivs förnamnet: Annagreta.</p> / digitalisering@umu

The overall aim of this case study is to find the conditions for pupils in the nine-year compulsory school with Autism Spectrum Disorder (ASD) who are instructed in the ordinary classroom. The study explores what kind of support the schools offer these pupils. The study also examines the views of the teachers´, special educators´, principals´ and municipal representatives on what kind of support these pupils need and ought to be offered.The methods used were qualitative interviews and a questionnaire study.The theoretical basis of the study is the three different perspectives of special pedagogy. These perspectives represent three different views on the disorders of pupils.The overall result shows that the municipality offers little support for schools. The study shows that there is little collaboration between schools and ASD-specific support outside school. This study indicates that there is a lack of knowledge about ASD to meet the needs of these students. The conclusion is that schools need substantial knowledge about ASD to work in an including way with these students in a successful way. The study raises a question about the municipal system of allocation of resources.