Mycket av den forskning som finns visar att lärare har en bristande kompetens för tillämpning av digitala verktyg i matematikundervisningen. Digitaliseringen i samhället utvecklas ständigt, vilket bidrar till att skolans digitalisering bör göra det samma. Tidigare forskning uttrycker därför att vi inte längre kan diskutera om vi ska tillämpa digitala verktyg i undervisningen, utan istället hur det faktiskt ska implementeras. Syftet med den här empiriska undersökningen blev därmed att belysa hur lärare på mellanstadiet implementerar digitala verktyg i matematikundervisningen. I anknytning till TPACK-modellen har en analys gjorts, för att synliggöra lärares koppling mellan pedagogik, teknik och matematik. Resultatet visar att det är viktigt att lärare tänker på att ett digitalt verktyg inte bär med en pedagogik i sig. Istället bör man fundera över vilka pedagogiska strategier man använder i anknytning till tillämpningen av digitala verktyg / Much of the research available shows that teachers have a lack of competence for the application of digital tools in mathematics education. Digitalisation in society is constantly evolving, which helps the school's digitalisation to do the same. Previous research therefore expresses that we can no longer discuss whether to apply digital tools in teaching, but instead how it should actually be implemented. The purpose of this empirical study was thus to illustrate how middle school teachers implement digital tools in mathematics education. In connection with the TPACK model, an analysis has been made, in order to make visible the teachers' connection between pedagogy, technology and mathematics. The result shows that it is important for teachers to remember that a digital tool does not carry a pedagogy in itself. Instead, one should consider what pedagogical strategies one uses in connection with the application of digital tools

RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION, UNIVERSITY OF THE WITWATERSRAND, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATIONAL PSYCHOLOGY DATE: MARCH, 1994 / Numerous research reports cover the need for educational programmes that address the social, intellectual, emotional and creative aspects of the development of gifted disadvantaged children (Rosenbaum, 1989), This study focuses on assessing. the effectiveness of an enrichment programme designed to enhance the self-concept of both identified 'talented' students and their 'average' peers. The term 'talented' was chosen in an attempt to move away from 'gifted' with its limited definition and biased connotations. Both the talented and average groups of children were participated in an enrichment programme which challenged their performance, attitudes and interpersonal skills. Various aspects of the programme were evaluated: the extent to which such a programme can achieve its objectives; identifying the programme's strengths and weaknesses and; developing a realistic, alternative course of action fOr curriculum modification. Support was found for the belief that the self-concept of all children can be enhanced from an enrichment programme. Although the identified children initially functioned at higher levels on all the scales the individual results differed, On the Renzulli Rating Scale all children were seen to benefit, with greater improvements in the 'average' group, equalizing the two groups.Polt-test results of the Renzulli Rating Scale - measuring task commitment, creativity and motivation - and the Torrance measure of creativity indicated that both groups benefited significantly from the enrichment programme. On the scale of self-awareness the iden1tified group showed greater benefits. It was concluded that a multi-dimensional approach to assessing and understanding children's abilities is useful and recommended. In addition, talent must be understood as a dynamic concept that exists in varying degrees in different individuals and one that is capable of change at any stage of development. Evaluation of this programme can provide educators with an incentive and opportunity for planning developing and improving educational programmes that have a broader range of emphasis than the current school curriculum. The relevance of this study for educators and possible directions for future research are discussed.

The thesis Qualitative analysis and making of online educational videos for teaching chemistry elaborates on the position of educational video in the field of educational tools and education generally. A theoretical research of international academic resources was conducted and the results were used to create a set of criteria and suggestions to increase the effectivity of an educational video. These were later used as a basis for analysis of various Czech educational video channels selected using key words from topics that students often find confusing or difficult. All the information gathered was then used to create a video focused on a selected chemistry topic.

M. Ed. (Education Management) / The main purpose of the current study was to investigate the effectiveness of training educators on implementing the Revised National Curriculum Statement (RNCS) in the Intersen (Grades 4-7) phases in Wattville primary schools. The problem is that there is lack of effective implementation of RNCS due to the lack of proper and adequate training received by educators in this area. The general research question is “What is the importance of implementing the Revised National Curriculum Statement (RNCS) in schools?” The aims of the current study are to provide educators with strategies and techniques on implementing RNCS, equip educators with skills and knowledge for the effective implementation of RNCS, to outline a theoretical description of the support needed subsequent the GDE training and to provide educators with staff development programmes for the effective implementation of RNCS. The objectives were to determine the strategies and techniques employed in schools in implementing RNCS and to determine the degree of knowledge and support the participants have received subsequent the GDE training. The study is based on qualitative research, since it sets out to develop an understanding of individuals and events in their natural state. The researcher employed observations, interviews and document analysis as methods of collecting data by personally interacting with the participants in their natural settings. Purposive sampling was employed, where only information-rich participants were chosen for the purpose of the study. The researcher selected participants who were knowledgeable and informative about RNCS so that the best information could be provided for the purpose of the research information. The findings indicated that there is lack of knowledge, skills and understanding on implementing RNCS; the training provided by the GDE was insufficient and inadequate; lack of parental involvement in their children’s learning; lack of Learner v and Teacher Support Materials; lack of educator support subsequent GDE training and finally, lack of staff development programmes in schools. To the findings arrived at, recommendations to the GDE were made as follows: • Intensive educator training by curriculum specialists on RNCS should be conducted. • More educators should be employed to address the issue of learner-educator ratio and overcrowded-ness, which impact negatively on RNCS implementation. • Hands-on training in the form of in-service training and workshops should be provided on continuous basis. • Staff development programmes should be drawn by all educators and conducted by the SMTs, to enhance effective RNCS implementation. / Mr. S.T. Hlongwane

The thesis deals with the small church communities and their relations to the religious education - catechesis. Three ideal types of the small church communities are designed: family, parish, non-parish community. The two suitable religious approaches are the shared Christian praxis by T. H. Groome and mystagogy.

In an attempt to transition from its oil-based economy, the Kingdom of Saudi Arabia is taking further steps towards building a knowledge-based economy. Saudi universities play a pivotal role toward the country’s attempts to achieve the desired sustainable economic growth. And because knowledge production is dependent on the human capital embedded in faculty members working at theses universities, the recommendations of the Saudi National Science and Technology Policy stressed the importance of enhancing research skills of faculty members and researchers at public universities using different means and initiatives. However, a little is known about the impact of the implemented initiatives to promote research on the actual research outcomes of faculty members working at these universities. This study examined the impact of research promoting practices, and faculty personal characteristics (i.e., age, gender, marital status, academic rank, citizenship, and origin of PhD degree) on the levels of faculty research productivity at four Saudi Arabian public universities: King Saud University (KSU), King Abdulaziz University (KAU), King Khalid University (KKU), and King Faisal University (KFU). All PhD holder faculty members working at these universities were included in the sample of the study. A self-administrate web-based survey questionnaire was used to collect data for this study. Out of 7072 distributed questionnaires, 389 answered questionnaires were used for the data analysis. Multiple regression results revealed that the following research-promoting practices have positive and significant relationships with faculty research productivity: supportive collegial environment, the high perception of the academic editing and translating services, the positive perception of the research funding process, the rate of participation in collaboration programs, and conference attendance. Faculty’s perception of the role of research centers and research financial incentives revealed reverse relationships with certain types of faculty research productivity. Among the personal characteristics of faculty members, full professors were found to have the highest levels of research productivity. Citizenship (tenure status), and origin of PhD degree were found to have positive relationships with certain types of faculty research productivity. Male faculty were found to have more publications in refereed journals compared to female faculty. Also, older faculty were found to have more publications in refereed journals compared to junior faculty.

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This diploma thesis deals with the way to teach politeness in elementary schools. Based on the theoretical literature, in the first theoretical part on the background of the Czech language there are defined basic terms such as pragmalinguistics, politeness principle, politeness strategies, face etc. Considering the didactic character of this work, both verbal and nonverbal aspects of politeness are described in the relation to the teacher-student communication. The practical part of the thesis focuses on the analysis of how the aspects of politeness are taught in Czech language lessons and included in three contemporary textbook series. Other source studied is the analysis of the relevant survey among teachers. On the basis of the survey results there are made up some activities with presumably good influence on practicing examined aspects of politeness.