This thesis explores the connections between dialogue, education and democracy. It begins by asking: ‘what are the implications of dialogic theory for democratic education’? In doing so it draws on concepts from the work of Arendt, Biesta, Dewey and Wegerif: dialogic space as a productive metaphor for education; an ontology of difference in which meaning emerges through dialogue; and authentic democratic action as ‘coming into being’ in negotiation with others. It then asks, ‘Can we teach for democracy?’ by looking at recent practices of citizenship education in Britain. It argues that genuine democratic education must consider students as already being citizens rather than as citizens-in-training, and must offer them opportunities to express their values in action. A theory of ‘responsible leadership’, based on a ‘pedagogy of challenge’, is proposed as a means to enable students to develop the skills and dispositions needed for democratic participation. Short courses in leadership education for teenagers are identified as sites to test this theory. Two empirical studies are detailed, which use a longitudinal case-study approach primarily based on student interviews. The first was a two-day school-based course for academically able 13-18 year olds; the second was a five-day outdoor residential course for 16-18 year olds. Both studies found significant development in students’ skills and dispositions for learning, including: openness to others’ ideas, confidence, greater self-knowledge and better communication skills. In both cases, students’ personal dispositions and insights endured. However, lack of opportunities for democratic action after the courses meant that learned collaborative skills were not strongly embedded; this also meant that ‘responsible leadership’ was not often demonstrated subsequently. Nonetheless, the studies present strong evidence for the transformative power of a pedagogy of challenge, which demands further research.

This case study examined learning components and outcomes of the UDL Virtual Classroom project, a web-based professional development program that was a collaboration between educators in the United States and Jamaica. The study applied the HPL lens (NRC, 2000) in order to understand the ways that Jamaican educator-participants perceived the integration of learner-centered learning, knowledge-centered learning, assessment-centered learning, and community-centered learning in the program itself, and also examined the impact of these components, despite numerous hurdles, on teachers’ mindsets and practices and the engagement and performance of students in their schools and classrooms. The researcher’s intent was to address the contextual nature of teacher learning, which must contend with the challenges of meeting the needs of individual teacher-learners, as well as obstacles and real-world situations impacting the implementation of theories and strategies. A multi-case study design was used to gather data through observations, interviews, group meetings, and surveys. Findings were analyzed using qualitative methods, focusing on the experiences of participants both as adult-learners in the professional development program and as educators themselves as they returned to their own educational contexts to implement what they had learned. This study provided insights about strengths and challenges of hybrid learning, international resource-sharing, and long-term impacts of teacher learning.

The programme provision in a third of further education (FE) colleges in England is poorly designed, according to Ofsted which inspect colleges in England, and does not provide post-16-year-olds the skills needed for employment. The policy landscape shapes the complex FE college environment. Often programme decision-making at strategic level does not respond to stakeholders’ needs or achieve stability and sustainability of these institutions. The aim of this research was to analyse programme decision-making in FE colleges in England. It focused on how FE colleges use the opportunities and constraints presented by their locality and context to tailor their programme provision whilst under pressure to meet the local needs for the provision of education and training and the expectations of the Ofsted inspection framework. A review of literature on the theories and models of decision-making led to the formation of research questions and a framework for the analysis of programme decision-making in FE college environment. Empirical data was collected by means of college principals and other senior managers in three contrasting FE colleges in England. Documentary analysis provided stimulus for interview questions and corroboration of evidence. The research found that programme decision-making is influenced by the opportunities and constraints presented by the locality of the FE college and a number of internal and external factors. It shows that FE leaders and managers who prioritise leadership for learning, which is characterised by a strong focus on learners’ learning experience, implement management approaches to the organisation of programme provision. Such focus informs the strategic directions to achieve effectiveness of programme provision and accountability, increase engagement with stakeholders and improve the sustainability of the college. The study shows that effective programme decision-making requires a collaborative approach involving the participation of stakeholders to provide a solution-driven method to managing programme provision in FE colleges.

The internet usage is increasing rapidly, especially for learning in the field ofeducation and informatics. The investigation of indentifying and analyzing internetusage for learning improvement is necessary to implement with students. In order toensure the use of the internet improve students’ learning, it is necessary to investigatewith developed and developing countries in the term of comparison. In our researchconducted examining with students in one developed country (Sweden) and onedeveloping country (Laos) to identify and analyze the relationship between internetusage and students’ learning. We collected data with survey through questionnaires byquantitative research, and analyzed the relationship by correlation analysis. Findingindicated that internet usage has the positive relationship with students’ learning ashigher of using internet and higher of grade. However, the use of era technology andstudents’ learning in developed country are absolutely higher than developingcountry. Thus, we ensure that internet usage is a positive relationship with students’learning. / Program: Masterutbildning i Informatik

Hur tillägnar sig gymnasieelever sin kunskap och är de medvetna om hur de tillägnar sig praktisk och teoretisk kunskap? Dessa frågor har Comenius och Dewey långt före mig sökt svaret på. Denna studie avser att bidra med kunskap om denna process. De elever som ingått i denna studie berättar om hur de upplever skillnader och likheter mellan teoretisk och praktisk kunskap. Elevernas tolkningar om hur de uppfattar lärandet är en central del av arbetet där elevens syn är viktig. Studiens syfte är undersöka hur elever på gymnasieskolans yrkesförberedande program upplever att de tillägnar sig kunskap och framför allt hur de uppfattar skillnaden mellan praktiskt och teoretiskt lärande. För att få reda på hur elever upplever målen med skolan och hur de ser på sitt lärande har jag genomfört intervjuer med fyra elever. Intervjusvaren har sedan analyserats för att få en bild av deras erfarenheter. Resultatet pekar på att eleverna inte är särskilt medvetna om vilka strategier de har för att lära sig kunskap. Strategierna för ett lärande är mer en omedveten handling som är svår att redogöra för hur den fungerar. Eleverna beskriver stora skillnader mellan teoretisk kunskap och praktisk kunskap men under intervjun visar de också en medvetenhet. När likheterna mellan teoretisk och praktisk kunskap efterfrågas har eleverna svårt att redogöra för vart gränsen mellan dessa egentligen går. Jag har förstått att ju större anknytning till elevens verklighetsvärld utbildningen har desto bättre förutsättningar har lärandet. / How Upper Secondary School students acquire the knowledge and are aware of how to acquire practical and theoretical knowledge. These issues have Comenius and Dewey long before I sought the answer to and the process that leads to the answer, this study is a small piece of road. The students who concluded in this study tell us about how they perceive the differences and similarities between the theoretical and practical knowledge. Students' interpretations of how they perceive learning is a central part of the process in which the pupil's views are important. A part of the study is to find out students' perception of school aims and the aims they have with the school. To find out how they perceive the aims of the school, and how they view their learning, these students were interviewed and interview responses were analyzed to obtain a picture of their views. The results indicate that students are not particularly aware of what strategies they have to learn the knowledge. The strategies for learning are more an unconscious act that is difficult to explain how it works. Students see large differences between theoretical knowledge and practical knowledge. During the discussion, a greater awareness and where the similarities between these fields of knowledge are discussed so students have been hard to explain every line between practical and theoretical knowledge really is. I understand that the more related the learning is to the student's real world the more they are learning.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

This study examined the self-efficacy for learning beliefs of male and female youth with ADHD, and explored whether symptoms of inattention predict self-efficacy beliefs beyond internalizing symptoms and academic achievement. Thirty-one youth with ADHD (18 males, 13 females) and 31 youth without ADHD (17 males, 14 females) between the ages of 13 and 18 completed self-report questionnaires examining self-efficacy for learning, ADHD symptomatology, academic achievement, and internalizing problems. Results indicated that female youth with ADHD felt less confident in their ability to regulate their learning effectively. In addition, regression analyses with the full sample revealed that inattention predicted self-efficacy for learning beliefs beyond internalizing difficulties and academic achievement. These results suggest that youth reporting high levels of inattention may also have lower perceptions of their ability to accomplish many academic tasks that require self-regulation.

The students participating in my development work will work with a process book for handicraft studies. In the beginning of their studies, the students need practical knowledge about the development of the profession itself, but they also need to be challenged and learn how to solve problems on their own which will help them gain a deeper knowledge of the subject.     I focus on open questions to create a process with the students. This process is created when working with Solution-Focused-Education. Through “assessment for learning” we can help the students to improve their self-assessment and understanding of the learning process. Assessment for learning also requires a communication between student and teacher, student and student and between teacher and teacher. The process book is to be used where communication and dialog already exist between the teacher and the student, as a way to enhance the knowledge. By using this kind of teaching method I have grown as a teacher. I have also felt that the students have gained a greater understanding for the craft work and have acquired a new way of embracing the knowledge. The student’s development has become more personal and the “tacit knowledge” has been more visible through the written communication. Key words: Solution-Focused-Education, Assessment for learning, process book, communication. / En processbok inom hantverket är vad eleverna i mitt utvecklingsarbete kommer att arbeta med. I starten av en utbildning behöver eleverna stora kunskaper om hur yrket kommer att utvecklas men framförallt behöver eleverna utmanas och tränar på att lösa många problem själva för att ha möjlighet att lära sig mer om ämnet Fokus ligger på öppna frågor för att skapa en process hos eleverna. En process med eleven skapas när man arbetar med lösningsinriktad pedagogik förkortat LIP. Genom den formativa bedömningen kan man skapa plats för elevens självvärdering och förståelse kring lärprocessen. Formativ bedömning förutsätter även att man skapar kommunikation mellan elev och lärare, elev och elev och mellan lärare och lärare. Processboken används där en kommunikation och dialog sker mellan lärare och elev för att locka fram och stärka kunskaperna. Genom användningen av den här typen av undervisningssätt har jag utvecklats som lärare. Men jag har även upplevt att elevens förståelse för det nya hantverket har stärkts och lockat fram ett nytt sätt att se på kunskapen. Elevernas sätt att utveckla sig på har jag sett mer personlig och den tysta kunskapen har blivit lite mer synlig genom en skriftlig kommunikation. Nyckelord: Lösningsinriktad pedagogik, formativ bedömning, processbok, kommunikation

The purpose of this study was to gain an understanding of the management practices of expert secondary general education teachers in inclusive classrooms. Specifically, expert teachers of classrooms who included students with severe cognitive disabilities, including autism, intellectual disability, and traumatic brain injury were of interest in this study. Further, this study was designed to determine how the teachers learned to expertly manage their inclusive classrooms. Eight teachers met criteria for inclusion in this study as expert teachers, through confirmed nomination, experience requirements, holding required teaching certifications, and through evidencing positive impacts on their included students with disabilities. Interviews were conducted with these eight teachers, in addition to telephone interviews with their special education teaching peers. Through a constant-comparative method of data analysis, it was found that teachers learned to manage their inclusive classes in a variety of ways. They learned from traditional opportunities, self-directed learning, and through learning from others. Each of these teachers engaged in continual learning strategies that began during pre-service preparation and continued through professional development while in-service. Additionally, the teachers in this study managed their classrooms in a variety of ways which addressed student learning, the environment, and student behavior. Management of student learning was evidenced through 17 identifiable practices, including ones such as modifying product expectations, including multi-sensory opportunities, and including real-world applicability. Teachers managed their inclusive classroom environments through 11 different practices, such as establishing a structure with rules, working as a whole group/class, and creating a calm learning environment. Management of behavioral expectations was executed by these expert teachers through 12 distinct management practices, including consistency with consequences, maintaining a respectful attitude ant tone with the class, and being aware of student stressors. Management practices of these expert teachers additionally aligned well with the principles of Universal Design for Learning (UDL).

<p>Hur tillägnar sig gymnasieelever sin kunskap och är de medvetna om hur de tillägnar sig praktisk och teoretisk kunskap? Dessa frågor har Comenius och Dewey långt före mig sökt svaret på. Denna studie avser att bidra med kunskap om denna process. De elever som ingått i denna studie berättar om hur de upplever skillnader och likheter mellan teoretisk och praktisk kunskap. Elevernas tolkningar om hur de uppfattar lärandet är en central del av arbetet där elevens syn är viktig. Studiens syfte är undersöka hur elever på gymnasieskolans yrkesförberedande program upplever att de tillägnar sig kunskap och framför allt hur de uppfattar skillnaden mellan praktiskt och teoretiskt lärande. För att få reda på hur elever upplever målen med skolan och hur de ser på sitt lärande har jag genomfört intervjuer med fyra elever. Intervjusvaren har sedan analyserats för att få en bild av deras erfarenheter. Resultatet pekar på att eleverna inte är särskilt medvetna om vilka strategier de har för att lära sig kunskap. Strategierna för ett lärande är mer en omedveten handling som är svår att redogöra för hur den fungerar. Eleverna beskriver stora skillnader mellan teoretisk kunskap och praktisk kunskap men under intervjun visar de också en medvetenhet. När likheterna mellan teoretisk och praktisk kunskap efterfrågas har eleverna svårt att redogöra för vart gränsen mellan dessa egentligen går. Jag har förstått att ju större anknytning till elevens verklighetsvärld utbildningen har desto bättre förutsättningar har lärandet.</p> / <p>How Upper Secondary School students acquire the knowledge and are aware of how to acquire practical and theoretical knowledge. These issues have Comenius and Dewey long before I sought the answer to and the process that leads to the answer, this study is a small piece of road. The students who concluded in this study tell us about how they perceive the differences and similarities between the theoretical and practical knowledge. Students' interpretations of how they perceive learning is a central part of the process in which the pupil's views are important. A part of the study is to find out students' perception of school aims and the aims they have with the school. To find out how they perceive the aims of the school, and how they view their learning, these students were interviewed and interview responses were analyzed to obtain a picture of their views. The results indicate that students are not particularly aware of what strategies they have to learn the knowledge. The strategies for learning are more an unconscious act that is difficult to explain how it works. Students see large differences between theoretical knowledge and practical knowledge. During the discussion, a greater awareness and where the similarities between these fields of knowledge are discussed so students have been hard to explain every line between practical and theoretical knowledge really is. I understand that the more related the learning is to the student's real world the more they are learning.</p>