This thesis aims to understand the multi-layered experiences of children with English as an additional language (EAL) in changing contexts by focusing on academic and social experiences in their transition from primary to secondary school. Although EAL is often linked with knowledge and proficiency in the English language as a means to access learning, this study builds on the complexity underlying the term that incorporates background, culture, agency and power in the ways children navigate their schooling. This is achieved through in-depth longitudinal accounts of children’s experiences and engagement co-constructed with participants and triangulated through interactive qualitative methods. The main focus is the active role of children in finding and embracing opportunities for social and academic engagement as part of their educational trajectories, identifying their agency in processes of change in the contrast between formal academic contexts and informal research discussions. In order to learn more about young people’s academic and social experiences, the study is theoretically informed by two perspectives. The first perspective is Bourdieu’s field analysis and the concepts of habitus, dispositions and agency. The analysis emphasises how and where children use their agency to engage with and manage expectations and options highlighted by institutional discourses and teachers. Looking at children’s engagement explicitly, the research highlights overlooked agency of children too easily categorised as EAL or ‘vulnerable’. The second analytical perspective explores engagement and trajectories in a classroom context and draws on Bernstein’s constructs of classification and framing with the aim to explain how children engage and reflect on their experiences across differently structured classroom contexts. Drawing on theoretical constructs and research in the area of EAL and diversity more widely, I present six case studies of experiences and show that in the case of children with EAL invisible agency, misinterpreted engagement and negotiating positioning both socially and academically are more complex than the notion of learning English to access learning. I argue that in the light of gaps in teachers’ understandings of children’s experiences, practical adjustments to classroom processes and communication could provide better understanding of the wider scope of EAL and schooling experiences.

Title: Comparison of participation in physical activities of secondary school students and primary school pupils in Prague Objectives: The aim of the thesis was to find and compare the participation in extracurricular physical and sport activities of Prague's secondary school students and Prague's primary school pupils based on questionnaire survey and following evaluation of the obtained data. Methods: The research was realized using the questionnaire survey. The questionnaire was designed specifically for this research. Results: The research results suggest that the physical activities are comparatively expanded among secondary school students and primary school pupils in Prague. It has been statistically proven that primary school pupils are interested in physical activities in organized form more than secondary school students. There are not significant statistical differences between primary school pupils and secondary school students in the frequency of doing physical activities. Keywords: physical activities, secondary school, primary school

This study investigated students' perceptions of the generalist learning environment of the primary school compared to the same students' perceptions of the learning environments of the secondary school, with a particular focus on science learning environments. The role of student sex and school size pathways were investigated as factors Influencing changes in students' learning environment perceptions. The same students' perceptions of the learning environment were collected in the final stages of primary school and again after their initial term in secondary school. Data collected were both qualitative and quantitative in nature, with the quantitative data derived from short forms of the My Class Inventory and the Questionnaire on Teacher Interaction. Insights were gained into how students' perceptions of learning environment, including the teachers' interpersonal style, changed during their first exposure to secondary learning environments and teachers, and how these changes in perceptions during transition depended upon school size and student sex. The study found that students' perceptions of the learning environments did change across transition, but that these changes on some scales varied with student sex and school size pathway.

According to previous research, students show difficulties in understanding photosynthesis and respiration, and basic ecological concepts like energy flow in ecosystems. There are successful teaching units accomplished in this area and many of them can be described as inquiry-based teaching. One definition of inquiry-based teaching is that it involves everything from finding problems, investigating them, debating with peers and trying to explain and give solutions. Accordingly students need to be confronted with challenging questions and empirical data to reason about and teachers need to implement student-generated inquiry discussion since students often stay silent and do not express their thoughts during science lessons. This thesis will focus on young peoples’ understanding of the functioning of plants, students’ participation during biology lessons, and how biology teaching is accomplished in primary and secondary school. Two school classroom projects focusing on teaching about plants and ecology are described. Four teachers and their 4th, 5th and 6th grade classes plus two science teachers and their three 8th grade classes collaborated. Photosynthesis and respiration were made concrete by using tasks where plants, plant cells, germs, seeds and the gas exchange were used. The aim was to listen to students’ reasoning in both teaching and interview situations. Learning outcome, as described by students’ reasoning in the classrooms and in individual interviews but also by their test results, is especially focused. Student-student and student-teacher interactions have been analysed with an ethnographic approach in the classroom context. The plant tasks encouraged the students’ in primary school to develop scientific reasoning and the interviews confirmed that the students had learned about photosynthesis. The ecology teaching in secondary school showed a substantial understanding confirmed both by students’ oral and written reasoning. Analyses of test results and understanding as presented in interviews did not always correspond. The interviews showed the importance of letting students try to explain concepts and to correct themselves. Primary students’ reasoning and understanding about photosynthesis were in the interviews almost the same as the secondary students’. The secondary students’ questioning during the lectures showed wonderments and interest for ecology from a broader view than in the content presented by the teachers and the textbooks, but the large classes and disruptive students stole too much time from the teachers’ management in the classroom. Students’ knowledge was underestimated and their interest in ecology faded away. / Tidigare forskning visar att elever har svårigheter att förstå processer som fotosyntes, cellandning och ekologiska samband, såsom energiflöden i ekosystem. Lyckosamma undervisningsprojekt inom det här området kan ofta beskrivas som ”inquiry-based”. Ett sätt att definiera ”inquiry-based” är att det innefattar allt ifrån att hitta problem, undersöka dem, debattera med andra elever och till att försöka förklara och ge lösningar. Utifrån detta visas att elever behöver bli konfronterade med utmanande frågor och empiriska data att resonera utifrån. Lärarna behöver också arbeta med att föra in studentdiskussioner eftersom det visat sig att många elever ofta är tysta och inte uttrycker sina tankar och spekulationer under NO-lektionerna. Den här avhandlingen fokuserar på elevernas förståelse av växternas funktion, elevernas deltagande under biologilektionerna och på hur biologiundervisning genomförs i mellan- och högstadiet. Två skolprojekt med fokus på växter och ekologi beskrivs. Fyra klasslärare och deras klasser i årskurs 4, 5 och 6, plus två NO-lärare och deras tre klasser i årskurs 8 samarbetade. Fotosyntes och cellandning konkretiserades med hjälp av växter, växtceller, groddar, frön och några gas-utbytesreaktioner. Syftet var att lyssna på vad eleverna resonerade om, både i undervisningssituationer och vid intervju. Elevernas förståelse utifrån deras resonerande men också utifrån deras testresultat fokuserades. Elev-elev- och elev-lärarinteraktioner analyserades med hjälp av en etnografisk ansats i klassrums-kontexten. Uppgifterna med konkret växtmaterial uppmuntrade mellanstadieeleverna att utveckla ett naturvetenskapligt resonerande och intervjuerna bekräftade att eleverna hade lärt sig om fotosyntes. Ekologiundervisningen på högstadiet resulterade i en påtaglig förståelse, som bekräftades utifrån elevernas muntliga och skriftliga resonerande. Analysen av förståelse visad i provresultat och vid intervju överensstämde inte alltid. Intervjuerna visade betydelsen av att låta eleverna både få förklara begrepp och att rätta sig själva i sina förklaringar. I intervjusituationen visade det sig att mellanstadieelevernas resonerande och förståelse av fotosyntes gott kunde mäta sig med högstadieelevernas. Elevernas sätt att ställa frågor under lektionsgenomgångarna visade på funderingar och ett intresse för ekologi, som hade en större bredd än det innehåll som lärare och lärobok presenterade, men stora klasser och störande elever stal alldeles för mycket av lärarens tid för att det skulle vara möjligt att genomföra bra undervisning i klassrummet. Elevernas kunskaper underskattades och deras intresse tonade bort.

The topic of my diploma thesis is a design of a new complex of schools in Ostrava. The place of this project is located close to a historical centre next an exhibition grounds Černá louka. The main idea is a design of single houses which are created to a closed block with an inner area with large garten. The children from secondary school will during their environment lessons plant various plants and students from the high school will get to know in their biology lessons these plants. The complex is divided by functions to five different houses: kindergarten, primary school with secondary shool, grammer school, kitchen with school canteen and sport complex.

This thesis deals with the research of practical knowledge and skills of students of primary and secondary schools. It targets exploring of cognition of local common species of vertebrates (fish, amphibians, reptiles, birds and mammals). This thesis is focused on education in the nature. The results are presented in graphs and chart tables. Key words: Knowledge of local vertebrates, questionnaire survey, primary school, secondary school, high school, hobby group, genus name, species name.

Elever med utländsk bakgrund presterar generellt sämre i NO-ämnen än elever med svensk bakgrund. Det kan endast delvis förklaras med socioekonomiska faktorer och språksvårigheter. Det är däremot tänkbart att de försämrade resultaten för elever med utländsk bakgrund kan förklaras av normativ exkludering. Syftet med denna studie är att undersöka om läroplanens krav på alla elevers rätt till likvärdig undervisning uppfylls. De frågeställningar som ställs är om identifieringsmöjligheterna för elever med olika etnisk bakgrund har påverkats av kraven i Lpo94 och Lgr11, och om arbetet med skolans värdegrund återspeglar sig i förändringar av läroböckernas illustrationer. Studien är en kartläggning av förekomsten av synliggörande och normativ exkludering genom osynliggörande med fokus på elevernas förutsättningar inför högstadiet. Den består av en kvantitativ kartläggning av vilka som är avbildade i barn- och skollitteratur under 1750–2015 (utifrån etnicitet, kön och ålder). Den ska inte ses som en läromedelsanalys utan snarare som en analys av värderingar visade genom läromedels­inköp. Studien kan påvisa både långsiktiga trender och kortare fluktuationer i såväl andelen avbildade som graden av inkluderande avbildning. Ingen ökad grad av inkludering kunde detekteras under slutet av 1900-talet och under 2000-talet (förutom angående andelen barn i littera­tur för äldre barn). Märkbarapositiva effekter av Lpo94, Lgr11 och de senare årens värdegrundsarbete i skolan kan alltså inte detekteras. Det bör därför krävas nya typer av insatser för att kunna uppnå kravet på likvärdig undervisning för alla elever. / The purpose of this study is to examine if the Swedish ethnocentrism influences the education in biology in Swedish school: if students with different ethnical background have unequal opportunities to identification due to inequality in representation in Swedish school books, and of the current Swedish curriculum Lgr11 and the previous curriculum Lpo94 have had any effect on representation in Swedish school books. Students with non-Swedish ethnical background generally perform less well in science than students with Swedish ethnical background. It can only be partially explained by socio-economic factors or language skills. However, norm-based exclusion could be a major factor. This study focus on normative exclusion through invisibilizing. It reports an intersectional quantitative study of depiction of age, ethnicity, gender and national minorities in Swedish children and school books 1750–2015. It is not an analysis of text books as such but rather an analysis of values shown by purchases of educational material. The analyses revealed both long-term trends and shorter fluctuationsin the degree of depictions as well as in the degree of exclusion/inclusion. The study cannot find any detectable increase in ethnic or gender inclusion during the late 20thand the 21thcentury. Therefore, any significant positive effects of the national Swedish curricula Lpo94 and Lgr11 and the focus of core values (“värdegrund”) can be excluded.

Submitted by NILZA RENATA DE MEDEIROS null (nilzarmedeiros@ig.com.br) on 2016-09-12T21:01:12Z No. of bitstreams: 1 Medeiros, Nilza Renata de .pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) / Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-09-14T19:55:24Z (GMT) No. of bitstreams: 1 medeiros_nr_dr_arafcl.pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) / Made available in DSpace on 2016-09-14T19:55:24Z (GMT). No. of bitstreams: 1 medeiros_nr_dr_arafcl.pdf: 2502734 bytes, checksum: 7682ef79b5af88ba091c37597f2078d2 (MD5) Previous issue date: 2016-06-26 / O objetivo desta pesquisa foi analisar o percurso escolar de alunos identificados como público-alvo da educação especial do ensino fundamental e médio oriundos da rede municipal e estadual de uma cidade de porte médio do interior paulista, bem como verificar como estavam sendo conduzidas as políticas públicas de educação especial nessas duas redes. Tratou-se de uma pesquisa qualitativa realizando-se análise documental das fichas de Cadastro da Gestão Dinâmica da Administração Escolar - GDAE de 55 alunos público- alvo da educação especial - PAEE, advindos de uma pesquisa anterior, traçando-se um panorama da situação escolar dos mesmos nos anos de 2004 e 2014. Também lançou-se mão de entrevista semiestruturada por permitir uma conversa direta com a pesquisadora possibilitando-a intuir ideias sobre como esses alunos interpretam a sua trajetória de vida escolar. Fizeram parte deste estudo 8 alunos e os dados coletados nas entrevistas foram organizados nas seguintes categorias: serviços de apoio pedagógico especializado; professoras de educação especial; dificuldades escolares; relacionamentos com os colegas da escola; cotidiano fora da escola e perspectivas futuras. Os resultados mostraram que os alunos receberam serviços da educação especial na rede municipal durante todo o período que frequentaram o ensino fundamental nessa rede, o que não aconteceu no ensino médio. Avaliaram que os serviços de educação especial que receberam na rede municipal contribuíram em seus percursos escolares, rememorando das professoras de educação especial principalmente, no que diz respeito às suas aprendizagens de leitura e escrita e no acolhimento. Os resultados mostraram ainda que eles tiveram boas experiências de amizade com os colegas de escola e também se lembraram de episódios não agradáveis como zombaria de alguns colegas que percebiam as suas dificuldades. Falaram das reações e sentimentos que tiveram ao mudarem de escola devido à passagem do ensino fundamental para o médio e uns não gostaram por não ter mais os colegas de antes e tudo ser novo para eles e outros se sentiram surpresos ao encontrarem com colegas antigos que foram estudar nessa escola e se encontravam em série mais adiantada. Sobre seus cotidianos fora da escola, os resultados mostraram que possuem compromissos e responsabilidades de jovens que estão na adolescência e outros já entrando na vida adulta. Eles possuem sonhos e idealizam um futuro visando continuar os estudos e/ou terem um trabalho. Contaram suas perspectivas futuras com seriedade, alegria e entusiasmo. Esperamos que esta pesquisa contribua para aprofundar as reflexões acerca das políticas públicas de educação especial não somente no âmbito acadêmico científico, mas também na atuação dos profissionais que compõe as equipes de educação especial, bem como a importância de escutar os alunos e verificar o que eles têm a dizer sobre seus percursos escolares. / The goal of this research was to analyze the education path of students of primary and secondary school from the municipal and state networks identified as the target audience of Special Education in a medium size inland city from São Paulo State, as well as to verify the way special education public policies were conducted in both networks. It was a qualitative research based on document analysis of files from the Register of School Administration Dynamic Management (Cadastro da Gestão Dinâmica da Administração Escolar – GDAE). They referred to 55 students who belonged to the target audience of special education (PAEE) and had participated in a previous research, giving an overview of these students’ school situation in the years 2004 and 2014. We also used a semi-structured interview, allowing a direct conversation with the researcher and enabling her to intuit ideas about how these students interpret their school life trajectory. Eight students participated in the research. The data collected during the interviews was organized in the following categories: specialized pedagogical support services; special education teachers; school difficulties, relationships with classmates; daily life outside school and future perspectives. The results revealed that the students received special education services in the municipal network during the whole period they attended primary school in that network. The same did not happen in high school. According to their evaluation, the special education services they received in the municipal network contributed to their education path. Their memory of special education teachers regards mostly their reading and writing learning, as well as reception. Results also showed that they had good experiences of friendship with classmates. They also recalled unpleasant episodes of mockery from some colleagues who noticed their difficulties. They talked about reactions and feelings they experienced changing schools due to the transition from primary to secondary school. Some of them did not enjoy it, because they lost the usual colleagues and because everything was new to them. Others were surprised by meeting former colleagues who had gone to that school before them and were now in a more advanced class. Regarding their daily life outside school, results showed that they have appointments and responsibilities typical of teenagers and youngsters who are entering adulthood. They have dreams and idealize their future aiming at continuing their studies and/or having a job. They talked about their future perspective with seriousness, joy and enthusiasm. We hope this research may contribute to deepen the reflections on special education public policies, not only in the academic context but also regarding the performance of the professionals who integrate special education teams, as well as the importance to listen to the students and check what they have to say about their school path.

This thesis is focused on the form of theoretical and practical preparation of teachers of primary and secondary schools in Bohemia in the second half of the "long" 19th century. Acquainted with contemporary legislation, curriculum of teacher-training institutes, primary and secondary schools and addresses the contemporary teaching methodologies whose knowledge was requirement for completing teacher-training institutes and teachers qualification exams. These sources are also linked with the written legacy and memories of five contemporary teachers. Keywords teachers, teacher-training institutes, teachers qualification exams, primary school, secondary school, methodical manuals

The transition from primary to secondary school is considered to be a challenging process for all pupils, but particularly difficult for those with social and emotional difficulties. Nurture groups aim to develop social and emotional skills and are seen to correspond closely with the recommendations made in transition literature. It is therefore proposed that nurture provision could be an effective means of supporting socially and emotionally vulnerable pupils in the transition. Previous literature adds support to this view, but no study as yet has focused specifically upon this topic. A small-scale case study design was used to explore the ways in which one secondary school applied nurture principles to support vulnerable pupils through the transition process. The research followed an embedded, single case design incorporating contextual and interview data regarding the school's nurture provision. Contextual information was gathered through the research diary and analysed in relation to the identified propositions. In addition, four illustrative case examples surveyed the views of the nurture facilitator and three pupils who received different levels of nurture support: these interviews were analysed using thematic analysis. An integrated case description combines the findings from all data sources and offers a coherent account of the provision.The findings support the proposition that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school. In line with nurture literature, the findings suggest that secondary schools need to adapt the primary nurture model to ensure provision meets the needs of their setting and cohort. While this promotes flexibility, secondary schools still need to adhere to a number of core principles to ensure they are delivering a true nurturing approach. A tentative model is presented, which proposes that secondary school nurture provision should aim to support social and emotional development through a range of provision that is firmly grounded in psychological theory. Provision should adhere closely to the six nurture principles, with effective identification of needs informing a personalised approach that is tailored to each individual pupil. The importance of relationships for learning and development is emphasised. The thesis concludes by suggesting that nurture provision can be an effective means of supporting socially and emotionally vulnerable pupils in the transition to secondary school, providing a number of core elements are in place.