Thesis (M. Tech. (Dept. of Hospitality and Tourism)--Vaal University of Technology. / A baseline survey on the nutritional status of primary school children was conducted by means of Quantitative Food Frequency Questionnaire (QFFQ) and the 24-Hr recall questionnaires. The questionnaires were distributed by trained fieldworkers and completed by children attending the primary school in this community. The results of the QFFQ and the 24-Hr recall were used to identify nutrient deficiencies in the target group and to design a food product for a school feeding programme targeted to address specific nutritional needs. The aim of this study was to develop a nutritious novel food product that was affordable and appealing to children, rich in energy, protein and micronutrients. Five recipes were originally tested and evaluated. Recipes were theoretically analyzed by using the Dietary Manager program. The three most suitable recipes were chosen. Sensory analysis, by means of a paired preference test was done to determine which of the three products the subjects preferred. The final product developed was a maize meal and whole wheal "vetkoek". The Agricultural Research Council (ARC) laboratory in Irene bio-chemically analysed the velkoek. A second sensory analysis was conducted to evaluate the product for acceptability. A smiley face evaluation sheet was developed for the acceptance testing. The results showed that the majority (65 percent) of the consumers liked the product very much, 18 percent liked the product moderately, and 17 percent found it acceptable, 90 percent found it to be acceptable for inclusion in a school-feeding program. After the sensory evaluation was done a trained microbiologist at the ARC conducted the shelf life testing. A recipe pamphlet was developed and printed in a format that is easily understood by illiterate people. The pamphlet was used by the community workers, who were responsible for preparing the vetkoek. The results indicated that a vetkoek, meeting all the stated criteria can successfully be developed for a school programme / National Research Foundation (NRF); Central Research Council (CRC)

The diploma thesis is focused on highly gifted pupils. The objective of the thesis, which is based on the case studies, is to present the specifics of the inclusive measures used to support gifted pupils in elementary schools. Information from the interviews with pupils, their families and their teachers make an important part. The result of the thesis is to show the possibilities of the work with gifted pupils and the ways to help them. The thesis also should serve as a reflection of how the current state of the gifted pupils education works.

Dans le contexte particulier de la Guyane, il y a une forte carence de l’enseignement des sciences et de la technologie en cycle 3 du primaire. Celle-ci est habituellement imputée aux « manque de temps, manque de matériel ou de ressources, manque de goût à cet enseignement, manque de formation initiale, manque de formation disciplinaire à l’IUFM, manque d’appuis spécialisés… ». Nous faisons l’hypothèse que le multilinguisme pourrait être aussi une des causes principales de cette carence, car beaucoup d’enseignants affirment que le français et les mathématiques sont des prérequis à l’approche des sciences expérimentales et de la technologie. Nous postulons que la démarche d’investigation préconisée dans l’enseignement des sciences et de la technologie peut être une « discipline outil » pour la maîtrise du langage, oral, lu et écrit. Notre recherche est donc centrée sur la pratique enseignante. Afin d’obtenir les données, un questionnaire a été passé auprès de toutes les classes du cycle 3 de Guyane. Les 167 réponses ont constitué un état des lieux représentatif de l’enseignement des sciences et de la technologie en Guyane. Des entretiens d’explicitation complémentaires ont mis en évidence des situations contradictoires explicatives de la carence de cet enseignement. D’une part, une forte pression sociale, politique, institutionnelle et hiérarchique fixe les priorités d’enseignement au français et aux mathématiques, et instaure ainsi un obstacle majeur à l’enseignement des sciences et de la technologie. D’autre part, les professeurs des écoles mobilisent près de 50 % de leur temps et de leurs compétences à la gestion de la classe et du comportement des élèves. Les jeunes professeurs n’ont pas de formation initiale aux techniques éducatives favorisant l’intégration scolaire. Notre recherche montre que la polyvalence du professeur des écoles est fondée sur un système dual dont les missions simultanées sont l’enseignement et l’éducation. L’observation, la manipulation ou l’expérimentation préconisées par la démarche d’investigation renforcent la motivation des élèves et participent à l’instauration d’une démarche pédagogique active puérocentrée par laquelle l’enfant se scolarise, intègre la culture scolaire et devient un élève réceptif aux enseignements. Ainsi, l’enseignement des sciences expérimentales et de la technologie devient une « discipline outil » au profit des autres matières dont le français et les mathématiques. / In the particular context of French Guiana, the sciences and technology teaching in the upper sections of French primary schools is badly failing. This is usually ascribed to "lack of time, lack of equipment or resources, lack of interest for these discipline, lack of initial training, lack of disciplinary training in French teachers’ training colleges (IUFM), lack of teaching aids". We make the hypothesis that multilingualism could also be one of the main causes of this deficiency, as many teachers assert that French and Mathematics are the necessary pre-requisites for a sound approach of experimental sciences and technology. We postulate that the investigative approach advocated in the teaching of sciences and technology can be a "tool discipline" for the acquisition of oral language skills as well as of writing and reading skills. This research focuses on teaching practices. To obtain the data, a questionnaire was circulated through all the classes of cycle 3 (upper primary school) in French Guiana. The 167 answers collected made it possible to map out the present state of science and technology teaching in French Guiana. Further clarification interviews have revealed contradictory situations accounting for the inadequacies of this teaching. On the one hand, there is an overwhelming social, political, institutional and hierarchical pressure to place French and Mathematics top of the agenda, thus introducing a major obstacle to the teaching of sciences and technology. On the other hand, primary school teachers devote about 50 % of their time and skills to classroom and pupils management. Furthermore, in their formative years, young teachers do not get proper training in educational methods aimed at promoting inclusive education. Our research shows that the versatility of primary school teachers is based on a dual system that hinges on the simultaneous tasks of teaching and educating. Observing, manipulating or experimenting, as advocated by the investigative approach increase the motivation of the pupils and participate in the institution of an “child oriented active approach” enabling pupil to come to terms with the school culture and thus become susceptible to new teachings. Science teaching therefore provides a “learning tool” for the benefit of the other subjects including French and Mathematics.

The purpose of this study was to examine the status and the content of the middle/junior high school art- programs in Texas. A questionnaire designed to elicit information concerning the art program was sent to middle/junior high school art teachers in Texas. The responses were analyzed according to the school district size, the grades comprising the school, and the school enrollment using simple descriptive statistics. This study revealed the following areas concerning the typical middle/junior high school art program in Texas: school district size, school enrollment, art enrollment, grades in school, types of art courses, teaching objectives and approaches, art budget, resource materials, and art equipment.

MEd thesis / Abstract This study explores teachers’ understanding about ways in which assessment supports learning and teaching within the context of grappling with the new curriculum. It argues that formative assessment, supports a socialconstructivist view of learning and teaching. It suggests that formative assessment functions in a fundamentally different way to summative assessment, and could assist teachers in moving towards a more conceptual approach to learning and teaching. Teachers’ views are explored in focus groups in which teachers discuss their choice and use of either traditional or alternative assessment tasks, in their mathematics lessons. The findings suggest, however, that teachers’ ability to use assessment in this way is influenced by their own views of mathematics learning, their current views of assessment, the amount of support provided in the assessment materials, and the practices of the school. Key words Formative assessment Social constructivist Focus groups Phenomenography Primary school Mathematics Assessment Investigations

Focusing on relations between principals, other School Management Team (SMT) members and teachers, this study examines the potential of their active collaboration around instructional matters to enhance the quality of teaching and student achievement. The analysis is grounded in the theory of instructional leadership- and the conceptual framework locates instructional leadership within the context of the instructional core and the role of the school principal and SMT exercise in the learning context. The main question that drove this research was: How does the work of the school principal influence classroom practice of teachers? My study investigated the following three sub questions: i)Does leadership contribute to the ultimate success of schools?; ii) What are the three successful schools doing? and iii)How do the principals of these schools recognise, implement and bring about change that contributes to their success? The main aims were to examine how the primary school principal leads and influences classroom practice to encourage improved academic performance and how the principal and other senior management team members work together to communicate with, monitor and evaluate teachers. In addition, it investigated how teachers perceive and interpret the actions of the school leadership around their own classroom practice. It looked into the particular behaviours, relationships and interactions between the principals and SMT members and educators that influenced or hampered the delivery of quality education in the classroom. The sample comprised of three case studies of primary schools in Gauteng, South Africa. The methodology used was structured interviews of the principals and senior management members, focus group interviews with teachers, observations and documentary evidence. Data was collected, coded and analysed under themes that emerged from examining the data and literature around instructional leadership. The research objective was to understand the role that primary school principals play in instructional leadership and how instructional leadership can lead to effective teaching and learning. My goals were to characterize “best practice” for instructional iii leadership; and to identify strategies used by the school principals that show how their work influences classroom practice. The study found that effective instructional leadership is central to enhancing teaching and learning in a primary school to improve student academic outcomes and that the instructional leadership behaviours of school principals were significantly related to teacher's commitment, professional involvement and innovativeness and to the overall improvement of student results. This study demonstrated that instructional leadership success is not based on a one size fit all model for instructional enactment of success.

Student Number : 0215974F - MSc Dissertation - School of Mathematics Education - Faculty of Science / The report presents an investigation on how learners’ home language can be used as a support for learning mathematics. This qualitative case study was conducted in Phelindaba Primary School wherein learners use English as the language of learning and teaching which is not their home language. This school worked in collaboration with the Home Language Project to facilitate the learning of mathematics using the learners’ home language as a resource. The study revealed that when learners use their home languages they interact better with their peers, the teachers and their tasks. Learners used home languages to achieve conceptual understanding, procedural fluency, adaptive reasoning and strategic competence, which would in turn develop their productive disposition

Esta pesquisa, inserida nos campos da Educação, Linguagem e Psicanálise, toma, a partir da análise de produções infantis, o estilo como objeto de estudo. Tem por objetivo depreender os recursos linguísticos e discursivos que possibilitem descrever o estilo na escrita de alunos do 3º ao 6º ano do ensino fundamental. Busca, assim, responder à seguinte questão norteadora: Quais recursos linguísticos ou discursivos podem apontar para manifestações do estilo em textos produzidos por alunos do ensino fundamental? Para tanto, defende a tese segundo a qual o estilo emerge quando, abrindo mão de um posicionamento potencialmente seguro, os sujeitos exploram as diversas possibilidades de transcender as normas que regem uma cultura. A perene desconstrução dos ideais de si e do outro é condição necessária para assumir o risco. Esse aspecto remete ao título desta pesquisa: a(r)riscar-se. A partir da homofonia entre a riscar e arriscar, postula-se que as manifestações do estilo estão relacionadas à aposta incerta de desconstruir um Outro absoluto (LACAN, 1960/1998), riscá-lo. Considerando a possibilidade de, ao analisar longitudinalmente os textos produzidos por um mesmo grupo de crianças, localizar traços idiossincráticos (MURRAY, 1922/ 1956) que pudessem ser considerados marcas de estilo, foram coletadas produções dos mesmos alunos, no período em que cursavam do 3º ao 6º ano do ensino fundamental. Esses textos, coletados em quatro turmas de uma escola municipal localizada na zona leste da cidade de São Paulo, foram resultantes de 10 propostas de produção textual. As atividades foram elaboradas a partir dos conteúdos previstos nos planos de ensino de cada ano/ série, de modo que a coleta de dados não interferisse na rotina das turmas. O corpus final foi composto pelas produções dos alunos que participaram de todos os anos da pesquisa e que produziram ao menos seis, das dez atividades propostas. Totalizando, assim, 436 textos, escritos por 51 participantes. A partir de um referencial teórico que conjuga as contribuições da psicanálise de orientação lacaniana, educação e linguagem, verificou-se que o estilo, na escrita de crianças, manifesta-se: a) nos recursos linguístico-estilísticos mobilizados nas produções, os quais sugerem um trabalho com os efeitos estéticos do significante e; b) nas recorrências no que se refere ao gerenciamento das diferentes vozes que compõem o dizer (DUCROT, 1987). Conclui-se, portanto, as manifestações do estilo presentes em textos escolares evidenciam que as crianças, apesar de estarem escrevendo no contexto de uma instituição escolar, sustentam o risco necessário para fazer passar sua singularidade por meio de suas produções. / This research, inserted in the fields of Education, Language and Psychoanalysis, focuses on style, studied from the analysis of childrens writings. It aims to deduce the linguistic and discursive resources that would enable the description of the style in primary school children writing. Thus, it quests the following research question: Which linguistic or discursive resources may be expressions of style in texts written by primary school students? For this purpose, it defends the thesis that style arises when, resigning from a potentially safe place, the subjects explore the different possibilities of transcending the standards of a culture. The constant deconstruction of the ideal image of oneself and of the other is the necessary condition for running the risk. This aspect alludes to the title of this research: (To) risk. Considering the homophony between risk (verb) and risk (noun), it is assumed that the expressions of style are related to an uncertain bet that consists of deconstructing an absolute Other (LACAN, 1960/ 1998), making a risk on it. On the assumption that by means of analysing the texts produced by the same group of children, it would be possible to find idiosyncratic marks (MURRAY, 1922/ 1956), writing samples were collected for three years, from 3rd to 6th grades of primary school. Those writing samples were written by four groups from a public school in the city of São Paulo. The writing prompts, 10 in total, were elaborated considering the programme content of each school year, so the activities would not interfere in the routine of the groups. The final corpus (436 samples, written by 51 research participants) consists of the writing samples written by the students that participated in each of the three years the research was conducted and wrote, at least, six samples. The theoretical framework combines the contributions from the fields of Lacanian psychoanalysis, language and education. The analysis demonstrated that style, in childrens texts, expresses through a) the linguistic and discursive resources employed in the writing samples, which suggest an effort in exploring the aesthetic effects of the signifier and; b) the recurrence related to the different voices that compose an enunciation (DUCROT, 1987). It concludes that the style expressions in school texts show that children, even writing under the rules of an institution, are able to sustain the risk that is necessary to support their singularity.

Denna uppsats syftar till att undersöka hur det är att arbeta som grundskollärare i 2010-talets Sverige. För att ta reda på detta har intervjuer genomförts med sex stycken informanter. Under intervjuerna framträdde fyra teman centrala för läraryrket – ansvar, respekt, fostran och status. Dessa fyra teman utgör uppsatsens stomme och är representerat i var sitt kapitel. Enligt beräkningar kommer det att saknas upp emot 80 000 lärare år 2031, och lärarutbildningarna har länge haft svårt att rekrytera studenter. Yrkets status är låg och informanterna anser inte att lönerna står i proportion till det ansvar och den arbetsbelastning som deras yrke innebär. Informanterna berättar vidare att de ofta känner sig ifrågasatta i sin yrkesroll och att de ser många brister i den kommunala ledningen. Samtidigt medger flera av informanterna att det finns en stor orättvisa i att kommuner ska styra skolan. Respekten för yrket upplevs ha försämrats och informanterna får ofta ta diskussioner med både föräldrar och elever. En allt större del av lärarnas arbete upptas av att fostra sina elever och lära ut grundläggande sociala värderingar. En utmaning informanterna berättar om är den att kunna möta alla elevers behov, och mycket arbete läggs på att skapa en inkluderande skola. Yrkets låga status kan delvis förklaras genom den kvinnliga dominansen, främst mot de yngre årskurserna. Men det handlar också om en ojämn lärarutbildning som inte alltid gett tillräckliga verktyg för att hantera läraryrkets utmaningar. Vägen framåt handlar om att på organisatorisk nivå dra lärdom av tidigare misstag och vikten av att de som leder skolans utvecklingsarbete inte låter sig luras av kortsiktiga lösningar som först senare visar sig vara mycket kostsamma. Trots de utmaningar som finns är många av de knappt 100 000 lärare som finns i tjänst idag passionerade och trivs med sitt yrke. Det bekräftas av de sex informanter som intervjuats i denna uppsats. / The aim of this essay is to investigate the work life of primary school teachers in Sweden in the 2010s. To find out, interviews have been conducted with six informants. During the interviews, four themes emerged central for the teaching profession – responsibility, respect, upbringing and status. The essay is based on these four themes and each theme are represented in a chapter. Calculations show that the Swedish primary school system will be missing up to 80,000 teachers in the year of 2031, and the teacher education programmes have long had difficulty recruiting students. The status of the profession is low and the informants do not consider that wages are proportionate to the responsibility and workload that their profession entails. The informants further say that they often feel questioned in their professional role and that they see many shortcomings in the municipal management. At the same time, several of the informants admit that there is a great deal of injustice in the fact that municipalities are to govern the school. The respect for the profession is perceived to have deteriorated and the informants say they often have discussions with both parents and students. An increasing part of the teachers' work is occupied by teaching their pupils basic social values. A challenge the informants tells about is the ability to meet the needs of all students, and much work is done to create a school that includes all. The low status of the profession can partly be explained by the female dominance, mainly towards the younger grades. But it is also about an uneven teacher education that has not always provided the teacher students with sufficient tools to deal with the challenges within the teaching profession. The way forward is, however, to learn from past mistakes at organizational levels and the importance of those who lead the school's development work not be fooled by short-term solutions that only later prove to be very costly. Despite the challenges that exist, many of the nearly 100,000 teachers currently on duty today are passionate and comfortable with their profession. This is confirmed by the six informants interviewed in this essay.

A tese A escola primária no Estado do Pará (1920- 1940) analisa a cultura da escola primária no Brasil, e em particular no Estado do Pará, local de interesse central desse estudo. Para isso, foi necessário a identificação do quadro social, político, cultural e econômico da sociedade brasileira em geral e, de modo mais particular, da sociedade paraense no desenrolar dessas décadas. A partir do conceito de cultura escolar desenvolvido por Dominique Julia, descrito como um conjunto de normas que definem conhecimentos a ensinar, condutas a inculcar e práticas que permitem a transmissão desses conhecimentos e a incorporação desses comportamentos, a tese analisa as normas e legislações para a educação primária; os saberes, gerais e específicos, ministrados aos alunos nas diferentes escolas primárias em diferentes localizações espaciais das cidades e vilarejos paraenses; a formação do professor primário, agente responsável em utilizar dispositivos pedagógicos para facilitar a aquisição de conhecimentos e habilidades, entre eles os rituais e as comemorações cívicas na escola primária, elementos de apoio na formação dos conceitos de nacionalidade e de civilidade. As fontes utilizadas para o trabalho foram: relatórios e mensagens dos governadores, decretos, atestados, minutas de portaria da Instrução Pública, ofícios e petições da Secretaria de Educação e Saúde Pública, jornais de circulação diária e o periódico pedagógico Escola revista do professorado do Pará. / The primary school in Pará (1920-1940) wham is thesis locus the primary school culture in Brazil, especially in Pará. Since Pará is the main place for this study. For this study, the social, political, cultural and economical aspects were analyzed to help us identify what it was going on the paraense society. The thesis analyses the rules and laws in primary school, the general and specific knowledge, taught to student in different cities and small villages in Pará. It also talks about the primary teacher curriculum, since he/she is in charge of using, the pedagogical devices to facilitate the knowledge and abilities acquisition. As part of this acquisition civic celebrations and rituals are considered essential in the concepts of nationality and civil rights. There were several sources for this research such as newspapers, government decrees, a specific magazine named School, certificates, government messages, education secretary petitions and so on. All this was done through the concept de school culture by Dominique Julia that describes rules that define behaviors and practices to be incorporated by students.