Thesis advisor: Patrick J. McQuillan / Most would agree that pupil learning is a fundamental purpose of schooling. Differences arise, however, when conceptualizing what form that learning should take and how it should be assessed. In recent years, there has been increased pressure to improve pupil achievement through educational reform initiatives intended to ensure that all pupils meet high academic standards through strict accountability measures. This dissertation seeks to understand how teacher candidates/beginning teachers, working in this era of accountability, focus on pupil learning over time. An interpretive qualitative approach was employed to complete cross-case analyses on 55 interviews conducted with five participants over a 3-year period. Based on a sociocultural framework, and drawing on constructivist assessment theories and prior research on learning to teach, this dissertation argues that the end objective of improving pupil learning led teachers to enhance their teaching practice by holding high expectations for pupil learning, building personal relationships with pupils, maintaining strong classroom management strategies, and utilizing formative assessment practices. However, engaging in these practices was often a result of a complex process of negotiation between aspects of the school context that functioned as obstacles and the teachers' moral sensibilities Overall, contrary to claims made by stage theory, the beginning teachers in this study demonstrated that focusing on pupil learning was possible with perseverance, commitment to social justice, development of an inquiry stance and an understanding that learning to teach is a life-long process that involves continuous reflection and professional development. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

La présente recherche s'inscrit dans le contexte de l'enseignement-apprentissage de l'écriture à l'entrée au collège. Il s'agit d'observer comment se construit la fiction dans des textes narratifs à visée littéraire quand le tout nouveau collégien est d'abord seul face à la commande d'écriture et au texte qui s'élabore, puis accompagné de l'enseignant qui engage un dialogue avec lui à la lecture du texte produit. L'analyse conjugue trois perspectives : celle de la didactique, en interrogeant le concept de médiation (médiation discursive et médiation pédagogique) et celui de dialogisme, en référence aux travaux de L.-S. Vygotski et de M. Bakhtine ; celle de l'étude littéraire, en liant la fiction à l'interprétation, selon la théorie esthétique d'U. Eco ; et enfin, celle de la linguistique, en empruntant à la génétique textuelle ses méthodes pour lire les productions des collégiens comme des textes d'écrivains. Les investigations menées permettent de porter un regard nouveau sur ce qui constitue la fiction dans les écrits des jeunes scripteurs (un imaginaire médiatisé, mêlé à une subjectivité d'auteur, qui traduit l'expression de soi) et d'enrichir la réflexion sur le rôle joué par le professeur, auteur de consigne et accompagnateur, dans la maîtrise progressive des procédés d'écriture par les élèves / The presented research has been written in the context of teaching-learning how to write when entering secondary education. It is about observing how fiction is built in literary narrative texts when a new pupil first approaches the topic and deals with the essay he is writing alone, and then when accompanied by the teacher who engages in a dialogue after having read the produced essay. The analysis uses three perspectives: didactic touching upon concepts of mediation (discursive mediation and pedagogic mediation) and dialogism with reference to the works of L.S. Vygotski and M. Bakhtine; literary study linking fiction and interpretation according to the aesthetic theory of U. Eco; and linguistic borrowing to textual genetic and its methods to read pupils? essays like a writer?s text. The investigations carried out led to a fresh look at what constitutes fiction in the writings of young scripter?s (a mediatised imaginary, linked to subjectivity which translates self expression) and to enriched reflection on the role played by the teacher, author of the essay topic and assistant in the progressive mastering of the writing process by pupils

Nous nous sommes interrogée sur l’influence des pratiques langagières de l’enseignant sur l’appropriation de la langue orale chez des élèves entre quatre et cinq ans dans le cadre de narrations. L’objectif de notre travail est double : caractériser les interactions dans le cadre d’un échange duel maître-élève; constater, dans une visée acquisitionnelle, ce qui, de la part de l’enseignant, en termes d’offres langagières du point de vue interactionnel et syntaxique, favorise l’acquisition de la langue orale chez l’élève. Nous appuyant sur les travaux socio-interactionnistes (Vygotski, 1934, Bruner, 1983, 1991) et en acquisition du langage (Lentin, 1998, Canut, 2006), nos hypothèses sont les suivantes : une offre langagière adaptée de la part de l’enseignant -reposant sur une reformulation des énoncés de l’enfant et un langage syntaxiquement structuré qui s’inscrivent dans la zone proximale de développement de l’élève- est déterminante dans son évolution langagière. Dans le cadre de l’analyse de données qualitative, nous avons analysé à la fois de manière longitudinale et contrastive les interactions langagières entre une enseignante et trois élèves sur une année de moyenne section de maternelle. Nous avons comparé nos premiers résultats avec ceux d’une analyse identique d’interactions langagières d’un enseignant-chercheur avec deux élèves. La méthode d’analyse adoptée a consisté à la fois en une analyse des interactions en unités interactionnelles et en celle des énoncés (maître et élève) en catégories syntaxiques. A travers les deux expérimentations analysées dans une perspective comparative, nos hypothèses ont été vérifiées. / We have questioned the effect of the teacher's use of language upon the speech growth of pupils aged four and five through narration. Our research has two objectives : characterizing the linguistic interactions within the context of a one-to-one teacher-pupil exchange; making an observation of what, in the teacher's communication, in terms of interactions and syntax, foster the pupil's acquisition of oral skills. Relying on socio-interactionists (Vigotski, 1934, Bruner, 1983,1991) and language acquisition theories (Lentin, 1988, Canut, 2006), we made the following assumptions : an appropriate teacher's response, based upon rephrasing the child's utterances and a syntaxically structured model fitting in their zone of proximal development, is a determining factor in the evolution of their verbalness. In the framework of the analysis of qualitative data , we have analysed at the same time a longitudinal way and a contrastive way, the language ! interactions between a female teacher and three pupils in a nursey school class during one school year. Then we have compared our initial results with the ones of an identical analysis of language interactions between a researcher and two pupils. The methodology consisted of both an analysis of the interactions in interaction units and an analysis of the utterances (teacher and pupil ) in syntactic categories. Through the two experimentations analysed from a comparative viewpoint, our hypotheses have been confirmed.

Bakgrund Ett stort antal nyanlända barn och ungdomar har börjat skola i Sverige under de senaste åren. Skolsköterskor har en unik möjlighet att på ett jämlikt sätt främja hälsa och en hälsosam livsstil hos dessa barn och ungdomar. Tidigare studier visar en särskild utsatthet i denna grupp vilket ligger till grund för föreliggande studie. Syftet med studien var att beskriva hur skolsköterskor arbetar för att främja en god livsstil hos nyanlända barn och ungdomar i Sverige.   Metoden var kvalitativ metod med induktiv ansats. Semistrukturerade intervjuer användes som datainsamlingsmetod och analyserades enligt kvalitativ innehållsanalys. Resultatet genererade i två huvudkategorier som mynnade i ett tema. Huvudkategorierna var Följsam och lyhörd i mötet och Driva arbetet framåt genom att tänka nytt och temat som dessa mynnade i var Genom mötet med individen skapas möjligheter och utveckling. Konklusionen visar på betydelsen av att skapa ett möte med det nyanlända barnet genom att på ett följsamt sätt skapa trygghet, tillit och att ge relevant information. Men även behovet av att tänka nytt, anpassa och på så sätt skapa förutsättningar för hälsofrämjande arbete. Föreliggande studie pekar även på de utmaningar som skolsköterskor ställts inför de senaste åren och behovet av ytterligare forskning. / The background A large number of newly arrived immigrant children and adolescents have started school in Sweden in recent years. School nurses have a unique opportunity to promote health and a healthy lifestyle in these children and adolescents equally. Previous studies show a particular vulnerability in this group, which forms the basis of the present study. The purpose of the study was to describe how school nurses work to promote a good lifestyle with newly arrived immigrant children and adolescents in Sweden. The method used was qualitative with an inductive approach. Semi-structured interviews were used as a data collection method and analyzed according to qualitative content analysis. The result generated in two main categories that resulted in a theme. The main categories were Flexible and responsive in the meeting and Force the work forward by thinking new and the theme that these resulted in was Through the meeting with the individual, opportunities and progress are created. The conclusion shows the importance of creating a meeting with the newly arrived immigrant child by providing security, trust and relevant information. Present study also points to the challenges faced by school nurses in recent years and the need for further research.

Bakgrund: Kvinnlig könsstympning är en djupt rotad sed. Ingreppet påverkar flickors och kvinnors livsvärld genom inverkan på deras fysiska och psykiska hälsa, samt begränsar deras reproduktiva och sexuella hälsa. En bra fysisk och psykisk hälsa hos elever ökar förutsättningarna för inlärning. Det hälsofrämjande arbetet är en av skolsköterskors huvudsakliga arbetsuppgifter. Syfte: Syftet med studien var att belysa skolsköterskors förebyggande och hälsofrämjande arbete med flickor som är eller kan komma att bli könsstympade. Resultat: Analysen från intervjuerna resulterade i fyra huvudkategorier och åtta underkategorier. Huvudkategorierna blev följande: att skapa en respektfull relation med elever, att identifiera elever som är eller kan komma att bli könsstympade beskrivs som komplext, betydelsen av kunskap och att känna trygghet i arbetet, att samverka är betydelsefullt för erfarenhetsutbyte och leder till ökad kunskap. Konklusion: Studien visar att skolsköterskorna uttrycker behov av ökad kunskap, tydliga rutiner och samverkan i arbetet att identifiera och bistå elever som är, eller kan komma att bli könsstympade. Skolsköterskorna beskriver att de har ett ansvar i att informera om kvinnlig könsstympning. För det krävs kunskap samt förutsättningar för att etablera goda relationer med elever, vårdnadshavare och övriga professioner inom skolan. / Background: Female genital mutilation is a deeply rooted custom that affects the lifeworld of women and girls by causing physical and psychological damage, and also limiting their reproductive and sexual health. A student´s good mental and physical health improves the conditions for learning. Health-promoting work is one of the main duties of a school nurse. Aim: The purpose of this study was to highlight school nurses´ preventative and healthpromoting work with girls who have undergone or are at risk of female genital mutilation. Method: A qualitative study design was chosen. Qualitative content analysis with an inductive approach was used to analyse results. Semi-structured interviewes where conducted with eight school nurses in a large city in western and in middle-sized town in mid Sweden. Results: The analyses of the interviews resulted in four main categories and eight subcategories. The main categories found were: to create a respectful relation with the pupils, identification of pupils in risk of or those already undergone female genital mutilation was found to be complex, the importance of knowledge and confidence at work, and collaboration is important in terms of exchanging experience and leads to increased knowledge. Conclusion: This study indicates a demand for greater knowledge, clear routines and collaboration in the work with identifying and assisting pupils at risk of, or who have already been exposed, to female genital mutilation. The school nurses describe that they have responsibility when it comes to information concerning female genital mutilation, which requires knowledge and prerequisites to establish a relation with pupils, caretakers and other professionals in the school environment.

Title: Problematic pupil from the teacher's perspective Author: Bc. et Bc. Nikola Sodomková Supervisor: PhDr. Veronika Pavlas Martanová, Ph.D. Department: Psychology Abstract The diploma thesis deals with problematic pupils in elementary school. The main aim of the thesis is to map out problematic pupil from the teacher's perspectvie, specifically the perspective of school prevention methodologhist. In the theoretical part, it mentions problematic behavior in general. The following chapters deal specifically with problematic behavior at school. There are mentioned its causes, the differences between the pupil with behavioral disorders and the pupil with problematic behavior as well as the characteristics of the problem child. The third chapter deals with the troubled pupil's family and the communication between school and parents. In the next part of the text there are mentioned some researches, which focused on the perception of the problematic pupils from the teachers point of view, their relationship and their approach, including the personality of pedagogue and burnout syndrome sub-chapters. The last chapter focuses on relations between the problem pupil and peers. In the empirical part of the thesis is presented a research that was realized in the form of semi-structured interviews with five school...

As a topic of my thesis I chose Current Methods of Teaching of Initial Reading (with a specific focus on the SFUMATO method). In the theoretical part I deal with the issue of reading literacy in pre-primary and primary education. I also describe the division and development of methods from a historical point of view. Further chapters are devoted to the most used methods of elementary reading teaching at present. In more detail I tried to describe the less well-known methodology of Sfumato. The practical part of my diploma thesis was used as a research probe in teaching using the Sfumato methodology and comparison with control groups in which the analytic-synthetic method and the genetic method are used to teach elementary reading. The results of my work show that the Sfumato methodology can be beneficial for both children and pupils and can help in avoiding unwanted reading habits.

NAME: The Pangea Mathematical Competition in the 4th year of the 1st degree of Elementary school. Solution analysis. AUTHOR: Anna Marek DEPARTMENT: Department of Mathematics and Didactics of Mathematics LEADING OF TASK: PhDr. Michaela Kaslová ABSTRACT: This diploma thesis deals with the problems of mathematical competitions in the Czech Republic. Mathematical competitions are structured according to pre-selected criteria. On the basis of a comparative analysis of the data obtained from mathematical competitions for elementary schools, it is possible to create a coherent picture of the current situation. With this context, the author advovates a relatively young Pangea mathematical competition. The main objective is to analyze data from the Pangea competition. Particular attention is paid to the tasks for the 4th year of the Pangea Primary School from the school round in the school year 2016/2017. The data obtained from 7 864 solverrs are analyzed both from the point of view of individual tasks and from the point of view of specific phenomena. Based on the data analysis, attention is paid to pupils' responses - the procedures for solving the individual tasks developed by 60 pupils of the 4th year of the 1st degree of non-selected schools. The work presents a number of new findings. All analyzes can be used...

Matematická soutěž Pangea ve 4. ročníku 1. st. ZŠ - analýza řešení AUTOR: Anna Marek KATEDRA: Katedra matematiky a didaktiky matematiky VEDOUCÍ PRÁCE: PhDr. Michaela Kaslová ABSTRAKT: Předložená diplomová práce se zabývá problematikou matematických soutěží v České republice. Matematické soutěže jsou charakterizovány strukturovaně dle předem zvolených kritérií. Na základě srovnávací analýzy získaných dat z matematických soutěží pro základní školy je možné si vytvořit ucelenou představu o součastné situaci. Do tohoto kontextu autorka zasazuje relativně mladou matematickou soutěž Pangea. Hlavním cílem je analyzovat data ze soutěže Pangea. Zvláštní pozornost je věnována úlohám pro 4. ročník základní školy soutěže Pangea ze školního kola ve školním roce 2016/2017. Data získaná od 7 864 řešitelů jsou analyzována jak z pohledu jednotlivých úloh, tak z pohledu specifických jevů. Nový pohled přináší pozorování analýzy řešených úloh s analýzou dotazníků, které byly zadány 150 žákům 4. ročníků ze tří základních škol. Práce prezentuje řadu nových poznatků. Všech analýz lze využít jak při přípravě budoucích učitelů, tak při tvorbě úloh, tak v učitelské praxi při hodnocení a podpoře matematických soutěží. NAME: The Pangea Mathematical Competition in the 4th year of the 1st degree of Elementary school. Solution analysis...

This thesis has been written as a result of a research study undertaken to investigate the management of pupil assessment data in schools in the US and the UK. There is a good case for arguing that the effective management of knowledge can play a significant role in enhancing the effectiveness of schools as it does in other organisations. Many would argue that pupil assessment data is a key element in ensuring effective pupil learning and in improving pupil learning (Black et al, 2004; DfES, 2002a; Hopkins et al, 1994, 1987; James and Connolly, 2000). I developed an interest in how schools collect and use pupil assessment data during my work as an Assistant Head of a secondary comprehensive school in South Wales. Whilst working closely with educational colleagues in my own and neighbouring schools and Local Education Authorities, I experienced first hand the limited knowledge and understanding of current assessment practice. Through my own observations of the need to develop an understanding of current practice and from an increasing awareness of opportunities for sharing best practice both within the UK and further a field, I decided to undertake an inter-national comparative analysis of the management of pupil assessment data. The decision was influenced in part by opportunity but mainly by the increasingly global nature of educational policy and practice development including assessment policy and practice (Olson, 2004).