<p>In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school.</p><p>Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.</p>

In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school. Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.

Denna studie handlar om elevers uppfattningar om motivation i ämnet matematik. Syftet med denna studie var att lyfta fram elevers egna utsagor och upplevelser om sin motivation, samt få en bild av eventuella förändringar eller mönster kring elevers motivation till matematikämnet under deras tidiga år i grundskolan.   Studien har genomförts med hjälp av elevenkäter och elevintervjuer, där kvalitativa och kvantitativa metoder kombinerats för att möjliggöra ett fördjupat analysarbete i undersökningens resultatdel. Här presenteras elevers uppfattningar av motivation i ämnet matematik samt deras tankar om vad som påverkar motivationen. Analysen av resultaten visar att eleverna har en god uppfattning om vad som påverkar deras motivation. De ger många exempel, där fysiskt och psykiskt välmående samt lärarens pedagogiska arbete i klassrummet, har betydelse för motivationsprocessen. Vidare går det att avläsa ur resultaten från enkätundersökningen att inom ramen för denna begränsade studie, så är elever i årskurs tre och fem mer negativt inställda till matematik i jämförelse med elever i årskurs ett.   För att belysa ämnet redogörs även för teoretiska aspekter från pedagogisk forskning kring ämnet motivation. Dessa diskuteras i studiens sista kapitel i förhållande till studiens resultat. / This study is about pupils opinions of motivation in the subject mathematics. The purpose of this study was to get the pupils experiences and statements concerning their own motivation and to get a picture of changes or patterns that might have occurred during their early years in elementary school.   The study has been made by inquiries and interviews, where qualitative and quantitative methods have been combined to make possible a deepened analysis in the result part of the investigation. Here are the pupil`s opinions about motivation in the subject mathematics presented and their thoughts about what influences the motivation. The analysis of the results shows that the pupils have a good understanding for what influences their motivation. They give us many examples where physical and psychical wellbeing plus the teacher`s pedagogical work in the classroom are of importance for the motivations process. The results from the inquiry further shows, within the frame for this limited study, that pupils in class three and five are more negatively disposed to mathematics compared to pupils in class one.   To illuminate the subject, theoretical aspects from pedagogical research on the subject motivation, are also accounted for. These are discussed in the last chapter related to the results of the study.

Annotation The diploma thesis focuses on problems and diagnostics of selected pre-concepts of technical education. The theoretical part is divided into several thematic units relating to constructivism, pre-concepts and technical education at primary school. In the practical part there are investigated affective and cognitive level of selected pre-concepts by questionnaire. Afterwards it was evaluated standard of integration of one pre-concept where the cognitive maps were used. The respondents were the pupils of 4. and 5. classes of primary school ZŠ Grünwaldova in České Budějovice.

DUŠKOVÁ, Barbora. The relationship between the teacher and the pupils at the elementary school. České Budějovice: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2011, 85 pp., Supervisor of the diploma thesis PhDr. Marta Franclová. This diloma thesis is focused on the topic of the relationship between the teacher and the pupils at the elementary school.The theoretical part describes changes in the czech school system after 1989 and concerns developement of the new educational aims. It also deals with the personality of a teacher and his temperament, choice of teacher´s profession and requirements for this job. The theoretical part also contains the question of mutual relationship between the teacher and the pupils. In the practical part the author focuses on the results of the research of teacher´s interactive style which was accomplished by the method of the questionnaire.