En France, l'enseignement de la poésie, surtout en tant que méthode didactique, est rarement établi. Pour la plupart du temps, il est sous-estimé, négligé, voire manquant dans les programmes gouvernementaux, les plans d'enseignement ou les activités quotidiennes. Face à cette situation, nous avons donc saisi certains éléments vitaux (poésie, lecture, enseignants, etc.) pendant tout le processus d'apprentissage de la poésie et avons tenté de savoir comment la redéfinition de la poésie pourrait jouer son rôle dans l'établissement d'un environnement plus complet pour les élèves de 5 ans à 8 ans. C'est aussi à ce moment-là que nous avons décidé d'adopter le concept de «écopoésie», nous avons construit notre hypothèse d'écopoésie pour le montrer de plusieurs manières. Cette construction «écopoésie» a été établie pour construire un cadre pour le guide des questions lors de la collecte de données.Nous avons donc mené neuf entretiens avec trois groupes (chaque groupe comprend trois élèves avec des niveaux de lecture distingués) des élèves de GS à CE1 et deux autres avec des enseignants de CP et CE1. Là, j'ai analysé l'établissement de l'écopoésie de chaque cas, d'où nous avons découvert leurs éléments clés respectifs en écopoésie. Notre analyse de cas s'est concentrée sur de multiples interactions entre poésie, soi, éléments linguistiques, etc. Les résultats ont conduit à un concept assez élaboré d'écopoésie, qui s'est avéré être une version étendue de notre hypothèse. Nous avons donc adopté les quatre axes empruntés au programme non officiel (EDSUCOL) pour montrer systématiquement comment le concept d'écopoésie se développe de manière globale. Le rôle de la poésie et ses effets dans les élèves en apprentissage de la lecture sont donc clarifiés et enrichis pendant le processus. / In France, poetry teaching, especially as a didactic method is rarely established. For the most of the time, it is underestimated, overlooked, or even missing in government programs, teaching plannings, or daily activities. Faced with this situation, we therefore seized certain vital elements (poetry, reading, teachers etc.) during the whole poetry learning process, and attempted to ask how could the redefinition of poetry perform its role in establishing a more comprehensive environment for pupils from 5 to 8 years old. It is also at this moment that we decided to adopt the concept of « ecopoetry », we contructed our hypothesis of ecopoetry to show it in several round ways. This « ecopoetry » construction was settled to build a framework for the question guide during data collection. We therefore conducted nine interviews with three groups (each group comprises three pupils with distinguished reading levels) of pupils from GS to CE1 and two others with teachers from CP and CE1. There I analyzed the establishment of ecopoetry of each case, from which we have discovered their respective key elements in ecopoetry. Our case analysis concentrated on multiple interactions among poetry, self, linguistic elements etc. The results led to a rather elaborated concept of ecopoetry, which turned out to be an extended version of our hypothesis. We therefore have adopted the four axes borrowed from the non-official program (EDSUCOL) to systematically show how the concept of ecopoetry develops in an all-around way. The role of poetry and its effects in pupils in reading learning are thus clarified and enriched during the process.

<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>

<p>School is a preparation for pupils’ active participation in society. According to the school curriculum (Lpf 94) every pupil should be able to influence, take responsibility and participate in the schools educational programme. In order to do this there has to be a good communication between the teachers and pupils in the classroom. (Maltén 1995:210)</p><p>The aim of this observational study was to describe and analyze communication between the teacher and pupils in the classroom. The study was conducted by observing five teachers and twenty two pupils in one class, in the classroom.</p><p>The results suggest that even though there was enough pupil participation in active learning, there was not enough pupil participation in the planning of the lessons.</p>

School is a preparation for pupils’ active participation in society. According to the school curriculum (Lpf 94) every pupil should be able to influence, take responsibility and participate in the schools educational programme. In order to do this there has to be a good communication between the teachers and pupils in the classroom. (Maltén 1995:210) The aim of this observational study was to describe and analyze communication between the teacher and pupils in the classroom. The study was conducted by observing five teachers and twenty two pupils in one class, in the classroom. The results suggest that even though there was enough pupil participation in active learning, there was not enough pupil participation in the planning of the lessons.

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.

Bakgrund: Internetanvändandet erbjuder en arena för social interaktion men kan innebära en risk att bli utsatt för nätmobbning. Flera barn och ungdomar beskriver negativa emotionella och psykiska effekter till följd av nätmobbning. I skolsköterskans yrkesansvar ingår att arbeta förebyggande och hälsofrämjande samt att verka för en god fysisk, psykisk och social skolmiljö. Syfte: Syftet med studien var att beskriva skolsköterskors erfarenheter av hur nätmobbning påverkar elevers hälsa i mellan- och högstadiet. Metod: Data insamlades genom kvalitativa intervjuer med sju skolsköterskor. Data analyserades med induktiv ansats och kvalitativ innehållsanalys enligt Graneheim och Lundman (2004). Resultat: I analysen framkom att nätmobbning på olika sätt bryter ner elevers välbefinnande. Detta genom att den tär på eleverna, påverkar självbilden, orsakar självdestruktivt beteende och skapar stress. Den kan även påverka utsatta elevers sociala relationer genom att den skapar bristande tillit, utanförskap och i att de uppvisar utåtagerande beteende. Slutsats: Skolsköterskornas erfarenheter stämmer väl överens med tidigare forskningsresultat där barn och ungdomar beskriver hur de påverkats av nätmobbning. Nätmobbning påverkar ibland inte bara den utsatta eleven utan kan även uppfattas som en kollektiv kränkning mot en hel grupp eller familj. Enligt författarna kan nätmobbning ses som en riskfaktor som kan påverka elevers känsla av sammanhang och därmed påverka deras hälsa negativt. / Background: The use of internet offers an arena for social interaction but can imply a risk of being subjected for cyberbullying. Several children and youth describe negative emotional and psychological effects as a cause of cyberbullying. It is a part of the school nurse responsibility to work proactive and health- promoting with physical, psychological and social environment in the school.Aim: The purpose of the study was to describe school nurses experience of how cyberbullying affects health of pupils in intermediate- and senior level.Method: Data collection was made by qualitative interviews with seven school nurses. Data was analyzed using an inductive approach to a qualitative content analysis according to Graneheim and Lundman (2004).Results: The analysis showed that cyberbullying has a deteriorating effect on pupil’s wellbeing in various ways. It drains the pupils mentally, affects the self-esteem, causes self destructive behavior and creates stress. It can also affect exposed pupils social relationship by the way it causes degraded self confidence, alienation and acting out behavior.Conclusion: The school nurses experience matches the results from earlier research studies where children and youth describe how they are affected by cyberbullying. Cyberbullying may sometimes affect not only the exposed pupil but also be regarded as a collective insult against a whole group or family. According to the authors, cyberbullying may be seen as a risk factor which can affect the pupil’s sense of coherence and thus affect their health in a negative way.

Background: Pupils’ responsibilities are presented in the curriculum Lgr11 as a given thing. There has been some research in the field of pupil responsibility, but research covering school grades 1-3 could not be found. The study investigates theories of responsibility, pupil responsibility, power and pupil influence. Purpose: The purpose of this study is to find out the teachers’ views on pupil responsibility. The study will answer two questions; firstly what is the interviewed teachers’ view on the concept of pupil responsibility in primary schools (grade 1-3)? Secondly what do the interviewed teachers’ see as responsible behavior and what do the teachers expect from pupils’, regarding pupil responsibility in primary school (grade 1-3)? Method: In order to investigate this, five structured qualitative interviews were made, with five teachers from primary schools. The study is based on these five teachers’ views, which means that the study can not give an overall view of pupil responsibility. Result and conclusions: The study shows that these teachers have similar views on the concept of pupil responsibility. Pupil responsibility involves responsibility for their studies and to be disciplined, for themselves and the collective. Teachers expect responsible behavior, keeping in mind the age and the mental level the pupils are at.

Meaningful teaching in physical education – A study of pupils opinions of the contents and teachers methods to activate and account inactive pupils. Nowadays people in society are getting more and more inactive, and we have during our practice at different schools, noticed that many pupils are uncalled for and inactive at the lessons in physical education. The purpose with the study is to see what pupils in the ninth grade thinks about the contents of the subject and what they want it to contain to make the teaching more meaningful. The study also looks in to different methods that teachers in physical education use to make the lesson feel meaningful for all the pupils and how they work to activate and account inactive pupils. To collect the information we chose to distribute questioners to pupils and do interviews with teachers. In question of contents, the pupils want to do activities with a high level of effort and they want to have a varying and challenging teaching. To create a context the pupils wanted more theory and they think that the teaching gets more meaning if they get more responsibility and have influence over the lesson. To activate and account the inactive pupils, the teachers in this study tries to create a secure environment and they think it’s important with an open dialogue whit their pupils. They want to make their pupils feel competent and secure enough to participate in the teaching. Different methods they used were to find special solutions and adapt the teaching after individuals and levels to activate all the pupils.

<p>Meaningful teaching in physical education – A study of pupils opinions of the contents and teachers methods to activate and account inactive pupils.</p><p>Nowadays people in society are getting more and more inactive, and we have during our practice at different schools, noticed that many pupils are uncalled for and inactive at the lessons in physical education. The purpose with the study is to see what pupils in the ninth grade thinks about the contents of the subject and what they want it to contain to make the teaching more meaningful. The study also looks in to different methods that teachers in physical education use to make the lesson feel meaningful for all the pupils and how they work to activate and account inactive pupils. To collect the information we chose to distribute questioners to pupils and do interviews with teachers. In question of contents, the pupils want to do activities with a high level of effort and they want to have a varying and challenging teaching. To create a context the pupils wanted more theory and they think that the teaching gets more meaning if they get more responsibility and have influence over the lesson. To activate and account the inactive pupils, the teachers in this study tries to create a secure environment and they think it’s important with an open dialogue whit their pupils. They want to make their pupils feel competent and secure enough to participate in the teaching. Different methods they used were to find special solutions and adapt the teaching after individuals and levels to activate all the pupils.</p>

Tyrimo objektas: Vaikų patiriamos baimes. Tyrimo tikslas: Išsiaiškinti trečių - ketvirtų klasių mokinių dažniausiai patiriamas baimes. Tyrimo uždaviniai: 1. Išsiaiškinti kokias baimes dažniausiai patiria vaikai. 2. Palyginti trečių – ketvirtų klasių mokinių patiriamas baimes pagal lytį. 3. Palyginti trečiokų ir ketvirtokų dažniausiai patiriamas baimes. Hipotezė: ketvirtos klasės vaikai dažniau patiria baimes susijusias su kitais žmonėmis nei trečiokai. Tyrimo metodika: trečios ir ketvirtos klasės mokinių patiriamas baimes tirti buvo naudojama A. Zacharovo (adaptuota Lietuvoje Zambacevičienės, 2006) klausimynas apie baimes. Tyrimo imtis: 157 respondentų: 81 – 3 klasės ir 76 – 4 klasės mokinių. Išvados: 1. Gauti tyrimo rezultatai parodė, kad vaikai dažniausiai patiria tokias baimes: bijo likti vienas namuose, baubų, griaustinio, uragano, mirti, pasiklysti miške, kraujo, gydytojų skiepų, gyvūnų (naminių), žvėrių (laukinių), ugnies, gaisro, negerų vaikų, kurio nors žmogaus, kuris galėtų nuskriausti. 2. Paaiškėjo, jog trečiokių mergaičių baimės dažniau susijusios su gyvūnais, mitiniais personažais, o ketvirtokių – su žmonėmis, nelaimėmis, gamtos reiškiniais (p<0,05). Analogiški skirtumai rasti palyginus ir trečios bei ketvirtos klasės berniukų atsakymus apie patiriamas baimes (p<0,05). Paaiškėjo, kad ketvirtokai palyginus su trečiokais (tiek mergaitės tiek berniukai) žymiai dažniau nurodė, kad „bijau mirti“ (p<0,05). 3. Trečios klasės mokinių patiriamos baimės: likti vienas... [toliau žr. visą tekstą] / The object of the analysis: fears experienced by children. The aim of the thesis: to determine fears commonly experienced by the third-fourth grade students. Objectives of the analysis: 1. To determine what fears are usually experienced by children. 2. To compare fears experienced by the third-fourth grade students in accordance to gender. 3. To compare fears experienced by the third-fourth grade students. Hypothesis: the fourth grade students experience fears associated with other people more often than the third grade students. Keywords: primary school pupil, fears, anxiety, experienced. Methods of analysis: to analyse fears experienced by the third-fourth grade students A. Zacharov’s questionnaire on fears (adapted in Lithuania by Zambacevičienė, 2006) was used. The survey sample: 157 respondents: 81 third grade and 76 fourth grade students. Conclusions: 1. The obtained results showed that children usually experience the following fears: fear of staying home alone, fear of bugaboos, thunder, storm, dying, getting lost in the woods, blood, medical vaccinations, animals (domestic), wild animals, fire, mean children, a particular person whou could hurt them. 2. It was determined that fears of female third grade students are more often associated with animals, mythical characters, and those of female fourth grade students – with people, accidents, natural phenomena (p<0.05). Similar differences were found when comparing the answers of male third and fourth grade students... [to full text]