<p>The primordial purpose of our studies has been carrying out a detailed research to describe methods or work procedures in the teaching and application of the mathematics, at a school based or alignment on the mathematics instruction. To be able to study the pupils in their development of the mathematical thinking.</p><p>We have carried out a detailed investigation, in the previously mentioned school using the ethnography observation methods directly in the place of the facts. Where it was possible to verify that the mathematics lessons were a consequences of the methods or work procedures which made us deduce that this school did every possible effort to stimulate all the pupils to be better and particularly talented pupils individually to develop one’s talent by means of the following results:</p><p>· Develop the logical thinking</p><p>· The self-critical ability</p><p>· The attitude of the teacher/communication</p><p>· A positive work atmosphere</p><p>· Organization of the school and the class</p><p>· Formation of the theoretical knowledge</p><p>Keywords</p><p>Mathematical thinking.</p><p>Pupils</p><p>Independent school</p>

No description available.

No description available.

Remiantis tuo, kas pasakyta mokslinėje literatūroje, pastebėjome, kad neformalus vertinimas šiuo metu dar yra ieškojimų, eksperimentų kelyje ir galutinių sprendimų dėl visų vertinimo procedūrų beveik nėra. Būtinybę nagrinėti klausimus, susijusius su pradinių klasių mokinių pasiekimų ir pažangos vertinimu, skatina tai, kad trūksta vertinimo metodinio patyrimo analizės ir apibendrinimo. Mokytojų taikomos įvairios neformaliojo vertinimo sistemos pateikia tik dalinę informaciją apie mokinių pasiekimus ir pažangą. Pabandėme išsiaiškinti kaip tai pavyksta įgyvendinti praktikoje. Ar pakankamai, pastaruoju metu, yra pagrįsta pasiekimų vertinimo reformos nauji reikalavimai, ar neturi chaotiško pagrindo. / A lot of innovations are introduced in the evaluation of pupils’ achievements and progress. After the changes, inadequacies between the attempts and desirable results are often noticeable. Our goal was to analyze shift tendencies of the pupils’ achievements and progress evaluation in lower school. The objectives: to reveal the conception of pupils’ achievements and progress evaluation and its main concepts, to analyze the problem of pupils’ achievements and progress evaluation in lower school in scholarly literature, to determine the tendencies of evaluation shift, positive and negative elements of pupils’ achievements and progress evaluation shift. We have analyzed educational documents, scholars’ research work and teachers-practitioners’ articles as well as recommendations during the course of Education reform, from 1990 up to the end of 2008. In the beginning of the Education reform, researches were actively interested in and analyzed the topic of pupils’ achievements and progress, but in the third stage of the Education reform they digressed from the analysis of this problem. We have also completed a quantitative and qualitative research wishing to determine how teacher’s attitude changes towards pupils’ progress and achievements evaluation during the lesson in the change of educational paradigm. The results of the research demonstrated that in default of established and research-checked united evaluation system of lower school pupils’ achievements and progress... [to full text]

This thesis is part of a Swedish Research Council financed project called The School and its Surroundings (Omvärlden och skolan: Vetenskapsrådet, 2005-3440) and is based on a thorough examination of the pedagogical practices that took place in a particular school in a multicultural suburb. A main aim was to analyse these practices and the pupils’ responses to them in relation to descriptions of the school and its needs, attainments and difficulties as provided by the pupils, teachers and others,including the media. The pedagogical practices of the school are based on a particular kind of pedagogy, called Monroe pedagogy. This pedagogy is characterised by strong leadership and places high expectations on pupils. Using ethnographic data, obtained from fieldwork and interviews, and an analysis informed by Bernstein’s theoretical concepts the thesis provides an analysis of the regulation of social interaction in the school and the pupils’ experiences and appreciations of this regulation. As a pedagogical discourse Monroe pedagogy exhibits principles of strong classification and framing (Bernstein, 2003). The thesis is composed of four articles and a kappa. Article one, “Bracketing” backgrounds for an effective school, describes Monroe pedagogy in relation to the school day and pupils’ results. Article two, Pupils’ responses to a saviour pedagogy: An ethnographic study, elaborates on the feedback that pupils at the studied school provide on their education. Article three, The significance of place and pedagogy in an urban multicultural school in Sweden, examines how the location of the school in a ‘multicultural suburb’ is used to attribute deficiencies to pupils and the need for strong leadership and a visible pedagogy. Article four, Complexities and contradictions of educational inclusion: a meta-ethnographic analysis, describes the importance of place for educational expectations and performances in relation to the stigmatisation of the suburban reach and its residents. Collectively the articles depict, principally through an analysis of pupils’ responses, how Riverdale School sells a success concept, based on orderliness, motivation, responsibility and hard work, and how the staff and pupils at the school identify with and believe in this concept. The articles also demonstrate how the pedagogy in use actually fails to become a saviour discourse in practice, as promised, but instead strengthens exclusion and maintains the image of a failing pupil who will be saved from, her-his background and her-his place of residence. / <p>AKADEMISK AVHANDLING som med tillstånd av utbildningsvetenskapliga fakulteten vid Göteborgs universitet för vinnande av doktorsexamen i pedagogiskt arbete framläggs till offentlig granskning fredagen den 6 september, klockan 13.00, M 404, Sandgärdet, Högskolan i Borås.</p>

This study is concerned with those pupils registered as having 'special educational needs' within mainstream schools and also those who attend special schools of non normative designations and seeks to explain the over - representation of white working class boys amongst such populations. The processes of identification and subsequent allocation to non normative special categories are argued to be both class and gender biased and to represent the placement of pupils so identified along a continuum of exclusion, being an indication of their failure in conventional terms. An approach is developed which attempts to make the link between such failure and wider social and educational processes, viewing schooling as a form of cultural politics and seeing such politics as being intimately linked to wider structural relations. To this end the work of Pierre Bourdieu is employed. The aim of the research is to test and also to develop Bourdieu's theories of social and cultural reproduction and particularly his concept of habitus and its gendered embodied nature, as a means of illuminating the processes involved in the generation of these differential outcomes. The study takes the form of qualitative in-depth semi structured interviews with teachers from eight schools, five special and three mainstream, in order to generate detailed contextualised knowledge of the processes by which pupils may have been identified as having special educational needs within mainstream schools and then possibly allocated to special schools and of the assumptions perceptions and understandings of those teachers in special schools at the 'receiving end' of these processes. The resultant data is analysed using a conceptual framework provided by Bourdieu's theories. The study is placed within the context of the recent history I politics of special educational practices through a consideration of legislative and other developments of the past twenty years or so which are argued to have led to an increase in exclusionary pressures despite the rhetori~al emphases throughout most of this time firstly on Integration and latterly on inclusion.

This thesis presents the findings of a multi-site case study, which explored the inclusion of primary school children in rural Cross River State, Nigeria. The research engaged specifically with the experiences of thirty 11-16-year-olds from diverse identities, drawn from primary 5 classrooms in three public primary schools sited in different rural locations within the state. In so doing, it adopted pupil presence, participation and achievement (PPA) as a conceptual framework of inclusion to examine whether education is genuinely for all primary age children within the research sites. The study was set within the context of the outcome of the 1990 Education for All (EFA) conference, which promoted universal access to education for all primary age children worldwide. As such, the investigation considered how far the selected primary schools were able to guarantee equal access, participation and achievement of all pupils under Nigeria's national education policy. It used the PPA framework to identify the drawbacks to pupil inclusion at school and to recommend measures for addressing the obstacles experienced by some learners. Qualitative data were generated via documentary analysis, observations and interviews in schools directly featuring children. Relevant data pooled from the three sources were organised and analysed thematically based upon an interpretivist perspective. Thus, analysis of data was informed by the social constructivist theory. Data analysis indicates that current provision enables schools to allow access for nearly all children. However, despite the good intentions of national policy, girls, children from minority tribes, Muslims of Hausa/Fulani origin, and children with learning difficulties and those with impairments were vulnerable to marginalisation and exclusion within the contexts of their schools. Looking through the lens of social constructivism, the thesis strongly links the disadvantages confronting the children to limited pupil voice. The situation limited the opportunity for pupils to share their perspectives about the ways such issues as gaps in national education policy and in-school factors, including classroom practices, religious attitudes, grade repetition and social interactions were affecting their inclusion in the context. Out-of-school factors were also found to have an influence, although the study did not investigate these directly. The thesis concludes by drawing out the implications and making recommendations for reforms in policy, practice and research in favour of pupil voice within Nigeria, to promote inclusion in schools. Consideration is also given to possible implications for other developing countries.

<p>This study is about youths and their thoughts on democracy. The study seeks to describe the problem of pupils’ ideas of democracy in context to the ideas that is described by the curriculum, Lpo94, and attach these ideas to theories of democracy to show what type of democracy the youths are bringing up. Three theories about democracy are brought up in this essay: the theory of electoral democracy, participatory democracy and deliberative democracy. The study is based on a qualitative survey answered by 102 pupils in the senior level of the compulsory school, grades 7, 8 and 9. The answers given by the pupils in this study are for the most part attached to the theory of electoral democracy and partly to the participatory democracy. The pupils refer to elections and voting, and the participation in the democratic procedure as the most important elements of democracy. Justice and the civil rights are also brought up in the answers by the pupils. They refer to democracy as a way of making decisions and the rights for the members of the society. The results of this study are compared to the results of another study, made by Skolverket in 2003: NU03. This comparison shows that the conception of democracy that the youths are delivering is similar to the NU03. The results of both of the studies show that the youths mostly refer to the principles of electoral democracy. In proportion to the ideas of democracy that is brought by the curriculum, Lpo94, which recommend the deliberative democracy’s principles, the results of this study shows that the youth’s picture of democracy and the Lpo94’s ideas of this are not the same. The consequences for our democratic society and for individuals are that we attend to keep our present democracy and we teach the pupils how to vote but not to develop our democracy.</p>

The primordial purpose of our studies has been carrying out a detailed research to describe methods or work procedures in the teaching and application of the mathematics, at a school based or alignment on the mathematics instruction. To be able to study the pupils in their development of the mathematical thinking. We have carried out a detailed investigation, in the previously mentioned school using the ethnography observation methods directly in the place of the facts. Where it was possible to verify that the mathematics lessons were a consequences of the methods or work procedures which made us deduce that this school did every possible effort to stimulate all the pupils to be better and particularly talented pupils individually to develop one’s talent by means of the following results: · Develop the logical thinking · The self-critical ability · The attitude of the teacher/communication · A positive work atmosphere · Organization of the school and the class · Formation of the theoretical knowledge Keywords Mathematical thinking. Pupils Independent school

This study is about youths and their thoughts on democracy. The study seeks to describe the problem of pupils’ ideas of democracy in context to the ideas that is described by the curriculum, Lpo94, and attach these ideas to theories of democracy to show what type of democracy the youths are bringing up. Three theories about democracy are brought up in this essay: the theory of electoral democracy, participatory democracy and deliberative democracy. The study is based on a qualitative survey answered by 102 pupils in the senior level of the compulsory school, grades 7, 8 and 9. The answers given by the pupils in this study are for the most part attached to the theory of electoral democracy and partly to the participatory democracy. The pupils refer to elections and voting, and the participation in the democratic procedure as the most important elements of democracy. Justice and the civil rights are also brought up in the answers by the pupils. They refer to democracy as a way of making decisions and the rights for the members of the society. The results of this study are compared to the results of another study, made by Skolverket in 2003: NU03. This comparison shows that the conception of democracy that the youths are delivering is similar to the NU03. The results of both of the studies show that the youths mostly refer to the principles of electoral democracy. In proportion to the ideas of democracy that is brought by the curriculum, Lpo94, which recommend the deliberative democracy’s principles, the results of this study shows that the youth’s picture of democracy and the Lpo94’s ideas of this are not the same. The consequences for our democratic society and for individuals are that we attend to keep our present democracy and we teach the pupils how to vote but not to develop our democracy.