A school classroom is a complex, dynamic social system. As the formal and informal norms and rules of classroom behaviour evolve, a stable socio-psychological climate is created. Teachers frequently speak of a classroom's climate, atmosphere, tone or ambience and consider it to be both important in its own right and influential on student learning. Classroom climate is considered a useful criterion variable for evaluating the instructional and learning process. It helps educators to understand the social, emotional and psychological dimensions in classroom life. Over the past two decades, researchers have produced numerous studies attesting to the importance of classroom climate in mediating cognitive and affective outcomes. The three common approaches to studying classroom environment involve systematic observation, case studies and assessing student and teacher perceptions. Perceptual measures were used in this study. Although important educational climate work has been undertaken by researchers interested in a variety of school subject areas, very little research has been done on the classroom climate of physical education classes. The ultimate aim of the study was to derive knowledge of and insight into the classroom climate in physical education classes. To realise this goal the following aims were set for this study: To conceptualise and identify the determinants that decide classroom climate enhancement in general and specifically PE-classes by means of a literature study. To measure the reliability and validity of a suitable instrument to measure the classroom climate in PE-classes. To determine the classroom climate by means of the suitable measuring instrument. To achieve the first aim of the study an empirical literature survey was conducted where classroom climate was conceptualised and specific determinants were identified which could influence classroom climate in general and the classroom climate in PE-classes specifically. To achieve the second aim, a pilot study was conducted to determine the reliability and validity of an adjusted form of the CES (CES-PE) and the ML-LO to be used in PE classes. Reliability and validity of the CES-PE and ML-LO to be used in PE settings, were proved. To achieve the third aim of the study a questionnaire study was conducted on 1178 pupils and 22 teachers in 11 schools of the Northwest and Gauteng provinces. The pupils included in the study ranged from standards 6 to 9. The results of the empirical research were as follows: The classroom climate experienced in PE-classes was regarded as being very positive. The PE teacher perceived the classroom climate in a more positive light than the pupils. There were no major differences between boys and girls of the classroom climate experienced. There were no major differences between the different standards of the classroom climate experienced. Some determinants that could influence classroom climate in PE-classes were measured with the ML-LO. Results thereof were that the pupils regarded the PE-teacher, PE-uniform, the status of PE, the use of PE in the school programme and the availability of PE-apparatus positively. There were some negative aspects, the main one being that there was not sufficient time to undress and dress and for hygiene care after PE-classes. The PE-teachers completed an additional questionnaire (MO-LO) to gather their views on certain aspects in PE classes. Two main findings came to light: firstly that PE-teachers regard themselves as being well equipped to teach PE at school and, secondly, that the main goal of the PE-teacher is to make PE-classes enjoyable and thereby foster a positive attitude towards physical activities and sport in the pupils. The following recommendation resulting from this research was considered to be the most important: There is a vast necessity for further research to be done in the RSA with regard to the creation of a positive classroom climate in secondary schools, especially in light of the new education policies. This aspect can be addressed by including courses in classroom climate at tertiary education centres. / Proefskrif (PhD (Menslike Bewegingskunde))--PU vir CHO, 1995

BACKGROUND: Mental disorders amongst students, has increased, and foremost amongst girls. One way to regulate their emotions, is by deliberate self-harm. Due to their profession, school nurses have the ability to detect self-harm amongst students, and can therefor give them a good professional support. AIM: The aim of this study is to describe the school nurse's experience of deliberate self-harm amongst students. METHOD: The study is based on thirteen interviews with school nurses, via e-mail. The e-mails were then analyzed with an inductive qualitative content analysis. RESULTS: Four major categories were identified; how the pupil handles a feeling, different ways to identify, the signification of cooperation and the pupil need optimum support. The school nurse usually identifies deliberate self-harm at open reception and in healthcare conversations. A majority of the school nurses had unsatisfactory experiences when cooperating with child and adolescent psychiatric, and when cooperating with social services. CONCLUSION: School nurses need to be educated in deliberate self-harm amongst students; and guidance for all school nurses when in contact with student who self-harm themselves should be mandatory. Cooperation between social services, the school and child and adolescent psychiatric need to develop further. / BAKGRUND: Psykisk ohälsa bland elever har ökat och främst bland flickor. Ett sätt att hantera starka känslor kan vara genom självskada. Skolsköterskan är bland annat den profession som kan upptäcka självskadebeteende bland elever och därigenom ge stöd. SYFTE: Syftet med denna studie var att undersöka skolsköterskors erfarenheter när det gäller elever med självskadebeteende. METOD: Tretton mejlintervjusvar från skolsköterskor som analyserats utifrån kvalitativ innehållsanalys med induktiv ansats. RESULTAT: Fyra kategorier identifierades, att eleven hanterar upplevd känsla, att identifiering kan ske via olika forum, att samarbete är betydelsefullt och att eleven behöver optimalt stöd. Skolsköterskorna pekar på att självskadebeteendet är ett sätt att reglerar känslor men även att söka och få bekräftelse. Skolsköterskan identifierar ofta självskadebeteende på den öppna mottagningen eller vid hälsosamtalet. Externt samarbete menar mer än hälften av skolsköterskorna har brister och då i samarbetet med Barn och ungdomspsykiatrin (BUP) samt socialtjänst. Samarbete med föräldrar är något som skolsköterskan ser som viktigt. När inte skolans resurser angående stöd är tillräckligt söks stöd externt för eleven. SLUTSATS: Skolsköterskor behöver utbildning kring elever med självskadebeteende. Handledning för alla skolsköterskor i psykisk ohälsa borde vara obligatoriskt. Elevhälsa, BUP och socialtjänst behöver utveckla ett fungerande samarbete.

The purpose of this study was to determine: * what the influence of attitude is on the mathematical achievement of the standerd 8 pupil, * which factors contribute mainly to the attitude of the standard 8 pupil towards mathematics. The literature study defined the concept "attitude" as widely as possible. The relationship between attitude and academic achievement was discussed and special reference was given to mathematics achievement. In the literature study factors which can influence mathematical achievement were also discussed. Special reference was given to: * cognitive and non-cognitive factors, * factors referring to the parents, * factors referring to the school situation, * the influence of the peer group and friends, * other factors which can be related to achievement in mathematics. An empirical investigation was undertaken by means of a self developed attitude scale to determine to which extent attitude towards mathematics can influence achievement in this subject. I.Q. counts and percentages were available from report cards. The most important findings from this study were that attitude influences mathematical achievement to a large extent. Further findings proved that attitudes towards mathematics are influenced largely by the student's previous mathematical achievements, as well as the gender group to which the learner belongs. These findings underline the important role of the teacher, as well as the supportive role of the parents in creating a positive attitude towards Mathematics. The achievement of the learner can be improved by motivation and support. This will result in a more positive attitude towards mathematics and will consequently widen the career choices of the learner. / Thesis (MEd (Voorligting))--PU vir CHO, 1996

Följande arbete handlar om bedömning som ett pedagogiskt verktyg för att främja elevers lärande och kunskapsutveckling, en så kallad formativ bedömning eller bedömning för lärande. Arbetets forsknings- och litteraturgenomgång behandlar, utifrån syftet, vilka förutsättningar som krävs för en formativ bedömning och hur lärare kan arbeta med en sådan bedömning. Skolans styrdokument förespråkar en formativ bedömning, varpå undersökningens syfte är att beskriva hur denna bedömning upplevs av elever för att kunna analysera och påvisa vilka förutsättningar eleverna ges till att utveckla sitt lärande. Utifrån arbetets inriktning fokuserar undersökningen på elevers upplevelser av den formativa bedömningen i de samhällsorienterade ämnena, i grundskolans tidigare år. Arbetets syfte är uppdelat i de preciserade frågeställningarna: Vad innebär det att arbeta med formativ bedömning? Hur upplever elever bedömningen i de samhällsorienterade ämnena? På vilka sätt blir eleverna involverade i bedömningsarbetet i de samhällsorienterade ämnena? Undersökningen genomfördes med fokusgruppsintervjuer, med totalt 15 elever i årskurs 5-6 uppdelade i fyra olika fokusgrupper. Resultaten av fokusgrupperna visar att de formativa inslagen i bedömningsarbetet i de samhällsorienterade ämnena överlag lyser med sin frånvaro. De förutsättningar som krävs för den formativa bedömningen upplevs inte i större utsträckning i dessa ämnen utav eleverna, vilket behöver förändras om bedömningsarbetet ska kunna främja elevernas lärande och kunskapsutveckling. / The following assignment is about assessment as a didactic tool to promote pupils learning and knowledge development, called formative assessment or assessment for learning. The assignments research and literature review describes, according to the purpose, the preconditions for a formative assessment and how teachers can work according to this. The schools governing documents indicates a formative assessment, upon which the research purpose is to describe how this assessment is experienced by pupils to be able to analyze and show what conditions are given to the pupils to develop their learning. The research focuses, based on the direction of the work, on pupils experiences of the formative assessment in civics in elementary school. The assignments purpose is divided into these following questions: What does it mean to work with formative assessment? How do the pupils experience the assessment in civics? In which ways will the pupils be involved in the assessments of civics? The research was conducted with focus group interviews, a total of 15 pupils in grade 5-6 were divided into four different focus groups. The result of these groups shows that the formative components of assessments in the civics generally are absent. The conditions required for the formative assessment is not experienced to a greater extent in these substances out of the pupils, which needs to be changed if the assessment process are to promote the pupils learning and knowledge development.

Under min tid som lärare i vuxenutbildningen har jag träffat många elever som har negativa erfarenheter av att studera. Flera av dem har misslyckats i sina tidigare studier av olika orsaker, men min erfarenhet är att många av dessa elever lyckas i vuxenutbildningen. Syftet med denna studie är att belysa hur vuxenelever ser på sitt lärande i ämnet svenska, dels under sin nuvarande studietid i vuxenutbildningen, dels under sina tidigare studier i grundskola samt gymnasieskola. Metoden som använts i studien är en kvalitativ intervjustudie utifrån en fenomenologisk-hermeneutisk ansats. I studien deltar sju vuxenelever som berättar om sina upplevelser av sitt lärande i ämnet svenska. Resultatet visar på flera skillnader i vuxenelevers lärande från grundskolan/grundsärskolan, gymnasieskolan/gymnasiesärskolan till vuxenutbildningen. En skillnad gäller informanternas motivation till skolan vilken har förändrats under skoltiden. Det beror till stor del på lärarens stöd, krav och feedback som eleverna fått alternativt inte fått i skolan. Ytterligare skillnader som resultatet påvisar gäller klassrumsmiljön och studiestrategier. Informanterna anser att vuxenutbildningen är bättre på att tillgodose en inkluderande lärandemiljö som ger dem förutsättningar att lyckas i sina studier. Vuxenutbildningen ger på så sätt ett erkännande till eleverna som leder till att de får en bättre självkänsla. Resultatet belyser likaså situationer som är och har varit betydelsefulla för informanterna men även situationer som försvårade deras lärande. Betydelsefulla situationer berör användningen av goda studiestrategier. Situationer som försvårade berör däremot konsekvenser från kunskapsbedömningar och bedömningar som grundats på informanternas personliga egenskaper, exempelvis epilepsi. / During my time as a teacher in adult education, I have met many students who have negative experience of studying. Several of them have failed in their previous studies for different reasons, but my experience is that many of these students succeed in adult education. The purpose of this study is to illustrate how adult students view their learning in the subject Swedish and during their current studies in adult education, as well as during their previous studies in primary and secondary school. The method that has been used in this study is a qualitative study based on a phenomenological - hermeneutic approach. The study involves seven students who talk about their experiences when studying Swedish. The results show several differences in those learning experiences that stretch from primary school to adult education. One difference concerns the informants' motivation to school which has changed during school time. It largely depends on the teacher’s support, demands and feedback that students did or didn’t receive during their time at school. Further differences that are highlighted in the results are about environment and study strategies. The informants believe that adult education is better at satisfying an inclusive learning environment that gives them the potential to succeed in their studies. Adult education thus gives the students a recognition that eventually increases their self-esteem. The result also highlights situations that are and have been important for the informants but also situations that impeded their learning. Significant situations involved the use of good study strategies while impeding situations originate in knowledge assessments and judgments that were made on the basis of the informants’ personal characteristics, such as epilepsy.

The purpose of this study was to determine: * what the influence of attitude is on the mathematical achievement of the standerd 8 pupil, * which factors contribute mainly to the attitude of the standard 8 pupil towards mathematics. The literature study defined the concept "attitude" as widely as possible. The relationship between attitude and academic achievement was discussed and special reference was given to mathematics achievement. In the literature study factors which can influence mathematical achievement were also discussed. Special reference was given to: * cognitive and non-cognitive factors, * factors referring to the parents, * factors referring to the school situation, * the influence of the peer group and friends, * other factors which can be related to achievement in mathematics. An empirical investigation was undertaken by means of a self developed attitude scale to determine to which extent attitude towards mathematics can influence achievement in this subject. I.Q. counts and percentages were available from report cards. The most important findings from this study were that attitude influences mathematical achievement to a large extent. Further findings proved that attitudes towards mathematics are influenced largely by the student's previous mathematical achievements, as well as the gender group to which the learner belongs. These findings underline the important role of the teacher, as well as the supportive role of the parents in creating a positive attitude towards Mathematics. The achievement of the learner can be improved by motivation and support. This will result in a more positive attitude towards mathematics and will consequently widen the career choices of the learner. / Thesis (MEd (Voorligting))--PU vir CHO, 1996

Teisinis švietimas bei pilietiškumas neatsiejamos sąvokos, jos, persipynusios drauge, yra asmenybės socialinio ugdymo dalis. Siekiant ištirti teisinio švietimo įtaką pilietiškumo ugdymui buvo organizuotas šis tyrimas. Tyrimo tikslas – ištirti teisinio švietimo poreikį ugdant mokinių pilietiškumą. Šiam tikslui pasiekti išsikelti uždaviniai, apimantys teorinę mokslinės literatūros bei švietimą reglamentuojančių dokumentų analizę, teisinio švietimo bei pilietiškumo sampratų aspektais bei raiška ugdyme, ir praktinį teisinio švietimo įtaką formuojant mokinių pilietiškumą tyrimą. Teorinėje dalyje analizuojama pilietiškumo bei teisinio švietimo samprata ir raiškos aspektai, pilietiškumo ugdymą ir teisinį švietimą apibūdinančios sąvokos ir reglamentuojantys dokumentai. Taip pat aptarti pilietiškumo ugdymo, teisinio švietimo tikslai ir uždaviniai, įgyvendinimo formos. Atliekant tyrimą vadovautasi kokybinės turinio analizės strategija. Tiriant pedagogų nuomonę apie teisinio švietimo poreikį ugdant mokinių pilietiškumą, informacija buvo renkama inicijuojant individualų standartizuotą atvirą interviu. Atlikti septyni interviu su mokyklų pedagogais bei administracijų darbuotojais, kurie ugdymo procese susiduria su teisinio švietimo problemomis, teisinio švietimo ugdymu ar integravimu į mokymo turinį. Tiriant mokinių nuomonę duomenys buvo renkami dokumentų rinkimo metodu, t.y. buvo inicijuotas tekstų kūrimas – samprotavimo tipo rašinys. Vienos mokyklos 22 vyresniųjų klasių moksleiviams... [toliau žr. visą tekstą] / Legal education and public spirit are inseparable concepts, they both, intertwined together, are parts of social education of an individual. This study was designed in order to investigate the influence of legal education on development of public spirit. The objective of the study is to survey the need of legal education in developing pupils' public spirit. Certain tasks, covering the analysis of theoretical literature and documents governing education, aspects of concepts of legal education and public spirit and their expression in educational process, and practical research of the influence of legal education on shaping pupils' public spirit, were set. The theoretical part analyzes the concepts of legal and civic education and aspects of their manifestation, notions defining legal and civic education and governing documents. What is more, the objectives and tasks, as well as the means of implementation of civic and legal education are discussed. The study followed a qualitative content analysis strategy. During the examination of the teachers' opinions on the need of legal education in developing pupils' public spirit, information was accumulated by initiating an open individual standardized interview. Seven interviews with teachers and representatives of schools’ administration, who are faced with the problems of legal education in educational process, developing legal education and its integration into curriculum, were taken. During the accumulation of the opinions of... [to full text]

Darbo tikslas: įvertinti Marijampolės miesto mokyklų 6-7 klasių moksleivių darbo kompiuteriu ir subjektyvios sveikatos sąsajas. Tyrimo medžiaga ir metodai. Tyrimas buvo atliktas 2013 metais Marijampolėje. Tyrimo metodas – anoniminė anketinė apklausa. Tyrime dalyvavo 253 Marijampolės miesto mokyklų 6-7 klasių mokiniai. Atsako dažnis - 83,3 proc. Anketų atsakymai suvesti ir apdoroti kompiuteriniu statistiniu programos paketu „SPSS 16.0“. Tikrinant statistines hipotezes, pasirinktas 0,05 reikšmingumo lygmuo. Išvados buvo laikomos reikšmingomis, kai p≤0,05. Tyrimo rezultatai. Kompiuterį ir interneto ryšį namuose turėjo 96,8 proc. moksleivių. Tame pačiame kambaryje, kur yra kompiuteris, miegojo 56,9 proc. mokinių, o pritaikytą kėdę darbui kompiuteriu turėjo 64,4 proc. vaikų. Daugiau nei pusė mokinių prie kompiuterio praleido 2-4 val. arba >4 val. per dieną Dažniausiai respondentai kompiuterį naudojo žaidimams ir bendravimui. Tyrimo metu nustatyta, kad 44,7 proc. moksleivių dirbdami kompiuteriu, skundėsi akių perštėjimu/ašarojimu. Net 22,9 proc. respondentų jautė kaklo, 24,9 proc. – nugaros ir 4,7 proc. skundėsi plaštakos skausmu. Kompiuterinius žaidimus žaidė 83,3 proc. respondentų, o dažniausiai žaidė veiksmo ir loginius žaidimus. 51,4 proc. ilgiausiai kompiuteriu teko žaisti 5-10 val. Mergaitės žaidimus žaidė trumpiau ir rečiau nei berniukai. Galima priklausomybė nuo kompiuterio-interneto nustatyta 48,2 proc. respondentų. Vaikai >4 val. praleidžiantys prie kompiuterio turėjo 4... [toliau žr. visą tekstą] / Coursework objective: to evaluate work on a computer and subjective health links among the 6 - 7th grade students of schools in the town of Marijampolė. Material and methods: The analysis was conducted in Marijampolė in 2013. Method of the analysis is anonymous questionnaire. 253 students of 6 and 7 grades in the schools of Marijampolė took part in the analysis. Response rate was 83.3%. Questionnaire responses were entered and processed using a statistical software package “SPSS 16.0”. While investigating statistical hypothesis, significance level of 0.05 has been chosen. The conclusions were held significant, when p≤0.05. Results: 96.8% of students had a computer and internet connection at home. 56.9% of students were sleeping at the same room where the computer was and 64% of students had a special seat designed for work on a computer. More than half of all students spent 2 to 4 or more than 4 hours working with the computer. Most frequently, the respondents were using the computer for games and socializing activities. During the analysis it was found that 44.7% of students were complaining about itching/tearing of eyes while working on the computer. Even 22.9% of respondents felt neck pain, 24.9% - back pain, and 4.7% were complaining of wrist pain. 83.3% of respondents were playing video games, the action and logic games were the most frequent. 51.4% of students have indicated that the longest time period of playing on the computer was 5 to 10 hours. Girls have played... [to full text]

国立情報学研究所で電子化したコンテンツを使用している。

This quantitative study aims to contribute to the understanding of how increasing educational costs on the Swedish market for upper secondary schools can be explained. With insights from previous research, a multiple regression analysis is performed to answer if competition implicates economic efficiency, why are upper secondary school costs for municipalities increasing along with increasing competition on the Swedish school market? Data on municipality-level was collected for the period of 2000-2011 and the results show that increasing educational costs are explained by increasing competition. In addition, increasing pupils’ change of school and/or program, and increasing overcapacity are statistically significant predictors of increasing educational costs. Furthermore, this study contributes to previous research as it takes an extended view of competition and demonstrates that is well founded when evaluating the effect of competition on educational costs. In addition, the results indicates that there are additional aspects to address namely, that competition affects costs indirectly by creating more complex competitive conditions with regards to education providers’ possibility to plan and set dimensions of their operations.