Depuis des siècles, l’éducation ne cesse d’évoluer selon le temps et l’espace. Par l’éducation, toute communauté ou société transmet aux enfants ses acquis et ses projets de sorte qu’elle assure sa survie et son développement.Cette étude est une investigation sur l’implication des Associations de Parents d’Élèves (APE) sur la définition de la politique éducative au Sénégal. Autrefois tenus à l’écart, les parents sont aujourd’hui des partenaires incontournables dans la réflexion sur le développement de l’Éducation au Sénégal.Trois objectifs sont au centre de cette réflexion :- Pourquoi une collaboration entre école et famille est-elle nécessaire ?- montrer l’évolution de la place et du rôle des APE au Sénégal,- identifier quelques méthodes et théories qui peuvent faciliter la collaboration institution scolaire, communauté et famille.Une redistribution des responsabilités, mais aussi du pouvoir, entre l’État et les acteurs locaux dans les gestions éducatives, semble être l’une des solutions dans la mise en oeuvre d’un programme de développement de l’Éducation. / For centuries education has constantly evoluted according to time and space. Through education any community or any society can hand down its acquired knowledge and its projects to children so that its survival and its development are assured.This study is an investigation into the involvement of the Pupils’ Parents’ Association (PPA) in the definition of educational policy in Senegal. In former times, parents were kept out but nowadays they have become key partnerships in the reflexion on the development of Education in Senegal.Three purposes are in the centre of this reflexion in order to show:- why it is a necessity to have a collaboration between school and family,- the evolution of the place and the part played by the Pupils’ Parents’ Associations in Senegal.- the identification of some methods and theories which can make the collaboration between school, community and family easier.A reallocation not only of responsibilities but also of power between State and Local actors in educational management seems to be one of the solutions in the implementation of a programme in the development of Education.

In 1977 Skellefteå municipality started their work with dance as art in the primary school. By this time, education in the art of dance was an unusual activity in Swedish schools. Commissioned by the Ministry of Education, Swedish Arts Council begun a development work 20 years ago.  In april 2005 The Swedish National Agency for School Improvement, Swedish Arts Council, NCFF (a national centra for work with health, ÖrebroUniversity) and the Pupil´s organization signed an agreement. The purpose is to support and develop dance education practice in schools.    The aim of this study is to increase knowledge about the tradition and development in dance delimited to dance education in the compulsory school in Skellefteå municipality. Another aim is to describe and analyze how dance contributes to learning in the school setting.    Data was collected through interviews mainly with dance teachers and administrators, and through a variety of documentary information, questionnaires and observations. Concerning obser-vations of dance education, ten different classes in primary school were selected.    The results of the study indicate that dance in school started as a pioneer work, initiated by the dance teacher Eva Dahlgren, thereafter together with her daughter, Cecilia Björklund Dahlgren. Several significant factors were however crucial for the continued work and the establishment of dance in school in Skellefteå municipality. Cooperation between different participants and an evident definition of dance as an intrinsic value, was important for the further development of dance education. Regarding the tradition of dance implemented by Dahlgren, attention was paid to joy and expression. The prime ideas about dance are still represented in the working plan for dance in school in Skellefteå municipality. In conclusion, there have been few organizational changes during the years.     Regarding learning in dance and dance teachers´ approach, a sociocultural perspective indicates the emphasis on interaction between the teacher and pupils. It also brings into focus the communication with body and movements. From a behavioristic perspective, reinforcement /feed-back is common in teaching dance. In summary the dance teacher is in many different aspects an important model for the pupils. By using metaphorical language, and a playful and imaginative educational situation, pupils´ ideas, thoughts and feelings are stimulated.

It is estimated that as many as 20% of children and young people experience psychological problems at any one time (The Mental Health Foundation, 1999), and research suggests that young people have many concerns that may go unnoticed by the adults around them (Cheminais, 2008). Pupils’ interest in direct access to psychological services in the form of ‘drop-in’ opportunities has previously been highlighted (Nichtern, 1978; Woolfson and Harker, 2002; Woolfson et al., 2008; Weerasinghe, 2009). Wider evidence suggests that ‘drop-in’ services may be an age-appropriate method for older adolescents to seek emotional health support. There is some research evidence to support the use of Educational Psychology ‘drop-in’ services for parents, however, there is little evidence to date regarding the use of such services with pupils, and no evidence to support the use of Educational Psychology drop-in services for a post-16 population. This thesis describes an Action Research project that was run in one secondary school in North Wales. A Trainee Educational Psychologist worked alongside a stakeholder group of school staff and other agencies in an effort to make Educational Psychologists (EPs) more accessible to post-16 pupils. The Research and Development in Organisations (RADIO) framework was applied to support the joint design and implementation of a psychological drop-in service for Year 12 and 13 pupils. Data was collected through focus groups, on-going discussion with stakeholders, and the maintenance of a research diary, each audio recorded. Data was analysed qualitatively using thematic analysis, with the key themes being fed back to the stakeholder group at pertinent stages of the RADIO model to help guide the direction of the action research project. The project did not take the anticipated course, as no pupils made use of the drop-in service during the pilot period. However, the critical realism stance adopted allowed for consideration of the underlying generative mechanisms that gave way to the outcomes achieved. Pupil’s perceptions of stigma and their negative constructions regarding the role of EPs were identified as particular barriers to direct access and participation with the service offered. The findings are discussed in relation to existing literature and the potential implications for secondary school pastoral care staff and Educational Psychology Services.

Syftet med denna studie är att undersöka vilken roll   skolträdgården på en skola i Sverige har för eleverna i årskurs 4-6. I   studien diskuteras kring huruvida eleverna känner till att skolträdgården   finns och vad för möjligheter de anser att de har att besöka den under en rast   och under skol- och fritidsverksamhet. Det diskuteras också kring vilka   möjligheter de anser att de har till undervisning i skolträdgården. Studiens teoretiska utgångspunkt grundas i John Deweys   begrepp Learning by doing, knowing by   doing. Utifrån en kvantitativ ansats genomfördes en enkätundersökning där   insamlade data utgör resultat i studien. Respondenterna är alla elever i   årskurs 4-6 på den aktuella skolan. Studiens resultat visar att många av eleverna väljer att   besöka skolträdgården under rasten, men enligt dem själva, ges inte möjligheter   att besöka eller få undervisning i den under andra delar av skoldagen.   Resultatet visar också att många av de tillfrågade respondenterna vill ha   lektioner där och de visar på många exempel hur detta kan ske. Detta resultat visar att det finns en skolträdgård på skolan som skulle kunna användas mer i det pedagogiska arbetet än vad det gör idag enligt eleverna. / The aim with this study is to   investigate what role the school garden at a school in Sweden has for the   pupils in grades 4-6. The study discusses whether the pupils know there is a   school garden and to which extent they consider themselves having the   possibility to visit it during the schooldays. It also discuss which   possibilities the pupils think they have to get education in the school   garden. The theoretical foundation of this   study is John Dewey and his statement Learning   by doing, knowing by doing. Based on a quantitative approach, a survey   was carried out and the result of this study is based on the data from the   survey. All of the respondents are pupils in grades 4-6 at the significant   school. The result of the study shows that   many of the pupils choose to visit the school garden during their school   breaks. The pupils think that they do not get enough opportunities to visit   or get education in the school garden during the schooldays. The result also   shows that the pupils would like to get more education in the garden, and   they have many ideas about how that could be done. According to the pupils, the   school has a school garden that the educators at the school could use more in   their teaching than they do today.

The number of foreigners moving to the Czech Republic has been raising in the past decade. Education of foreigners' children at lower secondary school is inevitable, because this level is obligatory for children aged six to fifteen, or eighteen in some cases. The aim of this thesis is to focus on education of foreign children at lower secondary level and to survey educational material provided by organizations. These materials should be helpful when integrating foreigners or teaching about migration. The practical part is a case study in which there is everything about how the particular school works with foreigners. The approach of teachers to these children is also illustrated there. The thesis reveals whether the teachers are ready for teaching foreign children who speak different mother tongue; it also evaluates the contribution of the school to integrating the children to the society.

The thesis "The Problems in Writing of Left-handed Pupils" is focused on the dificulties in the first steps of writing of left-handed children in primary schools. The thesis is divided into two parts. In the theoretic part we deal with the laterality and the left-handness in general. Further we deal with the development of left-handness in the history and nowadays and first of all with the development of motor skills of the left-handed children in the preschool age. The next aim is to chart the difficulties in the preschool period and the potencional problems in writing. The main part of our thesis is focused on the correct methodological help with writing in the first class in primary schools. The other part of our thesis is practical part. In this part we focus on the analysis of the writing edacation for the left-handed pupils in the first classes in the schools in Central Bohemian Region. We studied the quantity of the left-handed boys and the left-handed girls, the correct holding of writing tools, the slope of paper, the slope of letters, the correct sitting, the using of ergonomic tools and the using of pens or pencils.

Vilket matematisk mindset skolelever har och hur de ser på matematiskt lärande har en betydande roll för vad de lär sig och presterar i matematiken. En elevs matematiska mindset behöver dock inte var helt statiskt eller helt dynamiskt utan kan inneha en viss variation. För att möjliggöra att lärare i framtiden kan arbeta för att eleverna ska utveckla ett helt dynamiskt mindset och på så sätt främja deras lärande syftar den aktuella studien till att bidra med ökad kunskap om olika aspekter av elevers mindset i ämnet matematik genom att undersöka på vilket sätt elevers matematiska mindset kan variera. Undersökningen har skett genom en kvantitativ enkätstudie där totalt 137 mellanstadieelever från åtta skolklasser har medverkat. Studiens resultat visar att elevers matematiska mindset kan variera både mellan och inom de tre komponenterna medfödd förmåga, ansträngning och misstag vilka tillsammans utgör ett matematiskt mindset. Framförallt visar variationen på att eleverna har ett högre dynamiskt mindset gällande komponenterna ansträngning och misstag jämfört med komponenten medfödd förmåga. I diskussionsavsnittet diskuteras bland annat att arbetet med sociomatematiska normer i klassrummen kan vara en påverkansfaktor till vilket matematiskt mindset eleverna har till de olika komponenterna. / The mathematical mindset of pupils affects the way they view mathematical learning which in turn affects their own learning and achievements. However, a pupil’s mathematical mindset is not necessarily fixed but can hold a certain variation. To enable teachers to help their pupils develop a growth mindset and, in that way, promote pupils’ learning, the present study aims to contribute with increased knowledge of various aspects of pupils' mathematical mindset by investigating in what way pupils' mindset can vary. For the survey, a quantitative survey has been used, in which a total of 137 pupils from one elementary school have participated. The result of the study indicates that pupils’ mathematical mindset can vary both between and within the tree components innate ability, effort and mistakes, which together constitutes a mathematical mindset. The variation shows that the pupils possess a more complete growth mindset in relation to the components effort and mistakes compared to the component innate ability. The discussion section discusses, among other things, that the work with sociomathematic norms in classrooms might be an influence on which mathematical mindset the pupils possess to the different components.

This study explores the views of children and young people and their perceptions of how secondary school staff promote pupil wellbeing. Previous research has predominately focused on measuring the wellbeing of children and young people, looking at wellbeing trends between gender and year group and identifying the key areas which children and young people view are central to their wellbeing. This study seeks to elicit, from the perspective of children and young people, their definition of the term wellbeing, the key areas which are important to their wellbeing, how their school staff provide support within these key areas, whether there are differences between self-reported wellbeing and levels of satisfaction and adequacy in their lives. Furthermore, this study aims to explore whether standardised questionnaires include key areas which are important to children and young people and therefore, whether they are valid tools to measure the wellbeing of children and young people. Thematic analysis of focus groups, of 16 participants, identified that participants viewed wellbeing to be a multifaceted concept which is likely to evolve over time. Participants expressed that there are 4 key areas which are important to their wellbeing; their relationships, having access to activities, having their basic needs met and having a positive outlook on life. Furthermore, male and female participants expressed different perceptions of the important key areas to their wellbeing. 40 participants completed a self-reported wellbeing questionnaire. Data analysis of the Children’s Worlds Wellbeing questionnaire found that there were no gender or year group differences in the levels of self-reported wellbeing. However, there was a significant difference between males and females in the levels of satisfaction with their local area, indicating that males are significantly more satisfied with where they live. The key areas elicited from the focus groups and the areas covered in the Children’s Worlds Wellbeing questionnaire were compared, finding that there were numerous overlaps between the two sources. However, there appeared to be significant gaps within the questionnaire which participants expressed were important to their wellbeing, suggesting that such tools may have limited validity with this sample. 8 participants participated in semi-structured interviews. Thematic analysis identified that overall, participants held positive perceptions of how their school staff support pupil wellbeing, regardless of their self-reported level of wellbeing. Additionally, participants expressed that their school staff provide support which spans across each of the four key areas identified as important to their wellbeing. Although participants acknowledge the valuable support which school staff currently provides, several areas where school staff may further improve provision to improve pupil wellbeing were identified. The implications of the study are considered for schools, educational psychologists and for future directions.

The aim of diploma thesis was to create a sequence of snowboard exercises for primary school pupils. These exercises were then tested with children from Základní škola T. G. Masaryka Vimperk, aged 6 to 10 years. In order to create and test the methodical sequence, two winter training sessions were organized. The first five-day session for pupils from the 2nd to the 5th grade took place in December 2017, while the second session for children of the 1st grade was realized in January 2018. Both groups were directed in the same way. On the first day, exercises for getting to know the snowboard were implemented. The remaining days were then spent on the slope. By the last day of training, both groups were able to ride a slope using skidded turns. 58% of the pupils managed to learn frontside carved turns, while 42% learned backside carved turns. The main contribution of the diploma thesis is the sequence of exercises which can be used by teachers and trainers to teach snowboarding.

During the last couple of years there has been an intensification of the discussion concerning integration in Sweden and how it should be managed. The subject is being discussed in the society and in political institutions. The purpose of this study is to examine how pupils in secondary schools are experiencing the three phenomenon; political participation, the attitude towards integration and the feeling of belonging in the society after the redistribution of pupils in 2017 when Vivalla secondary school was discontinued. The focal points of the study are three groups; pupils that have attended to the distributed school in the 6th and 7th grade, pupils that have attended the school of Vivalla in the 6th grade and have been redistributed to another school in the 7th grade, pupils in the secondary school of Vivalla that have done the survey-study "Du och samhället" in the year 2010. Surveys are used as a method to collect the attitudes and experiences of these groups which we can then examine and compare to see if there are any differences among the groups. The study is done with a quantitative and comparative method, firstly to compile the survey-results in SPSS and secondly to compare the results within the three groups of analysis. One of the conclusions of this study is that the perceived feeling of political participation among the pupils varies between the analysed groups. The redistributed pupils and pupils from Vivalla secondary school 2010 had the biggest difference in perceived feeling, where distributed pupils were the most positive towards political participation. The attitude towards integration had a rather big difference between the groups. Once again the distributed pupils had the most positive attitude towards integration and the pupils who had been in the distributed school in 6th and 7th grade had a slightly less positive attitude. The pupils from Vivalla 2010 had the least positive attitude within the groups. As for the feeling of belonging in the society there’s hardly a difference among the analysed groups. The pupils from Vivalla 2010 had the least positive feeling while the distributed pupils had a slightly more positive feeling. The pupils who had been in the distributed school in 6th and 7th grade had the most positive feeling. In conclusion we can say that the redistribution of pupils from Vivalla secondary school to other secondary schools in Örebro kommun shows an early positive effect.