Genom att lyfta kommunikation som verktyg i matematisk problemlösning kan elevers möjlighet till måluppfyllelse öka. Kommunikation mellan elever i grundskolans senare år synliggörs i denna studie som även vill ge svar på i vilka former kommunikation visar sig. Eleverna arbetade med arbetsmetoden eget, par, alla (EPA) som rekommenderas av skolverket, samt bra, bättre, bäst metoden (BBB). Metoden utvecklades i ett aktionsforskningsprojekt som pågick 2016 till 2017 i samarbete mellan Norrköping och Linköpingsuniversitet. En forskningsgrupp utvecklade ett arbetssätt som eleverna namngav bra, bättre, bäst metoden, vilken inkluderar en nätbaserad uppgiftsbank som baseras på elevarbeten. Denna studie innefattar enskilda intervjuer med 16 elever. Därtill digitalinspelades 76 elever under matematiskt problemlösningsarbete där fenomenografisk analysmetod genomfördes. Resultatet visade att kommunikationsutbytet mellan eleverna varierade beroende på vilken arbetsmetod som användes, samt att elevernas olika kunskapsnivåer inte märkbart påverkade den kommunikation som framkom under gruppsamarbetet. Studien visar att gruppernas uppbyggnad är en viktig faktor för att höja kvalitén i elevernas arbeten.

Notre étude traite de l’enseignement de la statistique auprès des élèves du cycle III de l’école primaire, en France et plus précisément, porte sur la question de l’éducation statistique et de la formation de l’esprit statistique. Après avoir précisé les notions de fait statistique, pensée statistique et esprit statistique, nous avons analysé dans une deuxième partie, les difficultés rencontrées actuellement par cet enseignement, au travers de l’évolution des programmes scolaires de l’école primaire, des représentations des étudiants en Sciences de l’éducation, des professeurs des écoles, des élèves, ainsi que dans une perspective de continuité des contenus scolaires au fil des cycles de l’école primaire et du collège. Dans une troisième partie, nous avons observé les manuels scolaires de mathématiques des élèves du cycle III. L’ensemble fait ressortir des invariants : tendance à convertir en opérations arithmétiques des situations implicitement statistiques, pauvreté d’emploi des registres sémiotiques et des parcours sémiotiques, standardisation des formes de représentation et des tâches réclamées aux élèves, etc., mais surtout, nous avons pu établir un parallèle avec une dernière recherche portant sur les manuels de préparation au Concours de Recrutement des Professeurs des Écoles. Nous en avons conclu que c’était la perception commune, y compris celle de l’Institution scolaire, à propos de l’enseignement / apprentissage de la statistique qu’il fallait faire évoluer.Notre travail prend appui sur la théorie des situations didactiques de Guy Brousseau, sur celle des champs conceptuels et des travaux de Gérard Vergnaud traitant de la conceptualisation, sur la transposition didactique et sur l’institutionnalisation des savoirs par Yves Chevallard, sur les recherches de Jean-Claude Régnier concernant la didactique de la statistique, ainsi que sur celles de Raymond Duval portant sur le rôle des registres sémiotiques dans l’apprentissage de l’élève. / Our study is about the teaching of statistics to third cycle pupils in French primary schools, and more precisely, about the issue of statistical education and training of the statistical mind. In part I, we clarify the notions of statistical fact, statistical thinking and the statistical mind. We then analyze in part II the difficulties this teaching is currently faced with, due to the constant change of syllabus in primary schools, scrutinizing how future teachers, primary school teachers and pupils conceive statistics, aiming to reach continuity in the curricula from primary school all the way through to the end of secondary school. In part III, we dissect mathematics textbooks pupils use in the third cycle. This minute analysis highlights permanent features: tendency to convert implicitly statistical situations into arithmetical calculations; poor use of semiotic registers and semiotic learning paths; standardization of how statistics are represented and of the tasks required from the pupils and so on. Above all, we were able to draw a parallel with another of our researches exploring the textbooks that prepare school teachers for the competitive entry examination. Our conclusion is that the way the teaching and learning of statistics is generally perceived – also by the state education system - needs to be thoroughly reconsidered.Our work is supported by Guy Brousseau’s theory of didactical situations, by Gérard Vergnaud’s studies about conceptual fields and conceptualization, by Yves Chevallard’s theory of didactical transposition and institutionalization of knowledge, by Jean-Claude Régnier’s research on didactics of statistics and by Raymond Duval’s work on semiotic registers in a child’s learning.

Cette étude s’intéresse à la question de l’autorité à l’école élémentaire. Elle est consacrée dans une première partie à un travail d’élaboration conceptuelle qui vise à proposer une compréhension globale de la relation d’autorité éducative, modélisée sous la forme d’un système dynamique et complexe. L’analyse du fonctionnement de ce système relationnel, et l’exploration méthodique de l’ensemble des éléments qui le composent et de leurs liens, portent in fine à envisager l’autorité comme une propriété de la relation entre enseignants et élèves. La seconde partie de la thèse est consacrée à la validation théorique et empirique de l’hypothèse selon laquelle un système relationnel d’autorité éducative gagne à s’accompagner d’un système relationnel de confiance : dans un rapport de causalité circulaire, relation d’autorité éducative et relation de confiance tendent à se renforcer mutuellement. Cette analyse est ensuite prolongée dans la troisième partie de l’étude par une exploration des conditions favorables à l’instauration de la confiance chez les élèves, et de l’influence positive de celle-ci sur la relation d’autorité éducative. L’ensemble de ce travail accorde donc une place importante à question de la subjectivité des élèves, tant dans la relation d'autorité éducative que dans la relation de confiance. De fait, la réflexion théorique est systématiquement appuyée sur les résultats d’une enquête de terrain conduite avec trois classes de cycle 3, qui ont été suivies pendant une année scolaire complète, et dont les acteurs, enseignants et élèves, ont été observés en situation et interrogés. / Authority at elementary school is the main topic of this thesis. The first part of the study is dedicated to the conceptual development aimed at providing a global understanding of educative authority relationship, modelled as a dynamic and complex system. The analysis of the functioning of this relational system, and the methodical investigation of all its elements as well as their connexions, suggests authority as the property of the relationship between teachers and pupils.The second part of the thesis focuses on the theoretical and empirical validation of the hypothesis that a relational system of educative authority benefits from a trust-based relational system, i.e. educative authority and trust relationships tend to complement and reinforce each other in a process of circular causation. This analysis is further extended in the third part of the study, which is looking at the favourable conditions for building pupils’ trust, and the positive influence of trust on the educative authority relationship.Pupils’ subjectivity, both in the educative authority relationship and in the trust relationship, plays a key role in this subject. Hence, theoretical reflection systematically relies on the results of an empirical investigation conducted with three classes of third grade of elementary cycle pupils, who were followed for an entire school year, and observed in situation and interviewed with their teachers.

As alterações posturais da coluna vertebral, em especial a escoliose por ser um problema ortopédico funcional ou estrutural encontrado na infância e na adolescência, trazem riscos de evolução e devem ser diagnosticados e tratados o mais precocemente possível. Nosso objetivo foi avaliar a prevalência de postura escoliótica em escolares de uma escola pública e uma privada do ensino fundamental do município de Guarapuava-PR, bem como identificar a altura e o lado da convexidade das curvaturas escolióticas e a presença de gibosidade em relação à faixa etária e ao sexo dos sujeitos envolvidos. Esta pesquisa é de cunho quantitativo e trata-se de um estudo transversal não experimental. A coleta de dados foi realizada em duas escolas do município de Guarapuava, sendo uma privada e outra pública, em agosto de 2005. Envolveu 964 escolares de ambos os sexos, respeitando-se os princípios éticos estabelecidos na Resolução nº196 do CNS/MS, sendo previamente aprovada pelo Comitê de Ética em Pesquisa da Escola de Enfermagem de Ribeirão Preto-USP. A avaliação postural utilizada no presente trabalho foi elaborada considerando-se o alinhamento vertebral descrito Loudon, Bell Johnston (1999) e a partir de observações clínicas propostas por Santos (2001) e também a pesquisa de gibosidade, preconizada por Cailliet (1977). Quando foi detectada uma alteração postural, os pais ou responsáveis do escolar avaliado receberam uma carta de comunicação, na qual sugerimos a investigação diagnóstica através de exames complementares em consulta a um especialista de sua preferência. Os dados coletados foram descritos através da utilização do Software Statistical Package for Social Siences (SPSS, 1999). Entre os 655 escolares avaliados, detectamos, em ambos os sexos, 26% de posturas escolióticas, sendo 53% de curvaturas torácicas à esquerda e 20% à direita, 13% de toracolombares à esquerda e 6% à direita e 2% de lombares à esquerda. Não detectamos curvaturas lombares à direita como curvas únicas, somente em associações de duplas curvas, que correspondem a 6%. Nossos resultados foram semelhantes aos de outras pesquisas sobre posturas escolióticas e discutidos em relação à literatura referente sobre prevalência de escoliose estruturada ou não. Com base nestes resultados reforçamos a necessidade de programas preventivos como o rastreamento de posturas escolióticas durante a fase escolar, considerando-se que as alterações de postura podem ser uma das causas de agravamento de distúrbios da coluna vertebral na fase adulta, os quais apresentam, no Brasil, um alto índice de afastamento ao trabalho ou aposentadoria por invalidez. Faz-se necessário o estabelecimento de parcerias com outros profissionais da área da saúde para a implantação de ações preventivas e de diretrizes que promovam a saúde do escolar, principalmente sistematizando pesquisas periódicas para detecção de distúrbios vertebrais. / The posture alterations in the vertebral column, especially when there is scoliosis, which may be a functional or structural orthopedic problem found in childhood or adolescence, need to be diagnosed and treated as soon as possible, since there is a chance for scoliosis to develop and get worse. Our aim with the present work was to study the prevalence of scoliosis posture in pupils from a public and a private primary/junior high school in Guarapuava-PR, as well as identify the size of the scoliosis curvatures, the side of their convexity, and if there was gibbosity concerning the participants age and gender. The present research has a quantitative purpose, and it is a transversal and not experimental study. The data were collected in two different schools in Guarapuava-PR (one school is private and the other is public) in August 2005. We studied 964 male/female pupils, respecting the ethical principles of the CNS/MS 196 Resolution, and all the search procedures had the approval of the Ethic Committee of the Nursing School of Ribeirão Preto-USP. The postural evaluation we used in the present work was elaborated from the vertebral alignment described by Loudon and Bell Johnston (1999), from clinical observations suggested by Santos (2001), and from the gibbosity research recommended by Cailliet (1977). If we found a postural alteration in the participant pupil, we sent their parents or the relative in charge of them a letter, advising them to seek a professional of their preference in order to diagnose the problem with complementary examinations. The collected data were described with the help of the Software Statistical Package for Social Sciences (SPSS, 1999). From the 655 female/male participant pupils, we found that 26% of them had scoliosis postures: 53% with thoracic curvatures on the left and 20% on the right, 13% with thoracolumbar on the left and 6% on the right, and 2% with lumber on the left. We didn t find any lumbar curvatures on the right as single curves, but only in association with double curves, which correspond to 6% of the participant female/male pupils having posture problems. Our results were similar to those of other pieces of work related to scoliosis posture, and their discussion was based on the literature about the prevalence of structured or not structured scoliosis. From the results of the present study, we reinforce the necessity of prevention programs such as the diagnosis of scoliosis posture during the primary/junior high school period. We need to consider that the posture alterations may be one of the causes that lead to vertebral column disorders in adulthood. In Brazil, there is a high level of people who stop working or retire due to their disability caused by column disorders. It is necessary to establish partnerships with other health professionals in other to consolidate prevention programs and plans which improve the pupils health, especially by carrying out frequent research that seeks to find vertebral disorders in them.

This mixed method study sought to explore the perceptions of key stakeholders in education, on the role and contribution of ICT in Scottish secondary schools towards generic skills development among pupils for post school transitions. The timing of this study coincided with a period characterised by contextual pressures globally, marked with technology changes, youth unemployment and curriculum reviews. A review of literature was conducted systematically to evaluate the explicit permeation of ICT in Scottish schools. A sequential mixed method design was adopted for the two phased study commencing with a convenience sampling technique for the first phase, involving 1364 upper secondary school pupils from all eight schools, 64 teachers and the 17 employers in one local Council in Scotland. A purposive sampling technique was applied to select two sample schools for the second phase, based on best use and practices of ICT. Questionnaires were administered online and in person at the first phase, followed by a semi structured interview at the second phase. SPSS was used for descriptive statistics, correlation analysis and one way Anova, while Nvivo 10 software was used for thematic analysis from the interview transcript. The study offers a framework for personalisation starting with identification of pupils’ ability and ICT skill level at inception classes, followed by a personalised learning design incorporating pupils’ interest, ability and post school destination. The study also proposes separate roles for teachers and policy makers in order to maintain teachers’ autonomy, as policy makers’ interference has been identified to have an impact on teachers’ professionalism, effectiveness and confidence necessary for imparting generic skills in pupils. A series of recommendations are provided for future research, including a longitudinal evaluation of generic skills acquired from individual school subjects through the upper school years to post school destination, to ascertain effective transfer and sustainability of generic skills.

According to many scholars, schools are the last bastion of permitted homophobia (Beadle, 2009; Grew, 2008; as cited in Formby, 2013). Primarily using the theories of Foucault, Kristeva and Butler, the thesis uses critical theory as a means to both understand and critically analyse the construction of subjectivity within and throughout discourse in the hetero-/cis-normative institution, and how this related to the potential abjection of LGBT+ pupils. Whilst it is agreed in this thesis that LGBT+phobia is still widespread in both schools and wider society, it was found in this research that the impact of direct LGBT+phobic discrimination was less evident. Instead, the discursive spaces where LGBT+phobia had been silenced were filled with hetero-/cis-normative discourse. Concomitantly, the impact of LGBT+ invisibility, the silencing of positive discourse surrounding sexuality and the institutional rejection of performative LGBT+phobia without cultural or organisational change meant there remained a negative impact on LGBT+ young people, despite a reduction in visible LGBT+phobia (DePalma and Atkinson, 2006/2010). Through the use of short vignettes taken from a period of ethnographic research, I have used discursive reflexivity to offer an alternative discourse surrounding the LGBT+ pupil in the school. In a thesis preoccupied with language, the institutional denial of appropriate language, the lack of positive space for LGBT+ young people to construct their identity and the potential risk of abjection from the hetero-/cis-normative institution are all highlighted as points for discussion. Viewed through a critical theory lens, the exemplars used to illustrate these complex theories are chosen from 72 workshops undertaken in schools with Year Nine pupils over a the 2015 to 2016 academic year in the Merseyside region, and also from self-identified LGBT+ young people (also in Year Nine during the academic year 2015 to 2016), who were part of discussions in an LGBT+ Youth drop in based in Liverpool city centre. Intertwining academic analysis and philosophical reflection, the research finds that not only is the LGBT+ pupil abject in the school, but this abjection is threefold. It is enacted by the institution, the peer group and by the internalised LGBT+phobia of the abjected pupil. In the conclusion, it is reflected upon how the impact abjection from school continues to affect LGBT+ people into adulthood.

A study was done of the attendance of 1,251 non-handicapped and 131 handicapped pupils in the Weber County, Ogden, Utah School District. This study was done at the request of the district administration. The basic questions were 1) would there be a difference in attendance of the handicapped and the non-handicapped and 2) would the reasons for absence differ as stated on excuses presented to the office. Data for the entire 1978-79 school year were tallied and analyzed. There were no significant differences in the attendance rates of the two groups. Inspection of the data showed that there was a difference in attendance of handicapped pupils who were members of classes for less than 180 days and those who were 180 day class members. No reason for this difference was revealed by the data. The data on excuses presented as a reason for absence showed more absences due to doctors excuses and illness for handicapped pupils. In depth research on the causes of absence of handicapped pupils was recommended.

The aim of this study was to fulfil two purposes: to gain deeper insights into what young children think about their teachers, and to examine the effectiveness of different methodologies which are designed to elicit information from school beginners. By employing a variety of qualitative techniques, the study focussed on the development of research methodologies specifically appropriate to this age group. Although the results of the study suggest that the children perceive teachers as performing the more obvious didactic and authoritarian roles, they also indicate an awareness of the managerial aspects of teaching. The data also suggested that the children placed greater emphasis on the teachers role as an entertainer than as a nurturer. An examination of the results in relation to the methodologies used, indicates the possibilities of further developing the drawing and interview technique for use by classroom teachers. The research highlights some interesting implications for teachers. A better understanding of childrens views about classroom practices may influence teachers decisions about how they wish to fulfil their roles and functions.

<p>This essay is a study about the school introduction of immigrant pupils in the Swedish compulsory school. The purpose if this study is to examine the organisation municipal school introduction for immigrant pupils in the compulsory school in Södertälje. The method I have used is qualitative research method which depends on interviews and analysis of documents.</p><p>The result shows that the municipal is without a plan for the school introduction of the immigrant pupils and that the individual compulsory school has the main responsibility for the school introduction of the immigrant pupils. The result also shows that there is a need of increased teaching of mother tongue. There is also a need of competence development within intercultural pedagogy.</p><p>My conclusions are that a municipal plan for the school introduction of immigrant pupils should increase the immigrant pupils’ possibility to a shorter time of introduction to the compulsory school.</p>

<p>In this study I will find out which thoughts and alternative conceptions pupils have about photosynthesis, decomposing and breeding. The method used was qualitative semi-structured interviews with pupils in preschool class and in the third grade. They were interviewed about what a flower needs in order to live, die and to propagate themselves. The result shows that the students have alternative conceptions about these issues. There are no big differences in the notions of the average classes. There is a relation between the children’s way of living and their notions.</p><p>The result shows that all 17 pupils know that the flowers need water and soil. Half of them know that it also needs sun. But only 2 pupils know that the flowers need sugar to live.</p>