In the theoretical part of the thesis I am going to focus on the theoretical problems of teaching practice at universities and its role in the preparation of future teachers. In the practical part I will use questionnaires and interviews to seek features of a good faculty school, and try to specify areas that demand more support to faculty schools from the Faculty of Education. The practical part will be supplemented by case study. KEYWORDS Faculty school, university faculty school, university primary school teacher, school authorities, teaching practice

Syftet med undersökningen är att undersöka hur viktigt gymnasieelever anser att språkriktighet är i olika kategorier samt deras attityder till enskilda språkriktighetsfrågor. De enskilda språkriktighetsfrågorna är avgränsade till formord och specifikt valet mellan de och dem, han och honom i objektsposition, sina och deras, jämförelseuttryck, före och innan och var och vart samt konstruktioner med dels och eftersom att. Resultatet analyseras för att se hur enhetliga elevernas svar är samt i vilken uträckning kön, gymnasieprogram samt årskurshar betydelse för attityderna till språkriktighet. För att undersökningens syfte ska kunna besvaras har en enkätundersökning genomförts. I undersökningen deltog 217 gymnasieelever från tre olika gymnasieprogram samt från alla tre årskurser. Resultatet visar att eleverna anser att språkriktighet är viktigt i formella texter som information från myndigheter samt att det är oviktigt i informella texter som SMS. Resultatet visar också att eleverna accepterar både de och dem samt sina och deras oavsett satsledsfunktion. De accepterar också var och vart oavsett om det syftar på befintlighet eller riktning. De accepterar inte konstruktioner med han i objektposition utan föredrar honom. För jämförelseuttryck accepteras formuleringen än mig i större utsträckning än formuleringen än jag. För konstruktioner med dels accepteras det till viss del samt att eleverna accepterar konstruktioner med både eftersom att och eftersom. Elevernas svar är relativt enhetliga där det visar sig att attityderna i liten utsträckning påverkas av kön, gymnasieprogram samt årskurs. / The purpose of the survey is to investigate how important high school students consider language correctness to be in different categories and their attitudes to individual language correctness issues. The individual language correctness issues are limited to pronouns,prepositions, conjunctions and subjunctions, specifically the choice between de and dem, han and honom in object position, sina and deras, jag and mig in comparative expressions, föreand innan and var and vart as well as constructions with dels and eftersom att. The results areanalyzed to see how uniform the students' answers are and to what extent gender, high schoolprogram and year groups are important for attitudes to language correctness. In order to beable to answer the purpose a survey has been conducted. The survey involved 217 highschool students from three different high school programs as well as from all three year groups. The results show that the students believe that language correctness is important in formaltexts such as information from the authority and that it is unimportant in informal texts suchas SMS. The results also show that the students accept both de and dem as well as sina and deras regardless of the clause function. They also accept var and vart, regardless of whether it refers to existence or direction. They do not accept constructions with han in objectposition but prefer honom. For comparative terms, the formulation än mig is accepted to agreater extent than the formulation än jag. For constructions with dels it is accepted to someextent and that the students accept constructions with both eftersom att and eftersom. The students' answers are relatively uniform, where it turns out that attitudes are to a small extentaffected by gender, high school programs and year group.

The following diploma thesis paper deals with the theme of everydayness and stereotypes within fine arts and art education. The theoretical part firstly focuses on monitoring the phenomenon of everydayness and stereotypes across various scientific disciplines, such as philosophy, sociology, psychology, anthropology or history. Subsequently the concept of depicting everydayness and stereotypes in fine arts is developed, which also includes authors whose work deal with the theme of everydayness and stereotypes and whose work fall into the period from the second half of the 20th century till the present day. We created three approaches to the given concept and each approach differs in their approach in depicting the reality of everyday life. In the didactic segment we deal with the issue of high school art education tasks and we follow it up with our own thematic tasks for high school students. Our thematic tasks include five related art tasks, which are aimed at the students to reflect on their own everydayness on several levels. The practical segment is a set of two posters, in which the author work reflects on her own everydayness and her changes depending on the environment. The poster named "Routine" follows everyday life and typical situations, however it also brings poetic moments. The poster...

The main purpose of this diploma thesis is to obtain information on how Matfyz can improve its cooperation with high school students and their physics teachers to increase students' interest in physics. To obtain these information a questionnaire was sent to physics teachers, who had been mentioned by Matfyz students as teachers who had had a positive effect on them. The questionnaire itself consists of four parts - events for students, events for physics teachers, Mat- fyz activities, and teaching. The data was processed using both quantitative and qualitative methods, whereas larger part of research was build on quantitative methods. The collected data showed that according to respondents the most im- portant task is to focus on non-Prague students. Thus, organizers should organize events in various places in the Czech Republic or use modern technologies and organize events on-line (that also applies to events for physics teachers). High school students might also meet with scientists and university physics students, visit laboratories except for visitors' days (e. g. during excursions, internships) or have an opportunity to find out how physics in companies is used. Respondents expressed support for writing a new physics textbook on Matfyz, one containing more difficult parts for talented students.

No description available.

Modern day society is characterised by the availability of technology and the abundance of information in all formats that require all individuals using it to poses information literacy skills (ILS).ILS enable people the ability to locate, analyse, evaluate access and retrieve the desired information to satisfy a need. Research on IL in academic and school libraries has gained momentum in the field of Information Science where as little has been documented concerning public libraries and IL. This therefore calls for more research on IL in public libraries. Public libraries serve a wide and diverse community of which students are a part. In instances where school libraries are either non-existent or not developed, students seek assistance from the public library within their community. This study sought to investigate the role of public libraries in enhancing the ILS of senior secondary school students in the Central District in Botswana. The fact that school libraries in Botswana are underdeveloped to produce competent and confident students equipped with ILS that could be used in the work environment and continuous lifelong learning, motivated the study. A concern that there exists a gap in research concerning public libraries and IL within the Botswana context necessitated this study. The study used a survey research design where both quantitative and qualitative research approaches were adopted. This involved the collection and analysis of quantitative and qualitative data. The purpose of a mixed methods approach was based on the idea that qualitative results could assist in explaining and interpreting the findings of a quantitative study. Data collection involved three sets of closed ended questionnaires and observations in all schools and public libraries. The population of the study consisted of public librarians, teacher librarians and students. Quantitative data were analysed using the Statistical Packages for Social Sciences (SPSS) to generate statistics. The findings of the study revealed that the public libraries in the Central District in Botswana are above average in terms of materials and use. It brought to light that senior secondary school students use the public libraries for school purposes and get assistance when they seek for it. Public librarians do not have special classes aimed at enhancing the ILS of students. The public libraries offer IL in the form of computer training, they do this as, and when students register, just like the other members of the community. The library’s contribution to enhancement of the students’ ILS, (study skills, reading skills and use of reference works) is somewhat limited. Limited resources, lack of reading culture, low budgets, and lack of support from government negatively challenge the full potential impact of IL enhancement. / Information Science / M. Inf. Sc.

The purpose of this qualitative research study employing a cross-case analysis on previous case studies is to better understand the engagement of Latino students in a small number of cultural sensitivity programs and the teaching practices that are factors in the development of their academic achievement. In the traditional infrastructure of public schools, assimilation is built on fundamental values aligned with the U.S. political establishment rather than on the value of adaptation to the demands and conflicts of other cultures. Thus, less-empowered groups are at a disadvantage resulting in subgroups abandoning their ideas and reducing their contributions to human capital. In this study, the focus is alternative programs, specifically programs in which a there is a balance in the learning process between the teacher and student emphasizing the development of enhanced understanding of the cultural contexts an integral part of academic learning for Mexican American students. Also included in the case studies are innovative intervention programs that specifically help students improve academic achievement in Grades 9-12, especially those for students who are Mexican immigrants or of Mexican American ancestry in the state of California. The literature discusses concepts of assimilation, enculturation, oppression, culture capital, and the high and low contexts within the theoretical framework. Empirical literature revealed a deeper understanding of the relationship between Latino student learning styles and the dominant Eurocentric traditional academic culture within classroom practices. In sum, in the cross-case analysis of the 21 case studies, various features emerged across the cases that were categorized into three general themes: (a) alternative interventions, (b) caring, and (c) culturally responsive teaching/pedagogy.

為了探討注意力與年齡因素對計時行為的影響，本實驗選用事前知道計時派典（prospective paradigm）與不涉及人為時間單位之知識的計時複製方式。針對注意力的因素，本研究採用雙重作業以操弄注意力資源集中或分散，檢測其對計時作業的影響。另針對年齡的因素，本研究比較低年級小學生、高年級小學生、及大學生成人三種不同年齡組的受試。 本研究利用四種計時作業，針對三個不同年齡層的受試進行對兩種不等的時距計時資料收集。計時作業及年齡因子的實驗設計採受試者間設計，而時距因子則採受試者內設計。研究結果發現（1）低年級組的計時準確性較高年級組或成人組差；（2）受試在雙重作業的計時表現的確較單一作業差，這個計時受干擾的結果，在複雜的雙重作業又較在簡單雙重作業明顯，且年紀愈小的受試所受干擾影響愈大；（3）三年齡層受試在雙重作業中皆有低估目標時距的現象，其中以低年級在複雜雙重作業中的低估程度最明顯；（4）低年級組的計時能力之穩定性較高年級或成人組低；（5）在無需對不斷出現之無意義刺激作偵測反應時，三年齡受試的計時準確性未受影響。 這些結果顯示計時的誤差的確隨著注意力需分派於非時間作業的增加，受試所複製的時距也隨之縮短。這項由於注意力分散所致的計時誤差在國小低年級組最明顯，但隨著年齡的成長及腦發展愈臻成熟，這項影響效果愈趨式微，致使計時的表現愈正確。 關鍵詞：時間複製、年齡與發展、雙重作業、注意力、小學生、純量計時 / The purpose of this study was to investigate the effects of the attention and age on time estimation based on the prospective timing paradigm. Four timing tasks, with different degrees of attentional requirement, were utilized to test timing of reproducing the target intervals in three groups of different ages including the lower-grade (M= 7.5 years), higher-grade (M= 11.2 years) elementary school students and adult (M= 20.1 years). The subjects in this work were asked to estimate a stimulus duration lasting for 7 or 14 s, during which they are required to either do or do not perform a concurrent non-temporal task. Thus, the experimental design for the present study was mixed with between-subject factors (age and task) and a within-subject factor (target interval). The results showed (1) the lower-grade children performed less accurate than the higher-grade children; (2) all subjects had worse timing performance in the dual-task condition than the single-task or control condition, which effect was most evident in the lower-grade children; (3) all subjects reproduced shorter interval as compared to the target interval, which effect was most apparently observed from the dual-task for the lower-grade children; (4) the lower-grade children had less reliability in timing; and (5) the effect of age on the single-task and control condition is not significant. Together, these data indicate that concurrent non-temporal task cause temporal reproduction shorter, especially under high attention demand in lower-grade children. In addition to the influence by the task complexity, the accuracy of timing estimation depends on the age. Keywords: time reproduction、age and development、dual task、attention、elementary school student、Scalar expectancy theory(SET)

本研究旨在探討高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應之相關研究。以台北縣、市領有視覺障礙、聽覺障礙與肢體障礙身心障礙殘障手冊的高中身心障礙學生，共186人為研究對象，採用家庭功能量表、學校支持調查表、希望感量表、人際適應量表為研究工具，再以台北縣、市立公私立高中普通班學生，做為參照，以了解身心障礙學生知覺的家庭功能、希望感與人際適應的關係，和一般學生是否不同。統計方法以因素分析、信度分析、描述統計、t考驗、皮爾森積差相關、典型相關、多元迴歸分析等進行分析。結果發現： 一、高中身心障礙學生在知覺的家庭功能、學校支持、希望感與人際適應都有中上程度，其中，家庭功能與人際適應情形略低於高中一般學生，希望感則無明顯差異。 二、高中身心障礙學生知覺的家庭功能、學校支持、希望感與人際適應有三組顯著的典型相關存在。 三、高中身心障礙學生知覺的家庭功能、學校支持與希望感對人際適應有預測力，其中以學校支持的「同學支持的有助性」為最主要的預測向度。而高中身心障礙學生與一般學生知覺的家庭功能與希望感預測人際適應的情形有差異。 / This research is focused on the relationships between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disabilities. Subjects are 186 high school students with visual disability, hearing impairment and physical disability coming from Taipei county and Taipei city in Taiwan. This study apply the Family Functioning Scale, School Support Investigation, Hope Scale and Interpersonal Adjustment Scale to obtain the necessary data. The collection of the data is interpreted with the use of factor analysis, cronbach alpha, t-test, pearson correlation, canonical correlation analysis and multiple regression. Findings are as such: 1. High school students with disabilities are all above average on percieved family functioning, school support, hope and intepersonal adjustment. However, they show less perceived family functioning and interpersonal adjustment than their general peer classmates; besides, there is no significant difference about hope whether the high school students have disabilities or not. 2. There are three significant canonical correlations between perceived family functioning, school support, hope and interpersonal adjustment about high school students with disability. 3. Interpersonal adjustment was able to be explained by percieved family functioning, school support and hope. Classmates’ support is the most important variabilities among high school students with disabilities.There are differences between high school students and their general peer classmates on predicting interpersonal adjustment.

La réussite scolaire au primaire est déterminante pour la réussite scolaire future de l’enfant. Certains éléments jouent un rôle important dans cette réussite comme la santé psychologique de l’élève et l’implication parentale. Ces dernières peuvent être ébranlées par certaines situations de la vie telle que le décès d’un parent. Ce mémoire porte sur une recherche qualitative effectuée auprès de trois élèves de niveau primaire régulier ayant perdu un parent au cours des deux dernières années. L’objectif de cette recherche est de connaître l’influence que peuvent avoir la perte parentale et le deuil chez l’élève sur sa réussite scolaire. Il existe peu de recherches qui ont été réalisées sur ce sujet et la plupart se sont principalement intéressées à l’influence des conséquences psychologiques du deuil sur la réussite scolaire. Dans le cadre de ce mémoire, nous avons décidé d’adopter une vision plus globale du développement de l’élève. Le projet de recherche s’intéresse non seulement à l’élève, mais aussi à ses parents et à son environnement scolaire. La recherche s’articule autour de trois concepts : le deuil, la réussite scolaire et l’implication scolaire. La méthodologie utilisée repose sur une approche qualitative exploratoire et une analyse de contenu. Les participants étaient composés de trois élèves endeuillés et non-immigrants, âgés entre 7 et 10 ans, de leurs parents survivants (deux) et de leurs enseignants titulaires (trois). Les données ont été recueillies à travers des entrevues semi-dirigées avec tous les participants, les bulletins scolaires des enfants et les plans d’intervention scolaire. Les résultats indiquent que les conséquences psychologiques du deuil peuvent avoir une influence négative sur la réussite scolaire des élèves du primaire. De plus, la perte parentale semble influer négativement sur le niveau socio-économique de la famille et sur tous les types d’implication parentale, que ce soit la supervision des leçons, la communication école-famille ou la collaboration du parent avec la communauté. Ces éléments peuvent à leur tour avoir une influence négative sur la réussite scolaire. / Elementary school achievement is a determining factor for the student’s future academic success. Some elements, like student’s psychological health and parental involvement, might play an important role in school achievement but can be undermined by some life events such as parental loss. Our thesis has focused on a research conducted on 3 students of regular elementary school in Montreal, who lost a parent in the last two years. The research aim was to study the influence of both parental loss and bereavement on elementary school children’s school achievement. Few studies have been conducted on this subject and most of them have examined mainly the influence of bereavement’ psychological consequences on school achievement. In this research, we have adopted a global developmental approach by focusing on the student himself, his parents and his school environment. The research relies on three main concepts: bereavement, school achievement and parental involvement. The methodology was based on an exploratory qualitative approach and on a content analysis. The participants consisted of 3 bereaved and non-immigrant children, aged between 7 and 10 years old; the surviving parent (2) and their teacher (3). Data had been collected through semi-structured interviews with all participants; children grade reports and school intervention plans. Our findings show that bereavement’ psychological consequences may have a negative influence on school achievement. Moreover, parental loss seems to have a negative influence on student’ family social economic status and on all parental involvement types, including helping at home with homework, collaborating with the school and the community. All those elements may influence negatively school achievement.