Bakgrund: Varje barn har rätt till att känna sig trygg i skolan. En av elevhälsan viktigaste uppgifter är att förebygga kränkningar och mobbning. Skolsköterskan har en central roll i skolan genom att finnas tillgänglig i barnens skolmiljö och en unik möjlighet att få insikt i hur skolans arbetsmiljö påverkar barnens hälsa. Syfte: Syftet med studien är att undersöka skolsköterskors erfarenheter av att arbeta förebyggande mot kränkningar och mobbning.  Metod: Studien har utförts med en kvalitativ metod. Muntliga intervjuer har genomförts som har analyserats med hjälp av beskrivande innebördsanalys. Resultat: Analysen har resulterat i fem innebördsteman som beskriver skolsköterskans förebyggande arbete mot kränkningar och mobbning: att arbeta förebyggande via hälsosamtal och andra elevbesök, att arbeta för en trygg miljö, att informera och undervisa, att stärka eleven och kamratrelationer och att samarbeta. / Background: Every child is entitled to feel safe at school. One of the main tasks of student health is to prevent violations and bullying. The school nurse has a central role in school by being available in the children's school environment and a unique opportunity to gain insight into how the school's work environment affects children's health. Aim: The aim of the study is to investigate the school nurse's experience of preventing abuse and bullying. Method: The study has been conducted using a qualitative method. Oral interviews have been conducted that have been analyzed by means of descriptive meaning analysis. Result: The analysis has resulted in five themes describing the school's preventive work against abuse and bullying: to work through prevention of health and other student visits, to work for a safe environment, to inform and teach, to strengthen the student and companionship and to cooperate

Made available in DSpace on 2016-07-18T17:54:18Z (GMT). No. of bitstreams: 1 EMERSON_MESTRADO_16_10_2012.pdf: 3113093 bytes, checksum: 0bea0bda3f01be54ab792a05333fbd36 (MD5) Previous issue date: 2012-08-30 / This research was carried out to encourage and pursue a reflection on the part of Education professionals on the creation of educative spaces by means of the school architecture. Thus one analyzed school buildings from the point of view of the constructed, built spaces and the assignment of meanings as an experienced, felt, and perceived place, taking on an educative character. At the same time, one supports and emphasizes the need of previous assessment and careful planning before the building is put up. As examples, one mentions projects built in the country meant for combining functionality and comfort. By knowing that meanings are conveyed based on human occupation, concerning educative spaces one stressed the importance of school management and administration in order to make such spaces more effective, cozier, and liable to take on a more educative character. Within such a context, one pointed out features, competence, and skills essential to the school principal, the main manager of that educative unit within the various spheres of his/her assignments in order to explain, based on scientific literature, that organizing the school environment and making it ready for effective use is an important variable for successful outcomes. At last, by availing ourselves of the phenomenological tendency, one analyzed the essence of the principal s work in a state public school, where school management operates in the organization of its environment, having in mind the comfort and the welfare of its students - its main users - and the quality of the teaching provided by the school. Therefore, one managed to find out how the management of the school at issue operates so that its students satisfactions are met One also found out that an extreme difference may be felt in the school environment when new managerial paradigms are put into practice within the boundaries of the school. / O presente trabalho de pesquisa procurou estimular e continuar uma reflexão dos profissionais da Educação sobre a produção dos espaços educativos por meio da arquitetura escolar. Desse modo, foram analisadas as construções escolares nas perspectivas dos espaços construídos, edificados e a atribuição dos significados como lugar vivido, sentido e percebido, assumindo um caráter educativo. Ao mesmo tempo, defende-se e ressalta-se a necessidade de uma avaliação prévia e planejamento cuidadoso antes da construção se concretizar. Como exemplo, foram apresentados projetos construídos no país, como forma de buscar agregar funcionalidade e conforto. Entendendo-se que os significados se dão com base na ocupação humana, no tocante ao espaço educativo, suscitou-se a importância da administração e gestão escolar para tornar esses espaços mais eficazes e aconchegantes e que assumam um caráter mais educativo. Nesse contexto, foram apontadas características, competências e habilidades essenciais do diretor de escola, o gestor principal da unidade educativa em várias dimensões das suas atribuições, a fim de esclarecer, com base na literatura científica, que organizar o espaço escolar e disponibilizar o seu uso efetivo é variável importante para o sucesso escolar. Por fim, valendo-se da corrente fenomenológica, analisou-se a essência do trabalho do diretor, numa escola da rede estadual de ensino, na qual a gestão escolar atua na organização do espaço escolar, priorizando o conforto e o bem-estar do aluno principal usuário e a qualidade do ensino que oferece. Foi possível verificar, desse modo, como a gestão da escola pesquisada atua de forma a garantir a satisfação dos alunos da comunidade em questão. Constatou-se, ainda, que uma extrema diferença pode ser percebida no espaço escolar quando os novos paradigmas de gestão são postos em prática neste âmbito.

The purpose of this project was to explore the benefits of how students who are exposed to outdoor activities can enhance their attention span, learning, and understanding of the content subjects.

This teacher research project investigates a high school English teacher’s classrooms that combine outdoor activities in nature with literacy activities, including environmental literature read through a lens of ecocriticism. It seeks to answer the overarching research question: What happens when students read environmental literature and experience outdoor activities in English classes that emphasize critical literacy focusing on environmental justice and ecocriticism? The data sets derive from students’ writing and testimony (from interviews) involving cohorts of between three and six students who participated in classroom research studies in 2011, 2012, and 2018. This teacher research project borrows from grounded theory methodologies in the processes of data collection and analysis. Findings from the data suggest that participants showed an ability to read the word and the world in ways that promoted a critical gaze toward social and environmental injustice. Also, students were able to see “what nobody ever sees” in literature and the natural world. A grounded theory of critical rambling is offered.

(in English) The diploma thesis named The Role of Social Pedagogue In The School Environment deals with the problems of theoretical and practical use of social pedagogues in school environment. In this thesis is the school environment defined as a certain space which is not used only for the school lessons, but it is related to all school-related events. In the theoretical part, the thesis focuses on the differences in the concept of social pedagogy in the countries of Europe and partly also describes the different approach in North America. The chapter describes in more detail the conception of social pedagogy in the Czech Republic including the historical evolution. The thesis also tries to point out the status of social pedagogy as a scientific discipline and describes its limits. This part of the thesis also includes a description of historical milestones that influenced social pedagogy during its path to becoming an academic discipline. There is also a detailed literature search of the published researches related to the use of a social pedagogues in school environment. It turns out that the position of a social pedagogue is not framed by a specific law, so this thesis presents a number of legislative documents that can help to place this position in the legal framework. Last but not least,...

This study is about the School Governing Bodies (SGBs) which currently run schools in the country and it was done in a school in Soweto as a case study. The participants were the vice-chairperson, principal, deputy, secretary and treasurer because these are the core of the executive membership of the SGBs. The role of each is fully described in the policy documents of the Department of Basic Education. The focus of the study was to find out whether the SGBs do indeed create an educative atmosphere in schools as laid down in the government policies or have the discretion and leeway to deviate from such without incurring the wrought of the Department. The research was conducted through the qualitative approach because it involved a series of in-depth interviews. The study used a purposive sampling method to identify a few participants who are actually involved in the management of the selected school. Hence, the research findings are such that the interviewees claim that they knew very little of their new responsibilities, duties and functions when they took office but gradually they acquired the necessary information, knowledge and skills to discharge their exacting mandate. They point out that the South Africa School’s Act 84 of 1996 is the most informative policy document that guided and also assisted them in carrying out their responsibilities with confidence. In the final analysis, the study revealed that workshops on skills development are very much important because they are empowering. From the research findings various themes emerged which formed the basis upon which the following proposal was made, i.e. that: a methodological theoretical framework that has at its core the SGB with other important stakeholders in the periphery contributing towards creating an educative climate in the school be established. / Educational Leadership and Management / D. Ed. (Education Management and Leadership)

Diabetes mellitus (DM) is one of the most common chronic diseases affecting children under the age of 20, and it often leads to serious complications. In recent decades, there has been an increase in incidence of both types of DM among U.S. children. Having this chronic condition not only negatively impacts the health of these children but also their academic achievements. School health nurses struggle to manage these children appropriately and safely. The purpose of this project was to develop an evidence- based guideline for a standardized process in which school nurses coordinate the school and student health care teams to ensure a safe school environment for diabetic children. The Stevens star model of knowledge transformation was used to frame the development of this guideline. A team of experts, consisting of 10 ten school nurses, was assembled to provide formative and summative evaluations of the guidelines. Nine nurses completed and returned the questionnaires within the allotted time. The formative group feedback resulted in the revision of the guideline prior to distribution for the summative evaluation. The experts then participated in a summative evaluation using the Appraisal of Guidelines for Research & Evaluation (AGREE) II instrument. The revised guideline was approved and recommended for use by all of the experts without additional modification. Implementation of the guideline will result in social change by improving outcomes in students' health and academic achievement and in strengthening the role and autonomy of the school nurse. Dissemination will occur first in the school district through presentation and then to a larger audience through publication in journals focused on school nursing.

Dagsljuset påverkar människans hälsa där påverkan på barn är mer påtaglig. Följderna av tillgången tilldagsljus i skolmiljöer är därför viktigt att studera.Syftet är att studera hur dagsljuset påverkar en skolmiljö och målet är att planera en skola i förhållande tilldetta. För att besvara detta har möten med projektledare och arkitekter genomförts. Intervjuer med elever,lärare, och rektor har även utförts, i samband med det gjordes platsbesök i två skolbyggnader. Det deladesäven ut en enkät till elever.Projektet tar plats i den nya stadsdelen Kista Äng där det finns en planerad skola. Det här examensarbetettar fram ett eget förslag på en planlösning och färdig modell av skolan. Förslaget är planerat för låg- ochmellanstadieelever där krav och rekommendationer från SISAB, lärare och elever har tagits i beaktande.Med hjälp av studier om skolors utformning, befintliga lokalprogram och planlösningar har en fullständigplanlösning tagits fram. Den består av de funktioner och rum som behövs för att driva en skola.Med stöd från möten med arkitekter och handledare har en färdig modell med väl uttänkt form, fasadma-terial och detaljer skapats. Här har hänsyn tagits till både visionen och detaljplanen för Kista Äng.En fördjupning i projektet bestod av att göra dagsljusstudier på klassrummen för att skapa en miljö somär tillräckligt ljus men inte för varm. Fönstersättningar har därför anpassats för att uppfylla krav på be-lysningsstyrka i enlighet med SS EN 17037:2018+A1:2021 och solvärmelast i enlighet med Miljöbygg-nad. / Daylight affects the health of humans where the impact on children is more pronounced. The benifits andcomplications of daylight are therefore important to study in a school environment.The purpose of the thesis is to study how daylight affects a school environment and the goal is to plan aschool in relation to this. To answer this, meetings have been held with project managers and architects.Interviews with students, teachers and the principal have also taken place in combination with visits to twodifferent school buildings. A questionnaire was also distributed to students.The project takes place in the new town Kista Äng where there is a planned school. This thesis producesits own proposal for a floor plan and finished model. The proposal is planned for primary and middleschool where requirements and recommendations from SISAB, teachers and studens have been taken intoaccount.With the help of studies on school design, existing local programs and floor plans, a complete floor planhas been developed. It consists of the functions and rooms needed to run a school.With support from meetings with architects and supervisors, a finished model with a well-thought-outshape, facade and details has been created. Here, both the vision and the detailed plan for Kista Äng havebeen taken into account.An in-depth study of the project consisted of doing daylight studies in the classrooms to create an environ-ment that is sufficiently bright but not too hot. Window placements have therefore been adapted to meetrequirements for illuminance in accordance with the Swedish standard SS EN 17037:2018+A1:2021 andsolar heat load in accordance with Miljöbyggnad.

Approximately 15% to 20% of Americans struggle with learning disabilities. The National Institutes of Health reported that 60% to 80% of those with learning disabilities have problems with reading and language skills (as cited in International Dyslexia Association, 2000). Dyslexia is a specific learning disability and according to Moats (2008), it is more common than any other kind of learning disability. Dyslexia varies in degrees of severity. About 4% of those diagnosed with dyslexia are severely dyslexic. This includes some 375,000 school children (Dyslexia Action, 2006). Although dyslexia certainly causes difficulties for children, many of them are bright and capable. Dyslexia also seems to be associated with many strengths and talents. Dyslexic children tend to be very creative thinkers, highly imaginative, and excellent in art, music, or drama (Marshall, 2004). Unfortunately, unless a person is dyslexic it is difficult for anyone, including educators, to understand the struggles and hard work that encompass the day-to-day activities of a dyslexic person's life. The causes of dyslexia still remain a mystery and, therefore, educators and researchers may disagree on the best way to help the dyslexic student learn. Additionally, public educational institutions have been uninformed, ill equipped, and consequently ineffective in dealing with the educational needs of the dyslexic child. The purpose of this study was to examine a school specializing in teaching children with dyslexia for the purpose of determining what methods and practices are being used that are conducive to developing the creative potential of the dyslexic child. The findings revealed that the methods and practices used at the Jemicy School are conducive to developing the creative potential of dyslexic children. The study confirmed that using multisensory and experiential education does foster students' creativity. The school's unique environment along with the effective teaching methods used could and should be incorporated into other school systems. The exemplary education provided by the Jemicy School makes the school a viable benchmark for other schools to follow. The Jemicy School might be a model for educators to follow for helping dyslexic children learn in order to reach their fullest potential.

Syftet med studien var att undersöka vilka arbetsterapeutiska interventioner som genomförs för barn och ungdomar i skolan. Metoden som användes var en kvalitativ metod där sju yrkesverksamma arbetsterapeuter anställda på skola och barn- och ungdomshabiliteringen intervjuades utifrån en semistrukturerad intervjuguide för att ta del av deras erfarenheter. Ett strategiskt samt snöbollsurval användes vid rekrytering av deltagare. Vid dataanalys av det insamlade materialet användes en kvalitativ innehållsanalys. Resultat visade att arbetsterapeutiska interventioner i skolmiljö är mångsidiga och möjliggör ökad självständighet och delaktighet för barn i svenska skolor. Det framkom tydligt hur arbetsterapeuternas klientcentrerade arbete och helhetssyn gällande människan resulterade i interventioner utifrån varje elevs unika förutsättningar. Resultatet visade att interventionerna både skulle underlätta skolgången och förbereda eleverna inför vuxenlivet. Fyra teman med underteman identifierades: Balans i aktivitetsmönster: Främja välmående i och utanför skolan. Miljöanpassning: Möjliggöra delaktighet och tillgodogöra sig undervisningen i skolans lokaler. Hjälpmedel (underteman: kognitiva och sensoriska): Ökad självständighet under lektion och vid förflyttning. Handledning av personal: Förmedling av kunskap till skolpersonal om hur miljön kan anpassas och kompenseras för att öka elevens förutsättningar till lärande och utveckling. Slutsatsen av resultatet visade hur arbetsterapeuters arbete i skolan bidrog till ökad delaktighet och självständighet i aktivitet för både den enskilda eleven på gruppnivå vilket visade att den arbetsterapeutiska kompetensen är applicerbar i skolans verksamhet. Denna studie bekräftade att det finns ett behov av ytterligare forskning för att förstärka värdet av arbetsterapeutens bidrag inom detta område. / The purpose of the study was to investigate which occupational therapy interventions are carried out for children and young people in school. The method used was a qualitative method where seven occupational therapists in school and child- and youth habilitation were interviewed based on a semi-structured interview guide to share their experiences. A strategic selection and snowball sampling was used when recruiting participants. In data analysis of the collected material, a qualitative content analysis was used. Results showed that occupational therapy interventions in the school environment are versatile and enable increased independence and participation for children in Swedish schools. It became clear how the occupational therapists' client-centered work and holistic view of the human being resulted in interventions based on each student's unique situation. The results showed that the interventions would both facilitate schooling and prepare students for adulthood. Four themes with sub-themes were identified: Balance in activity patterns: Promoting well-being in and out of school. Environmental adaptation: Enable participation and assimilate the teaching in the school premises. Aids (sub-themes: cognitive and sensory): Increased independence during lesson and when moving. Coaching of staff: Dissemination of knowledge to school staff on how the environment can be adapted and compensated to increase the student's conditions for learning and development. The conclusion of the result showed how occupational therapists' work in the school contributed to increased participation and independence in activity for both the individual student at group level, which showed that the occupational therapy competence is applicable in the school's activities. This study confirmed that there is a need for further research to reinforce the value of the occupational therapist's contribution in this area.