Les perceptions qu’ont les élèves des relations qu’ils entretiennent avec leurs enseignants, ainsi que des attitudes des enseignants à leur endroit, sont reconnues pour être associées à la réussite scolaire des élèves, notamment des élèves issus de l’immigration. Malgré l’accroissement de l’immigration et l’intérêt porté au vécu scolaire de ces élèves, un nombre limité de recherches quantitatives s'est penché sur leurs perceptions à l’égard de leurs enseignants au Québec. Cette étude a donc pour objectif principal de mieux comprendre les perceptions qu’ont les élèves du secondaire de la chaleur et des conflits dans les relations avec leurs enseignants, ainsi que des attentes de réussite et de la rétroaction négative des enseignants envers eux. Plus précisément, l’étude cherche à déterminer s’il existe des distinctions dans les perceptions entre les élèves de 1re, 2e et 3e génération, d’une part, et entre les élèves d’origine haïtienne, nord-africaine et canadienne, d’autre part. Elle cherche aussi à connaître s’il existe un effet d’interaction entre le statut générationnel et la région d’origine sur les perceptions des élèves. Les données ont été recueillies auprès de 819 élèves dans 8 écoles secondaires de la province de Québec. Les résultats montrent que les élèves de 2e génération, comparativement à leurs pairs de 3e génération, considèrent leurs relations avec les enseignants comme étant moins chaleureuses. Aussi, les élèves de 1re génération perçoivent des attentes de réussite légèrement plus élevées chez leurs enseignants que les élèves non immigrants. Ils ont aussi l’impression de recevoir davantage de rétroactions négatives de la part des enseignants. De plus, les élèves originaires d’Haïti rapportent moins d’échanges chaleureux avec les enseignants et une diminution des attentes de réussite de la part de leurs enseignants chez les élèves de 2e génération. Les implications de ces résultats pour la pratique et la recherche sont discutées. / Students' perceptions of their relationships with their teachers and their attitudes towards them are known to be associated with student academic success, particularly for students with an immigrant background. Despite the increase in immigration and the interest in the academic experiences of these students, a limited amount of quantitative research has examined how these students perceive their teachers’ attitudes and practices in Quebec. The aim of this study is, therefore, to examine students’ perceptions of the level of closeness and conflict in their relationships with teachers, as well as their perceptions of teachers' expectations of success and negative feedback towards them. More specifically, the study examines whether there are distinctions in these perceptions between 1st, 2nd, and 3rd generation students and between students of Haitian, North African and Canadian origin. It also explores whether there is an interaction between generational status and the region of origin on students' perceptions. Data were collected from 819 students in 8 different high schools in the province of Quebec. Results show that 2nd generation students, compared to their 3rd generation peers, consider their relationships with teachers to be less warm. Also, 1st generation students perceive slightly higher expectations of success among their teachers than non-immigrant students. These students also feel that they are receiving more negative feedback from teachers. In addition, students from Haiti report less closeness with teachers and, for students of 2nd generation, they are more likely to perceive lower teachers’ expectations toward them. The implications of these results for practice and research are discussed.

Studiens syfte är att undersöka rutiner kring elever med neuropsykiatriska anpassningar och kollegialt lärande med särskilt fokus på NPF-anpassning för gynnsam lärandemiljö. Denna studies frågeställningar söker svar på vilket sätt som skola och fritidshem kan ge en personlig utveckling för elever med diagnosen neuropsykiatriska funktionsnedsättningar (NPF) samt hur kollegialt lärande kan vara ett led i arbetet med NPF-anpassningar i skolan. Med ett fokus kring anpassningar och kollegialt lärande undersöks och analyseras verksamheternas möjligheter att vidareutveckla skolpersonal för att ge förutsättningar till en positiv studiemiljö för alla elever, men särskilt för de elever i behov av anpassningar. Teorianknytning i denna studie kan kopplas till den relationella pedagogiken. Studien har genomförts genom semistrukturerade intervjuer i fokusgrupper på två grundskolor med två lärare i varje grupp på respektive skola. En av skolorna var belägen i stadsmiljö och den andra skolan var belägen på landsorten i en närliggande kommun. Resultatet ger indikationer på den långvariga, men även direkta nyttan i elevernas mående av att få anpassningar i tidigt skede för att få positiv personlig utveckling. Studiens resultat pekar även på fördelarna med generella anpassningar i förebyggande syfte utifrån kollegialt lärande med lektionsstrukturer som ett mål. Sammanfattningsvis kan resultaten visa tecken på att det relationella arbetet i skola och fritidshem är av yttersta vikt för att bidra till en gynnsam lärandemiljö för alla elever inte enbart de elever med underliggande diagnoser.

Lärare är en av de viktigaste skolrelaterade faktorerna angående elevers akademiska lärande. Akademiskt ledarskap inom lärarprofessionen har enligt tidigare forskning en väsentlig del i elevers skolresultat. Kunskaper om ledarskap, och dess innebörd, skapar behovet av att införskaffa mer kunskap om hur akademiskt ledarskap utbildas inom en idrottslärarutbildning. Studiens syfte var att undersöka vilka kunskaper om ledarskap, och dess innebörd, som lärarstudenter inom en idrottslärarutbildning på ett universitet i södra Sverige har införskaffat samt saknat under utbildningen. Kvalitativ intervjustudie var undersökningens metod med en tillhörande semistrukturerad intervjuguide. Sju deltagare intervjuades och efter intervjuernas genomförande utfördes en tematisk innehållsanalys av deltagarnas svar som genererade identifiering av teman samt kategorier som besvarade studiens syfte samt frågeställningar. Studien resulterade i att införskaffade kunskaper om ledarskap inom idrottslärarutbildningen innefattar professionella kunskaper, didaktik och friluftsliv. Studieresultaten om kunskaper inom ledarskap som saknas i utbildningen innefattar interpersonella kunskaper, intrapersonella kunskaper, bindning av kunskaper och engagemang. Studiens slutsats förklarar att kunskaper om ledarskap, och dess innebörd, behöver i framtida forskning fortsätta undersökas inom två olika nivåer: institutionell nivå och lärarmässig nivå. / Teachers are one of the most important school-related factors regarding students' academic learning. Academic leadership within the teaching profession has an essential part in students' school results according to previousresearch. Knowledgeofleadership,anditsmeaning,createstheneed to acquire more knowledge about how academic leadership is educated in a PE teacher education. This study's purpose was to investigate PE student teachers ́ experiences about what knowledges, and its meaning, of leadership has been acquired and is missing in the PE education. Qualitative interview study was the research method which includes a semi-structured interview guide and there were seven interviews conducted in this study. After the implementation of the interviews a thematic content analysis was conducted of the participants' responses that generated identification of themes and categories that answered the study's purpose and questions. The result of the study was that acquired knowledge in leadership within the PE teacher education are professional knowledge, didactics and outdoor education. It appeared in the results that knowledge in leadership that is missing in the PE teacher education are interpersonal skills, intrapersonal skills, binding of skills and dedication. The conclusion of this study explains that knowledge of leadership, and its meaning, needs to be included in future research within two different levels: institutional level and teaching level.

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The purpose of this research was to explore how music student teachers make sense of classroom events during the student teaching internship using a required Video Reflection Assignment. Three questions guided this study: 1) How did student teachers use aspects of three-dimensional narrative space (temporality, sociality, and space) to story classroom events? 2) What aspects of Reflective Practice did student teachers illustrate in their Video Reflection Assignments? 3) How did student teachers reveal their identities as musicians and teachers through their reflections? Data were Video Reflection Worksheets (VRW), video-recorded teaching episodes (videos), and participant questionnaires. Analysis combined narrative, case study, and grounded theory techniques. Participants' answers on VRWs revealed aspects of their musician and teacher identities, dilemmas of practice caused by classroom events and conflicting stories with cooperating teachers, and provided insight into the ways participants either rationalized or reflected on classroom events. Results of the study contribute to the profession's understanding of the interplay of musician and teacher identities, and point to the importance of attending to narratives of identity revealed in student teachers' reflections through language use, as well as the alignment of student teachers' and cooperating teachers' storied identities when assigning internship placements. Additionally, results raise important questions concerning student teachers' abilities to use reflective assignments like the one in this study to self-reflect, and point to the usefulness of three-dimensional narrative space and MacKinnon's clues to detecting reflective activity for reframing teacher-educator's evaluations of student teachers' reflections. / Music Education

The primary focus of the current study was to determine if there is a relationship between size of high school and advanced academic achievement as measured by the Virginia Index of Performance while statistically controlling for multiple combinations of the following variables; socioeconomic status, urbanicity of school, per-pupil expenditure, and student-teacher ratio. The combinations of variables used in the current study were determined by knowledge gained in the review of the literature. Level of award on the Virginia Index of Performance, school enrollment, percentage of students receiving free or reduced lunch prices, per-pupil expenditures, student-teacher ratios, and school locale were collected for all high schools in Virginia with 9th-12th grade configurations for school years 2006-07 through 2008-09. A sequential multiple regression analysis was conducted using level of Virginia Index of Performance award earned as the dependent variable and school size as the primary predictor variable while statistically controlling for per-pupil expenditure, student-teacher ratio, socioeconomic status, and urbanicity in different combinations. The analyses performed on the collected data revealed that school size, when other variables were accounted for, was not a significant predictor of performance on the Virginia Index of Performance incentive program. When the analyses were performed for Research Question 2, however, socioeconomic status was found to be a significant predictor of performance on the Virginia Index of Performance incentive program. Multiple limitations should be noted when interpreting the results of the analyses. The main limitations to the current study were a restricted population of schools due to confines placed on grade configurations of schools included in the study and the initial criteria of making Adequate Yearly Progress for two consecutive years in order to be eligible to receive an award in the Virginia Index of Performance program. The combination of these restrictions resulted in a large number of schools being excluded from the current study. Due to the range restrictions placed on the studied population, the relationship between size of school and advanced student achievement could be stronger than reported. Future research should include a less restricted population of schools and other measures of advanced student achievement. / Ed. D.

The return to in-person schooling post-COVID-19 pandemic has brought increased pressure on educators to ensure academic success for students. This study examines the school climate of 40 elementary and middle schools in California's Central Valley and its impact on academic performance and attendance, comparing pre-pandemic (2018-2019) with post-pandemic (2021-2022 and 2022-2023) data. Additionally, the study explores the influence of positive student-teacher relationships on academic outcomes and chronic absenteeism. Utilizing the PLUS School Climate Survey, this research sought to identify significant differences in survey scores pre- and post-pandemic, as well as examining the predictive power of student-teacher connectedness on academic performance and chronic absenteeism. This research found statistically significant differences among 6th-8th grade students regarding perceptions of school connectedness throughout the years. There was a significant increase from the 2019-2020 to 2021-2022 school years followed by a significant decrease from 2021-2022 to the 2022-2023 school year. The 2019-2020 and 2022-2023 school year data on school connectedness was not significant. Results also indicate there was a significant positive relationship between students and teachers and their academic performance. In the 2022-2012 school year, when the students had a positive view of their relationship with teachers and staff at school, the student’s ELA and math scores increased. This analysis also examined the relationship between the student’s relationship with teachers and their chronic absenteeism. There were not statistically significant results. These findings aim to provide insights for educational stakeholders to implement targeted interventions to improve school climate and enhance student success amidst post-pandemic challenges.

Abstracts in English, Afrikaans and Tsonga / This study aimed at exploring the role of student-teacher relationships in the educational, social and emotional lives of Form 5 students in Masvingo District. Student-teacher relationship is an important factor in educational research within pre-school settings and primary education, but remains largely neglected in secondary schools. The study was informed by a qualitative and instrumental case study design within the constructivist paradigm. In-depth interviews, focus group discussions, document analysis and reflective journals were used to collect data. General teachers, Guidance and Counselling teachers, educational psychologists and students were purposively sampled. The data were analysed using the thematic content analysis approach. Findings indicate that a decisive understanding of the complex nature of student-teacher relationships is not easy as the field is under-explored in Zimbabwe and multifarious. The participants described student-teacher relationships according to two dimensions, namely a democratic and egalitarian dimension and an authority figure within a subordinate student-teacher dimension. The study further revealed that the personal characteristics of the teachers and students, the educational environment, teaching methods and the schooling community have a direct impact on the quality and nature of student-teacher relationships. In addition, the study established that a democratic and egalitarian relationship between the teacher and students results in positive educational, social and emotional outcomes in the lives of Form 5 students. Likewise, an authority figure within a subordinate student-teacher relationship negatively affects the educational, social and emotional outcomes of students. Lastly, the study revealed that child-centred approaches, reciprocal power-sharing, the positive personal characteristics of the participants and positive labelling can help to improve student-teacher relationships in secondary schools. The study recommends that in order to enhance the educational, social and emotional lives of students, the teacher and students could share the learning environment. In this sense, students’ voices in the selection and development of teaching and learning activities are important and could promote a democratic classroom environment. / Hierdie studie is gerig op die verkenning van die rol van student-onderwyser-verhoudings in die opvoedkundige, sosiale en emosionele lewens van Klas 5-studente in die Masvingo-distrik. Student-onderwyser-verhoudings is ʼn belangrike faktor in opvoedkundige navorsing in voorskoolse omgewings en primêre onderwys, maar word grootliks in sekondêre skole verwaarloos. Die studie is gebaseer op ’n kwalitatiewe en instrumentele gevallestudieontwerp in die konstruktivistiese paradigma. Indringende onderhoude, fokusgroepbesprekings, dokumentontleding en reflektiewe vaktydskrifte is gebruik om data in te samel. Gewone onderwysers, beroepsleiding- en voorligtingsonderwysers, opvoedkundige sielkundiges en studente is doeldienend bestudeer. Die data is ontleed deur gebruikmaking van die benadering van tematieseinhoudontleding. Bevindings dui daarop dat ’n deurslaggewende begrip van die komplekse aard van student-onderwyser-verhoudings nie maklik is nie, aangesien die terrein veelsoortig is en in Zimbabwe onderverken is.Die deelnemers het student-onderwyser-verhoudings volgens twee dimensies beskryf, naamlik ’n demokratiese en egalitêre dimensie aan die een kant en ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-dimensie aan die ander kant. Die studie het verder aan die lig gebring dat die persoonlike eienskappe van die onderwysers en studente, die opvoedkundige omgewing, onderrigmetodes en die skoolgemeenskap ’n regstreekse uitwerking op die gehalte en aard van student-onderwyser-verhoudings het. Daarbenewens het die studie vasgestel dat ’n demokratiese en egalitêre verhouding tussen die onderwyser en studente positiewe opvoedkundige, sosiale en emosionele uitkomste in die lewens van Klas 5-studente tot gevolg het. Eweneens beïnvloed ʼn gesagsfiguur in ’n ondergeskikte student-onderwyser-verhouding die opvoedkundige, sosiale en emosionele uitkomste van studente negatief. Laastens het die studie aan die lig gebring dat kindgesentreerde benaderings, wederkerige magsdeling, persoonlike eienskappe van die deelnemers en positiewe etikettering kan help om student-onderwyser-verhoudings in sekondêre skole te verbeter. Die studie beveel aan dat die onderwyser en studente die leeromgewing deel ten einde die opvoedkundige, sosiale en emosionele lewens van studente te bevorder. In hierdie verband is studente se stemme in die seleksie en ontwikkeling van onderrig- en leeraktiwiteite belangrik, aangesien dit ’n demokratiese klaskameromgewing kan bevorder. / Ndzavisiso lowu wu naxikongomelo xo kambela vuxaka exikarhi ka muchudeni na mudyondzisi eka vutomi bya swa dyondzo, vuxakelani bya vanhu na ntlhaveko emoyeni eka machudeni ya Form 5 eka Distriki ya Masvingo, eZimbabwe Vuxaka bya muchudeni na mudyondzisi i nchumu wa nkoka eka rhiseche ya swa dyondza eka swiyimo swa dyondzo ya xiyenge xa khreshe, dyondzo ya prayimari, kambe i nchumu lowu wu honisiwaka swinene eka swikolo swa sekondari. Ndzavisiso lowu wu seketeriwe hi ndzavisiso wo tirhisa fambiselo ra qualitative na dizayini ya case study eka paradayimi ya constructivist. Ku endla tiinthavyu to enta, mimburisano na mintlawa yo kongomisa mbulu, ku xopaxopa tidokumente na ku tirhisa ti-reflective journals swi tirhisiwe ku hlengeleta datara. Ku endliwe sampuli hi mathicara ya tidyondzo to nava (general teachers) mathicara ya tidyondzo ta swiletelo hi mintirho, tisayikholojisti ta swa dyondzo na machudeni. Datara yi xopaxopiwe hi ku tirhisa fambiselo leri vuriwaka thematic content analysis kumbe ku xopaxopa hi ku landza tinhlokomhaka to karhi. Vuyelo byi kombisa leswo ku twisisa ku enta hi ku nonon'hwa na ku sohana-sohana ka vuxaka exikarhi ka muchudeni na mudyondzisi a hi nchumu wo olova, hikuva xiyenge lexi a xi si lavisisiwa kahle eka swiyenge swo tala eZimbabwe. Lava va nga na va xiavo va hlamusele vuxaka exikarhi ka muchudeni na thicara hi tindlela timbirhi, leti ku nga leswo thicara i munhu wa fambiselo ra xidimokrasi na ndzinganano, na ndlela ya munhu loyi a nga munhu wa matimba na vutivi eka vuxaka bya muchudeni na thicara. Ndzavisiso wu tlhele wu humelerisa na leswo swihlawulekisi swa muchudeni na mudyondzi hi xiviri, mbangu wa dyondzo, maendlelo yo dyondzisa, na vaaki eka ndhawu ya xikolo swi na vuyelo eka khwaliti na muxaka wa vuxaka exikarhi ka muchudeni na thicara. Na le henhla ka swona, dyondzo yi kume leswo vuxaka bya xidimokrasi na ndzinganano exikarhi ka thicara na machudeni byi na vuyelo lebyinene eka swa dyondzo, vuxakelani bya vanhu na ntlhaveko eka swa moya eka vutomi bya machudeni ya Form 5. Kasi na swona, vuxaka bya ku tirhisa matimba ka thicara (authority figure) na ku vonela machudeni ehansi, swi na vuyelo lebyi nga ri ku lebyinene eka swa dyondzo, vuxakelani na ntlhaveko eka moya eka machudeni. Xo hetelela, dyondzo yi humelerise na leswo maendlelo yo tshikilela ku pfuneta eka n'wana, ku avelana matimba, na swihlawulekisi leswinene swa lava nga na xiavo, na ku nyiketa tilebule letinene eka vana, swi nga pfuneta ku antswisa vuxaka exikarhi ka muchudeni na thicara eswikolweni swa sekondari. Ndzavisiso wu bumabumela leswo ku antswisa swa dyondzo, vuxakelani na ntlhaveko vi emoyeni eka vutomi bya machudeni, thicara na vadyondzi va nga avelana hi ku dyondza eka mbangu wa ku dyondza. Hi ndlela leyi marito ya machudeni eka nhlawulo na nhluvuko eka migingiriko ya ku dyondzisa na ku dyondza i swa nkoka na swona swi nga promota mbangu wa klasi ya xidimokrasi. / Psychology of Education / D. Ed. (Psychology of Education)

This study examined the varying roles of individual members of the teaching practicum triad, comprising the university supervisor, the student teacher and the school support teacher, during the practicum component of primary teacher education at the University of Namibia’s Katima Mulilo Campus. The research sought to establish the perceptions of the school support-teachers, university students and university lecturers about the effectiveness of pre-deployment preparedness of trainee teachers before their attachment to schools for teaching practice and to establish the facets of the school participation within the triad which are most effective in supporting trainee teachers throughout their school based practicum. The practicum partnership matrix, as well the pre-teaching campus-based studies and pre-deployment preparations by the university, were closely examined. Suggestions from practicum schools, trainee teachers and the University of Namibia’s Faculty of Education were collated in efforts to develop effective partnership models. This study thus posits a view that school-based teaching practica should provide the pre-service trainee teachers with opportunities to be exposed to the realities of teaching and other related professional activities through the development of sustainable norms and a continuum of realistic practicum partnerships which should take on board all stakeholders. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)