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The aim of the study is to investigate relationships between pupil´s homes and schools, and parents and teachers, in terms of moral education and democracy. What tensions and conflicts exist, and how do they manifest themselves in practice? More precise research questions are:
1. What does the curriculum say about democratic and moral education? 
2. How do teachers talk about democratic and moral education, and how do they talk about relationships and responsibilities between parents and teachers? 
3. What conflicts exist and how can they be solved?
The theoretical framework for the essay is John Dewey and his reconstructivism and pragmatism, when it comes to the role of school and education in democratization processes, and also about the role of communication and dialogue in democracy building. Empirical material is the curriculum and interviews with teachers who have been active for a long time in the profession.When it comes to moral education in the curriculum, it is stated that schools should function as a complement and support to the parents who have primary responsibility for their children. According to the curriculum, moral education is about transferring a cultural heritage from one generation to the next. However, there are unresolved tensions in the curriculum. This is particularly evident in relationships between the individual and the collective. All teachers interviewed mean that the teachers' role is primarily about collective moral education, while the parents responsibility is the moral education of the individual child. A way to bridge tensions and potential conflicts is to establish dialogue, openness, understanding and mutual recognition. To simply not focus too much on individual or minor details that may not really be important, and to allow time for reflection and analysis.

Thesis (M. Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaf 88-91).

Thesis (M.Ed.)--University of Hong Kong, 1995. / Includes bibliographical references (leaves 88-91). Also available in print.

This thesis engages in the theme of pupil's home preparation for basic school. Finding the pupils', parents' and teachers' attitudes to homework is the purpose of this thesis. The theoretical part of the thesis is focused on relationship between the family and the school, especially parents' involvement in this problem. Hereafter we occupy with home preparation as organize form of teaching. We describe types and forms of homework. The empirical part we address the attitudes of pupils, attitudes of parents and attitudes of children to homework. The main research questions are importance, types, forms, individualization, reviews, failure of homework. Further we are interested in these attitudes on the first and second grade at the basic school. The research is qualitative-quantitative composed. We pursue to the theme from the point of parents and pupils in qualitative part, the teachers in quantitative part. For this research we used questionnaire and semi-structured interview. It is the form of mixed design.

Baigiamasis darbas skirtas mokinių mokymosi mokytis kompetencijos ugdymo ypatumų analizei mokytojų ir tėvų bendradarbiavimo aspektu. Šiuolaikinė mokymosi paradigma pabrėžia savarankiško ir atsakingo mokinio mokymosi reikšmę. Tėvų ir pedagogų bendradarbiavimo tyrimas svarbus kaip mokinio mokymosi mokytis kompetencijos ugdymo veiksnys, įgalinantis mokinį patį savarankiškai siekti aukštesnių mokslo rezultatų. Tyrimo objektas: mokinių mokymosi mokytis kompetencijos ugdymas mokytojų ir tėvų bendradarbiavimo aspektu. Tyrimo tikslas: atskleisti mokinių mokymosi mokytis kompetencijos ugdymo ypatumus mokytojų ir tėvų bendradarbiavimo aspektu. Tyrimo metodai: mokslinės literatūros analizė; pusiau struktūrizuotas interviu; kokybinė (content) duomenų analizė. Tyrime dalyvavo: Vilkaviškio pagrindinę mokyklą lankančių vaikų tėvai ir šioje mokykloje dirbantys pedagogai. Viso - 20 tėvų ir 20 pedagogų. / The training of pupil‘s learning to The training of pupil‘s learning to learn competence through the aspect of teachers and parents collaboration. Undergraduate work through the aspect of teachers and parents collaboration Undergraduate work. The peculiarities of the pupil‘s learning to learn competence training through the aspect of teachers and parents collaboration are analysed in this undergraduate work.. The contemporary learning paradigm underlines the significance of autonomous and responsible scholar‘s learning. The parents and teachers collaboration research is important factor of the learning to learn competence training, empowering scholar to search for higher educational results by oneself.Research object: the training of pupil‘s learning to learn competence through the aspect of teachers and parents collaboration.Research goal: to reveal the peculiarities of the pupil‘s learning to learn competence training through the aspect of teachers and parents collaboration.Research methods: the analysis of the scientific literature; semi –structured interview; qualitative (content) analysis. Research participants: The Vilkaviskis main school pupil‘s parents and teachers. Totally - 20 parents and 20 teachers.

Thesis (M. Ed.)--University of Hong Kong, 1996. / Includes bibliographical references.

Thesis (M.Ed.)--University of Hong Kong, 1996. / Includes bibliographical references. Also available in print.

The diploma thesis describes the role of Montessori schools in a small town. In large cities, the range of educational opportunities is more varied; in a small town, Montessori schools are often the only alternative to regular primary schools. For the purpose of the research, the qualitative design of the multi-case study was chosen. Two schools participated in the research. Through in-depth interviews with five parents, four teachers and two school founders, initial expectations and their fulfillment were identified from the perspective of all groups of respondents. Parents expect a friendly and safe environment, an individual approach, and respect for the child, a cooperative environment, a stimulating way of teaching, support for the children's internal motivation, freedom and responsibility at the same time. Teachers' expectations consisted in the possibility of applying alternative ways of teaching with regard to the individuality of the pupil, respecting the approach and cooperating team. The founders wanted to create a friendly school based on the principles of Maria Montessori, which will be affordable for ordinary families and will be able to provide quality education to a wide range of children, including those with special needs. The expectations of all three groups of respondents were...

Pré-escolares não estão praticando o mínimo de atividade física (AF) segundo diretrizes internacionais, isto tem provocado o aumento do sedentarismo infantil e prejuízos ao desenvolvimento integral. Entre os fatores que podem influenciar a prática de AF, nesta faixa etária, estão as pessoas e os ambientes envolvidos diretamente com as crianças. Assim, o objetivo principal da pesquisa foi verificar o que pais e professores pensam sobre desenvolvimento infantil e como isto se reflete na oferta de atividades físicas para préescolares. Foi realizada uma pesquisa de campo com 438 adultos (197 professores e 241 pais e responsáveis de crianças em idade pré-escolar) provenientes de cinco municípios da região metropolitana de Palmas/TO. Os participantes responderam dois questionários com 35 perguntas sobre o perfil sociodemográfico, atividades realizadas pelas crianças dentro e fora da escola, o que era necessário para a criança se desenvolver e hábitos de AF. Este estudo tem um desenho ecológico e a análise do microssistema mostrou que a frequência diária de AF dentro e fora da escola é baixa (11% e 12%), enquanto que as atividades que facilitam o comportamento sedentário foram oferecidas por 28% e 30% dos professores e pais respectivamente. Quanto aos aspectos necessários para a criança se desenvolver, ambos os grupos priorizaram as necessidades básicas, o acompanhamento familiar e as atividades de leitura, escrita e cálculo. O perfil sociodemográfico dos participantes também influenciou na oferta de atividades físicas (idade, nível de escolaridade e renda). O mesossistema apontou para uma contradição entre a importância e a frequência diária das AF no ambiente escolar e domiciliar e também uma diferença nas respostas indicadas por pais e professores. O exossistema revelou que os hábitos de AF dos pais e professores estavam associados a indicação de oferta de prática para as crianças. O macrossistema identificou que a má qualidade da educação infantil, a falta de AF da população, problemas com formação e capacitação profissional e as crenças dos adultos dificultam a inclusão de prática de atividade física para pré-escolares. Os contextos analisados e a não valorização da AF como um dos aspectos prioritários para o desenvolvimento infantil podem limitar as oportunidades de escolha e dificultar a realização de estratégias que revertam os baixos níveis de AF entre préescolares sendo necessário fomentar a aproximação e o dialogo entre a escola e a família. / Among home and school: practice of physical activity and child development Preschoolers are not practicing the minimum of physical activity (PA) according to international guidelines, it has caused the increase of the infant sedentary lifestyle and damages to the integral development. Among the factors which can influence the practice of PA in this age group are people and environments directly involved with children. Thus, the main objective of this research was verifying what parents and teachers think about child development and what way this reflected in the offer physical activities for preschoolers. A field research was done involving 438 adults (197 teachers and 241 parents and guardians of preschool children) from five counties in the metropolitan region of Palmas, the capital of Tocantins State. The participants have answered two questionnaires with 35 questions were about the socio demographic profile, to the activities performed by the children inside and outside of school, a question about what is need for the child development and another about the PA habits. This study has an ecological design and the analysis of the microsystem has showed that the daily frequency of PA inside and outside of school is low (11% and 12%), whereas the activities which can facilitate sedentary behavior were daily offered by 28% and 30% of teachers and parents, respectively. As to necessary aspects for the child development, both groups prioritized the basic necessities, family accompaniment and activities reading, writing, and calculating. The socio demographic profile of the participants has also influenced the offer of the practice of physical activity (age, level education and income). The mesosystem was verified an contradiction between the importance and the daily frequency of PA in the school and home environment, there was also a difference in the answers indicated, which have revealed a discrepancy between the opinion of the parents and teachers. The exosystem has revealed that the PA habits of parents and teachers were associated with indication of the offer of practice for the children. The macrosystem has identified that the poor quality of early childhood education, the lack of PA of the population, the precariousness of professional training programs and beliefs of adults difficult the inclusion the practice of physical activity for preschoolers. The contexts analyzed and the no valorization of the PA as one of the priorities for child development may limit the opportunities of choice and hamper the realization to strategies which reverse the low levels of PA among preschoolers so it is necessary to foster the rapprochement and dialogue between the school and the family.