Vid införandet av de nuvarande styrdokumenten Lpo 94 medföljde att lokala tolkningar av styrdokumenten ska formuleras. Tolkningen av styrdokument anser vi vara en komplex del av läraryrket. Syftet med denna studie är att ta reda på vad matematiklärare, vilka undervisar i grundskolans senare år, uttrycker för tolkningar av begreppet strävansmål samt två utvalda strävansmål ur kursplanen i matematik för grundskolan. Vår förhoppning är att på så sätt bidra till ökad reflektion och kunskap gällande tolkning av skolans styrdokument. Vi valde att genomföra en kvalitativ intervjustudie med fyra matematiklärare i grundskolans senare åldrar. Lärarna, vilka medverkar i denna studie, har olika lång arbetslivserfarenhet inom läraryrket. Resultatet visar att lärare gör olika tolkningar av de två strävansmålen samt att de också tolkar själva begreppet strävansmål olika. Resultatet visar också att lärare anser att tolkningen är svår. Vi drar slutsatsen att dessa olika tolkningar kan få följder för intentionen om en likvärdig skola för alla. / When the current national curricula for the compulsory school system, Lpo 94, was implemented, local interpretations followed. We consider interpretation of curriculum and syllabi as a complicated part of teachers work. The aim of this study is to find out which interpretations elementary school teachers do on goals to aim for, taken from the syllabi of mathematics of the elementary school. Our expectations are that this study will contribute to increased reflections and knowledge concerning formulations of national curricula for the compulsory school system. We choose to perform a qualitative interview study with four teachers of mathematics in the upper school. The teachers, whom contribute to this study, experience of teachers work was varied. The result shows that teachers do various interpretations of the two goals to aim for. The teachers also interprets the concept of goals to aim for differently. The result also shows that the teachers consider the interpretation as difficult. Our conclusion is that these different interpretations can effect the intention of an equivalent school for all.

This study aims to examine the regard paid to the use of Assistive Technology (AT) when assessing the knowledge of Year 9 pupils with dyslexia in the subject Swedish. A starting point was to examine the knowledge of a group of teachers in the areas of dyslexia and AT. The issues then developed as to which AT a dyslexic pupil is allowed to use in an assessment situation and how the use of these tools affects the assessment. There was an examination of the guidelines that the teacher group can use as support when assessing the knowledge of dyslexic pupils on the basis of AT. The method used was qualitative semi-structured interviews. The group examined was made up of four subject teachers in Swedish. The results showed that the teacher group had limited knowledge of both dyslexia and AT. It also emerged that computers were the most common form of compensatory aid in assessment situations. The use of AT did not affect the assessments. The curriculum contained no guidelines for assessing knowledge on the basis of AT and left a lot of room for interpretation by individual teachers. The conclusions drawn were that there is a need for teacher training to include courses on dyslexia and the areas of application of AT. Greater knowledge would better ensure that the correct compensatory aid is chosen for each pupil in each assessment situation. Clear guidelines are also needed so that assessments can be regarded as fair and of equivalent value.

<p>Vid införandet av de nuvarande styrdokumenten Lpo 94 medföljde att lokala tolkningar av styrdokumenten ska formuleras. Tolkningen av styrdokument anser vi vara en komplex del av läraryrket. Syftet med denna studie är att ta reda på vad matematiklärare, vilka undervisar i grundskolans senare år, uttrycker för tolkningar av begreppet strävansmål samt två utvalda strävansmål ur kursplanen i matematik för grundskolan. Vår förhoppning är att på så sätt bidra till ökad reflektion och kunskap gällande tolkning av skolans styrdokument. Vi valde att genomföra en kvalitativ intervjustudie med fyra matematiklärare i grundskolans senare åldrar. Lärarna, vilka medverkar i denna studie, har olika lång arbetslivserfarenhet inom läraryrket. Resultatet visar att lärare gör olika tolkningar av de två strävansmålen samt att de också tolkar själva begreppet strävansmål olika. Resultatet visar också att lärare anser att tolkningen är svår. Vi drar slutsatsen att dessa olika tolkningar kan få följder för intentionen om en likvärdig skola för alla.</p> / <p>When the current national curricula for the compulsory school system, Lpo 94, was implemented, local interpretations followed. We consider interpretation of curriculum and syllabi as a complicated part of teachers work. The aim of this study is to find out which interpretations elementary school teachers do on goals to aim for, taken from the syllabi of mathematics of the elementary school. Our expectations are that this study will contribute to increased reflections and knowledge concerning formulations of national curricula for the compulsory school system. We choose to perform a qualitative interview study with four teachers of mathematics in the upper school. The teachers, whom contribute to this study, experience of teachers work was varied. The result shows that teachers do various interpretations of the two goals to aim for. The teachers also interprets the concept of goals to aim for differently. The result also shows that the teachers consider the interpretation as difficult. Our conclusion is that these different interpretations can effect the intention of an equivalent school for all.</p>

This dissertation examined students‘ experience with school assessment infused with Therapeutic Assessment (TA) techniques. Nine assessors from the school district were assigned to one of two groups, TA-infused group and the assessment-as-usual group. Those in the TA-infused group were trained in collaborative assessment practices based on Finn‘s model of TA with children (TA-C), specifically collaborative interviews, extended inquiries, and collaborative oral and written feedback (Finn, 2007). Thirty-three students from a medium sized public school district in central Texas completed the study in its entirety. It was hypothesized that those in the TA-infused group, compared with the assessment-as-usual group, would report learning more about themselves, experiencing a more positive relationship with the assessor, feeling more positive about the assessment process, feeling more collaborated with, and having greater perceptions of parental understanding. It was also hypothesized that those in the TA-infused group would report an increase in positive feelings and a decrease negative in feelings about themselves and their challenge when compared with the assessment-as-usual group. Additionally, it was hypothesized that those in the TA-infused group would report an increase in positive attitudes toward school after the intervention when compared with the assessment-as-usual group. Outcomes were measured by the Child‘s Experience of Assessment Survey (CEAS), the Children‘s Positive and Negative Affect Scale (CPNE-S), and the Attitude to School (ATS) subtest of the BASC-2-SRP. A descriptive discriminate analysis was conducted using the five subscales of the CEAS to measure the first hypotheses. RM ANOVAs were run on the CPNE-S and the ATS to analyze the second and third hypotheses. Additionally, a qualitative interview was conducted with participants. Analyses yielded no statistically significant results between the groups. Qualitative interviews indicated that both groups were satisfied with the assessment process. Additionally, those in the TA-infused group all reported positive reactions to the collaborative written feedback. Specifically, those that received a fable reported liking the fable and feeling that it related to their lives. Those that received a letter reported learning more about themselves, appreciating a written record of the feedback, and feeling positively about their relationship with the assessor. Further research is needed to understand the effects of collaborative techniques within school assessments, particularly the effects of the different forms of written feedback. / text

Text in Afrikaans / The researcher has identified the research problem for the study as the underlying dynamics of physical violence amongst adolescent girls in the school system. The purpose of this study was to investigate these dynamics. The researcher viewed the girls from a holistic perspective and tried to explore and describe the girls' behavior by bringing their environment into consideration. A qualitative study was used to determine the dynamics of physical violence among adolescent girls in the school system. Data was collected by means of semi-structured interviews. From this data it is evident that the dynamics of physical violence among girls is a multi-dimensional and complex phenomenon and cannot be attributed to a single factor. Because of this the researcher tried to make recommendations that touched each level of the girls' functioning. In such a way the researcher tried to address the problem holistically. / Social Work / M.Diac. (Spelterapie)

DUŠKOVÁ, Barbora. The relationship between the teacher and the pupils at the elementary school. České Budějovice: University of South Bohemia, Pedagogical Faculty, Department of Pedagogy and Psychology, 2011, 85 pp., Supervisor of the diploma thesis PhDr. Marta Franclová. This diloma thesis is focused on the topic of the relationship between the teacher and the pupils at the elementary school.The theoretical part describes changes in the czech school system after 1989 and concerns developement of the new educational aims. It also deals with the personality of a teacher and his temperament, choice of teacher´s profession and requirements for this job. The theoretical part also contains the question of mutual relationship between the teacher and the pupils. In the practical part the author focuses on the results of the research of teacher´s interactive style which was accomplished by the method of the questionnaire.

En Haïti, l’effort public pour l’éducation reste insuffisant. De plus, l’enseignement primaire est peu développé et de qualité faible. Ainsi, en dépit des progrès substantiels qui ont été réalisés durant ces vingt cinq dernières années, le pays reste très en retard face á l’objectif de l’éducation pour tous (EPT). En effet, les dernières données statistiques disponibles indiquent que plus de 4 500 000 filles et garçons sont actuellement en dehors du système scolaire. Outre l’abandon, le redoublement, le mauvais regroupement des élèves, l’encadrement pédagogique est médiocre. Ce qui pèse négativement sur les acquisitions des élèves. Les mauvais résultats obtenus des élèves aux examens officiels en témoignent. Par ailleurs, la rémunération des enseignants est très insignifiante et les conditions d’exercice de la profession enseignante laisse à désirer. Enfin, le système scolaire souffre d’un déficit de pilotage, de gouvernance et d’efficacité externe.Pour accompagner les décideurs politiques haïtiens et planificateurs nationaux dans leurs stratégies d’action en faveur de l’éducation pour tous, les principales organisations multilatérales, notamment la Banque mondiale, mettent en œuvre le Projet d’Education pour tous (EPT I et II). Spécifiquement, le Projet d’Ecoles Publiques à Gestion Communautaire (EPGC) cible la scolarisation primaire universelle (SPU) dans des milieux ruraux défavorisés où l’accès à l’enseignement primaire de base demeure un bien rare, voire inexistant dans les régions ciblées. Par l’aide. Cependant, malgré les divers projets ou programmes d’aide internationaux dédiés notamment à l’expansion de la scolarisation universelle sur l’ensemble du territoire national du pays, atteindre l’éducation pour tous est très aléatoire.Les conclusions de l’enquête empirique montrent que de nombreuses difficultés nuisent à la mise en œuvre effective de l’aide et ceci tant au niveau central, départemental et communal. Les données collectées sur le terrain indiquent un impact significatif sur la participation des acteurs locaux dans la gestion des affaires éducatives. Sur le plan des réalisations éducatives, les analyses de l’investigation confirment des effets sur les taux nets d’accès à l’école ainsi qu’un impact appréciable sur la parité filles-garçons. Les conclusions de l’enquête révèlent quelques effets pervers par exemple sur la qualité de l’école, des dynamiques locales, ainsi que des modes d’organisation administrative et de gestion pédagogique du système scolaire dans les zones allocataires ciblées pour la mise en application du Projet EPGC. Aussi, l’objectif de l’éducation pour tous ne sera pas atteint en Haïti et le chemin semble encore long. . / In Haiti, the public effort for education is insufficient. Primary education is underdeveloped and is of low quality. Despite substantial progress made during the last twenty five years, the country is still far behind from achieving the goal of Education for All (EFA). The latest available statistics indicate that more than 4.5 million girls and boys are currently outside the school system. Abandonment, repetition, bad grouping of students and poor educational support reflect negatively on learning achievement. Teachers' salaries are insignificant and teaching conditions deprived. Hence, the school system suffers a deficit of control, governance and external efficiency.To accompany Haitian national planners and policy makers in their strategies for universal education, major multilateral organizations, including the World Bank, implement the Project Education for All (EFA I and II) also called. Through a program called “Project for Public Schools to Community Management (PPSCM)” they aim to achieve universal primary education in some disadvantaged rural areas where access to basic primary education remains inadequate or nonexistent. However, despite the various projects or international aid programs dedicated to the expansion of universal education all over Haiti, the goal of achieving Education for All is far from being reached.The findings of our empirical analysis show, the positive effect of international aid on school access and its significant impact on gender parity in Haiti. On the other hand, it exposes many difficulties that obstruct an effective implementation of international aid for education in Haiti at central, departmental and communal levels. The data collected in the field point out some negative effects, for example on the quality of the school, local dynamics, as well as administrative organization methods and educational management of the school system in areas where the PPSCM is implemented. The conclusion of this study reveals that the goal of Education for All will not be achieved and there still is a long way to go to provide school to all children in Haiti.

In my bachelor´s thesis The Influence of the Enlightenment on the Czech School in the Turn of 18th and 19th Centuries I deal with enlightened reformative efforts of J. I. Felbiger, F. Kindermann a J. J. Ryba. Primarily, I focus on five parts of Felbiger´s so called right ?zaháňská?teaching method. Next part is concerned by Kaplice school where F. Kindermann taught and studies the industrial teaching from his point of view. I also deal with pedagogical activity of the teacher and musician J. J. Ryba. I compare their didactic approaches and analyse their effectiveness. Suggestions of the didactic application of enlightened teaching methods at present secondary schools, and examples of the own translation work are the parts of the thesis.

Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / This thesis relates to the line of research Educators Training, Knowledge and Skills, which is linked to the Program of Post-Graduation in Education (PPGED) from the Federal University of Sergipe (UFS). It was conducted between 2014 and 2018, and it aimed at understanding how the theories of literacies contribute to the expansion of perspectives of public school English teachers, as for the multimodality that is present in educational materials, considering the role English teaching can play for the development of critical citizenship. This is a qualitative multireferential research that was conducted under the perspective of research training; and it adopted the following instruments: field journal, audio recordings, semistructured interviews, and documental analysis. The focus of the investigation was on the meanings that were built in the practices of literacies, which involved readings of visual texts (images) and other multimodal elements, highlighting the importance of critical literacies. The research was developed in the context of in-service English teacher education and the investigation involved the schoolbook for it is the most present resource in the practices of those teachers. The research participants teach at public schools that are located in different municipalities in the state of Sergipe; which represented a positive element for the development of this investigation, due to the character of diversity of experiences and contexts. The theories of literacies gave support to the problematizations that were made as for the relationship between education, English teaching, neoliberalism, educational materials, National Textbook Program (PNLD), globalization, and the multimodal character of communication. The main results indicate that the activities that were conducted along with the teachers contributed to the expansion of their perspectives by development new ways to deal with multimodal readings of educational materials, considering the role that English teaching can play in the education of critical citizens. / Esta tese está inserida na linha de pesquisa Formação de Educadores Saberes e Competências, vinculada ao Programa de Pós-graduação em Educação (PPGED), da Universidade Federal de Sergipe (UFS). Foi desenvolvida no período de 2014 a 2018, tendo por objetivo compreender de que maneira as teorias dos letramentos contribuem para a expansão de perspectivas de docentes de inglês da rede pública, quanto à multimodalidade presente nos materiais didáticos, considerando-se o papel que o ensino de língua inglesa pode desempenhar na formação da cidadania crítica. Esta pesquisa qualitativa-multirreferencial foi conduzida sob a perspectiva da pesquisa-formação, utilizando-se dos seguintes instrumentos: diário de campo, questionários, gravações em áudio, entrevistas semiestruturadas e análise documental. O foco da investigação esteve nos significados que foram construídos nas práticas de letramentos que envolveram leituras de textos visuais (imagens) e outros elementos multimodais, ressaltando a importância dos letramentos críticos. A pesquisa se desenvolveu no contexto de formação continuada de professores e a investigação envolveu o livro didático, por ser esse recurso o mais presente nas práticas daqueles docentes. Os participantes da pesquisa lecionam em escolas localizadas em diferentes municípios do estado de Sergipe, uma condição positiva para o desenvolvimento desta pesquisa, devido ao caráter de diversidade de experiências e contextos. As teorias dos letramentos embasaram as problematizações feitas a respeito das relações entre educação, ensino de inglês, neoliberalismo, material didático, Programa Nacional do Livro Didático (PNLD), globalização e o caráter multimodal da comunicação. Os principais resultados indicam que as atividades conduzidas no módulo contribuíram para que novos olhares fossem lançados a respeito de leituras multimodais de materiais didáticos, considerando-se o papel que o ensino de inglês pode desempenhar na formação de cidadãos críticos. / São Cristóvão, SE

No description available.