Title: Analysis of teaching geography in upper secondary educational level in Germany Author: Bc. Eliška Jindřichová Department:Department of social geography and regional development Supervisor: RNDr. Dana Řezníčková, Ph. D. This thesis contains an analysis of the conception of geographical education on ISCED level 3 in Germany. It aims to answer the following basic conceptual questions: Under which conditions is geography being taught? In what manner is geography being taught? What are the expected effects of geographical education on the pupils? During the discussion of conditions, the current status of geography as a teaching subject is presented and the possibilities for cross-curricular collaboration are pointed out. Emphasis is placed on the analysis of form and content, learning objectives/goals and creation of geographical skills. Another part of the thesis is the description of the process and methods used to evaluate the gained geographical knowledge of pupils. The basic method for obtaining relevant data is content analysis of the curricula of the federal states of Germany, resulting in a set of complete record sheets. Based on the chosen method of data collection and analysis, I got all the answers to the three basic conceptual questions and compare the resulting data to Czech...

Language learning strategies have been given a large role in the Swedish curriculum for modern languages and the usage of strategies is one of the requirements for getting a passing grade in the subject. However, language learning strategies is a term that is hard to grasp when seeing it without a context. Even in a context it can be hard to explain what is really meant. This study tries to explain what language learning strategies are in relation to the Swedish school system and aims to find out if these strategies are to be found and how they are used in two Swedish-German textbooks.The study shows that there are no explicit examples where a certain type of languagelearning strategy is to be found. Nevertheless, there are multiple instances where both books offer assignments that can lead to the usage of said strategies.

School segregation in Sweden is increasing and research shows that this may be due to the governance reform that has dominated since the 1990s, New Public Management. In recent years, the government has made statements that Sweden should instead move towards a new form of governance. A governance reform that has emerged from the criticism of New Public Management is New-Weberian State. In the essay, I examine which of these two governance reforms that dominates SOU 2007: 79 and SOU 2020: 28. This is done with a qualitative text analysis and the creation of ideal types that are applied in an analysis scheme. The results show that governance has not changed much over time and that it is New Public Management that dominates the most, even though Neo-Weberian State is also represented.

Music educators employed by the Large Overseas American School System (LOASS) at the center of this study live and work within the borders of allied host nations. Their students are dependents of military and civilian personnel stationed on bases situated on allied foreign soil. The researcher explores numerous perceptions of music educators and students who have engaged in intercultural collaboration, an unexplored activity occurring in the context of LOASS. Participants report on particular circumstances and issues surrounding activities in music education that include overseas host nation stakeholders. Contributions to the body of literature include re-envisioning the process through which one becomes intercultural, the role of antenarrative and what it comprises, as well as distinguishing unidirectional musical exchange from the activity of omnidirectional collaboration. Data sources include surveys, interviews, and historical evidence such as photos, school yearbooks and newspaper accounts. Survey results obtained from former LOASS music educators and students inform readers of the depth and breadth of the LOASS system, and the demographics of its participant pools. Interview data were manually coded, and revealed several emergent themes: motivations for initiating collaborative activities and what those activities look like; impact of collaborations on former music teachers, their students and host nation counterparts; barriers which inhibit such collaborations from taking place; strategies for overcoming those barriers, and what participants believe qualifies such collaborations as being successful. Yearbook and photographic relics provided an historical sense of overseas schools’ vision and legacy through writings and pictures archived over a 68-year continuum. In totum, these data comprise an antenarrative ‘story before the story’ from which participants’ narratives emerge and are presented in their own words. Framed within this context, the results provide a blueprint of how other members of the music education community can engage in such activities and successfully overcome any potential barriers that may inhibit them. Finally, a number of actionable alternative research methodologies are proffered to future researchers that may address peripheral issues regarding intercultural collaborations through activities in music education worldwide. In doing so, this study may encourage other like-minded music educators and their students to do the same.

The aim of the diploma thesis is to compare public and private high school system with respect to selected data. Firstly, conceptions of quality in education, the inspection of the quality based on the Czech School Inspectorate (ČŠI), international tests or the quality school criteria given by the ČŠI will be characterized in the theoretical part. The high school system in Czechia with respect to the establisher, the historical development, the offer of disciplines, the relationship with the Ministry of Education, Youth and Sports (MŠMT) and financing will be described. It will be characterized the private school system at an international level to compare studies comparing public and private schools. The chapter about equal educational opportunities in conditions of Czech schools will be added too. Educational conditions and results in the selected period (2017-2019) will be analyzed in the analytical part. For the purposes of the analysis, the quality school criteria will be used. The data of the Center for Finding Results in Education (CZVV) will be analyzed too with respect to results of the school-leaving exam and shares of failed students from all high schools and then separately from grammar schools and vocational schools. It will be processed the data from MŠMT in a similar way where...

Asian history is increasingly recognized by experts as a necessary part of a high school student's world history experience. Asia is important for them to study because of its great intrinsic value and because of Asia's relationship with the United States in the future. To date, however, in Utah there are no separate Asian history courses being taught and few teachers include Asia as an important part of the world history course.Schools in other parts of the nation have instituted practical Asian history courses and Utah can follow their example. Teachers should consider how much time can be devoted to Asia, whether to teach a survey of all Asia or in-depth studies of one or two Asian countries, and what methods to use. Each teacher must decide what is best for his situation. A variety of books and teaching aids are available to help him gain knowledge and enrich the course. Utah teachers can make a significant contribution to America's future by teaching valid concepts about Asia to their students.

According to the literature, youth experiencing with either homelessness or disabilities face severe barriers throughout their life-time which would negatively impact their physical development, psychological development, and mental health, but also contribute to a vicious circle of homeless and poverty. However, the intersection between homeless youth with learning, developmental and/or intellectual disabilities (LD/DD/ID) in the school system has rarely been explored. This population is invisible to the school system which indicates an urgency in identifying and understanding their experience at school. This research, as a part of the Partnering for Change initiative, aimed to provide some insight into the socially constructed problems which cause barriers for this invisible population. In this study, an interpretive lens and a critical approach were adopted as a guide to data analysis and as a means to identify constructed barriers based on the interviews with homeless youth with LD/DD/ID in Hamilton, Ontario, Canada. The data on homeless youth with LD/DD/ID was analysed for impacts on relationships, academic performance, and the effects of invisibility on multiple levels of their school life. The data also revealed the way schools respond to disabilities and homelessness. In the discussion I investigate the way policy, funding structure and implementation of support are significantly affected by the neoliberal context with its emphasis on market-driven pedagogy and individuals conceptualized as agents of self- capitalization. This thesis argues for a better alternative, as referenced from Finland. The Finnish approach emphasizes human rights, equality, and inclusion, and aims to demonstrate how changes in fundamental beliefs and values can construct a barrier-free and supportive education system for everyone. / Thesis / Master of Social Work (MSW)

The following research question motivated this study: How can effective discipline in school and classroom management be maintained? To answer this, a school was selected which had excellent discipline as demonstrated by its good matriculation results. Discipline in this school was researched by means of a qualitative approach. Phenomenological interviews and focus group interviews were conducted, transcribed and analysed. This was complemented by observation. Findings indicated that aspects of school system (including school and classroom policy, the role of the standard tutor and of bodies such as the school governing body and the learners' representative council as well as the specific disciplinary actions used) are important in maintaining discipline at school. The discipline, dedication, motivation and teamwork of educators as role models for children are also significant. Moreover, the learners themselves as well as the cooperation and involvement of their parents play a vital role in maintaining discipline. / Educational Leadership and Management / M.A. (Educational Management)

Syftet med examensarbetet är att diskutera och belysa hur några skolor arbetar med attidentifiera och stötta elever med dyslexi och sätta det i relation till skolans styrdokument. Föratt kunna undersöka dessa frågeställningar användes semistrukturerade intervjuer med sexstycken lärare som alla arbetar på olika skolor. Resultaten visar att skolorna arbetar med attkartlägga och följa upp eleverna och att lärarna försöker kompensera elevers svårighetergenom olika pedagogiska stöd och tekniska hjälpmedel. Skolorna arbetar inkluderande och deanpassar undervisningen och lärandemiljön utifrån elevernas olika behov och svårigheter.Resultaten visar också det finns dilemman som lärarna mött under sitt arbete med att hjälpaeleverna med dyslexi så som att skolan ska vara kompensatorisk men samtidigt varainkluderande, tidsbrist, hjälpmedlen kan vara utpekande och att eleverna behöver få endiagnos för att skolan ska få extra resurser. / The aim of the study is to discuss and illustrate how some schools are working to identify andsupport pupils with dyslexia and how it relates to their policy documents. To investigate thesequestions, semi-structured interviews were chosen as the method. Six teachers, all working atdifferent schools, were interviewed. The results show that the school are working to identifyand follow up students, and that educators are trying to compensate for pupils difficultiesthrough a variety of educational supports and assistive technology. Schools working in aninclusive and personalizing the teaching and learning environment according to puppilsdifferent needs and difficulties. The results also show there are dilemmas that educators facedin their effort to help students whit dyslexia as that the school should be compensatory but atthe same time inclusive, lack of time, that the us of aids can become stigmatizing, andstudents need a diagnosis for the school to get extra resources.

L’objectif principal de cette thèse était de mettre en évidence l’évolution et l’orientation de la motivation intrinsèque et extrinsèque des élèves roumains tout au long du second cycle d’enseignement secondaire général. Depuis plusieurs années la théorie de l’autodétermination (Deci et Ryan, 1985b, 2000) a été utilisée afin de mieux comprendre le comportement des élèves en milieux scolaire. Ryan et Deci distinguent la motivation intrinsèque et la motivation extrinsèque qui diffèrent selon le type de récompense rattachée à l’activité. La théorie de l’autodétermination repose sur trois besoins psychologiques fondamentaux : l’autonomie, la compétence et la relation à autrui. Les déterminants psychologiques familiaux (parents), institutionnels (professeurs) et écologiques (système scolaire compétitif et évaluatif) sont aussi susceptibles d’influencer l’orientation motivationnelle de l’élève. Une première étude s’est attachée à analyser l’orientation et l’évolution de la motivation intrinsèque et extrinsèque. Les résultats présentent les élèves comme plus motivés extrinsèquement plutôt qu’intrinsèquement. De plus les deux formes de motivation diminuent tout au long de leur cursus scolaire. Une seconde étude s’est employée à mesurer le degré d’influence des trois besoins psychologiques sur la motivation intrinsèque des élèves. Les résultats ont montré que le besoin d’affiliation était le plus fortement corrélé positivement à la motivation intrinsèque. Les deux dernières études ont visé à mettre en évidence la relation entre le sentiment d’autonomie des élèves exercé par les parents et les professeurs et leur motivation intrinsèque. Les résultats confirment l’influence positive de ces deux déterminants sur la motivation intrinsèque des élèves. Enfin ces résultats seront discutés notamment sur le rôle des déterminants psychologiques dans cette recherche et dans le cadre des travaux sur la normativité de la motivation intrinsèque. / The main objective of this thesis was to highlight the evolution and direction of the intrinsic and extrinsic motivation of Romanian pupils throughout the second cycle of general secondary education. For several years the self-determination theory (Deci and Ryan, 1985b, 2000) was used to better understand the behavior of students in the school. Ryan and Deci distinguish intrinsic motivation and extrinsic motivation that vary by type of reward attached to the activity. Self-determination theory is based on three basic psychological needs: autonomy, competence and relatedness. The psychological determinants family (parents), institutional (college), and environmental (school system competitive and evaluative) are also likely to influence motivational orientation of students. A first study has sought to analyze the direction and evolution of the intrinsic and extrinsic motivation. The results show the students as more extrinsically motivated rather than intrinsically. In addition, both forms of motivation decrease throughout their school career. A second study aimed to measure the influence of the three basic psychological needs on the intrinsic motivation of students. The results showed that the need for affiliation was most strongly correlated positively to intrinsic motivation. Two recent studies have sought to highlight the relationship between perceived autonomy of students by parents and teachers and their intrinsic motivation. The results confirm the positive influence of these two determinants on the intrinsic motivation of students. Finally, these results will be discussed including the role of psychological determinants in this research and the work on the normativity of intrinsic motivation.