Дисертації з теми "DEIS schools"
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Johansson, Andreas, and Oliver Carlsén. "Klimatfrågan ur barns perspektiv : En litteraturstudie om elevers uppfattningar om klimatförändringen, dess orsaker, konsekvenser och åtgärder för att minska dess effekter." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-43574.
Повний текст джерелаCollberg, Ulrika, and Annelie Ekman. "NÄTMOBBNING OCH DESS PÅVERKAN PÅ ELEVERS HÄLSA : -UR ETT SKOLSKÖTERSKEPERSPEKTIV." Thesis, Högskolan i Skövde, Institutionen för vård och natur, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8087.
Повний текст джерелаBackground: The use of internet offers an arena for social interaction but can imply a risk of being subjected for cyberbullying. Several children and youth describe negative emotional and psychological effects as a cause of cyberbullying. It is a part of the school nurse responsibility to work proactive and health- promoting with physical, psychological and social environment in the school.Aim: The purpose of the study was to describe school nurses experience of how cyberbullying affects health of pupils in intermediate- and senior level.Method: Data collection was made by qualitative interviews with seven school nurses. Data was analyzed using an inductive approach to a qualitative content analysis according to Graneheim and Lundman (2004).Results: The analysis showed that cyberbullying has a deteriorating effect on pupil’s wellbeing in various ways. It drains the pupils mentally, affects the self-esteem, causes self destructive behavior and creates stress. It can also affect exposed pupils social relationship by the way it causes degraded self confidence, alienation and acting out behavior.Conclusion: The school nurses experience matches the results from earlier research studies where children and youth describe how they are affected by cyberbullying. Cyberbullying may sometimes affect not only the exposed pupil but also be regarded as a collective insult against a whole group or family. According to the authors, cyberbullying may be seen as a risk factor which can affect the pupil’s sense of coherence and thus affect their health in a negative way.
Rubio, i. Serrano Laura. "La cultura moral dels centres educatius: via institucional de l'educació moral." Doctoral thesis, Universitat de Barcelona, 2005. http://hdl.handle.net/10803/670538.
Повний текст джерелаFerrer, Esteban Gerard. "Autonomia de centre, segregació escolar i mercats en educació. Una anàlisi internacional dels efectes de l’autonomia en l’equitat i l’eficàcia dels sistemes educatius." Doctoral thesis, Universitat Autònoma de Barcelona, 2015. http://hdl.handle.net/10803/285744.
Повний текст джерелаThe agenda of numerous educational reforms around the world, which can be brought together under the umbrella concept of the ‘new public management’, has been articulated around proposals to direct public education towards market-based models such as quasi-markets in education or public-private partnerships. Such proposals combine market-based mechanisms with systems which are more or less publicly controlled or regulated. These reforms emphasize the administrative reorganization of the public education system to increase its efficiency, encouraging family participation in the choice of school and fostering competition between schools. As such, autonomy and self-regulation become a strategy for schools to articulate a diversified offer that allows them to position themselves in the market, to manage their own resources, and to compete with other schools, with the ultimate goal of efficiently responding to the specific demands of students and their families. School autonomy thus becomes key in education policy to promote a better fit between the educational offer and demand. However, in a system where school management is decentralised, deviations may arise from divergent interests and lack of consistency between the objectives pursued by the agents and the functions delegated by the principal – education authorities and families. Faced with the pressure of school choice, schools may move away from their primary mission when using the margins of autonomy to find a strategic position in the market. Schools can use these margins to attract a socially homogenous profile of students, which in turn may be seen as a way to facilitate the school internal management and organisation. Such deviations can occur due to the asymmetry of information inherent in the distance between principal and agency, becoming an adverse incentive for agents to act opportunistically with a minimal risk of being penalized. The use of resources which is in detriment to the objective of maximising learning, or that maybe marginally favours it but violates the distributive principles of educational goods, may have consequences in terms of school segregation and, in turn, could be considered a breach of the principle of equal educational opportunities. This research is based on a theoretical framework that defines school autonomy as a strategy of self-positioning in market-oriented systems, which can lead to undesirable effects in terms of school segregation and equal educational opportunities. Through cross-national analyses conducted with the five sequential OECD PISA studies (2000-2012), the effects of different dimensions of autonomy on school composition and the effectiveness of educational systems, depending on the configuration of education systems and the level of dysfunction, are estimated. We demonstrate empirically that: 1) school segregation is associated with greater margins of school autonomy, both in school admission and school management (staff and educational offer); 2) the within-school practice of grouping students by ability, which provides unequal conditions of teaching and learning, is associated with higher levels of autonomy in educational matters. This probability increases to the extent that schools concentrate immigrant students or those with low social status; and 3) school autonomy reforms seem to damage student outcomes in countries with market-oriented systems – competition between schools and private ownership – while favouring performance in countries with lower levels of school segregation.
Westberg, Johannes. "Förskolepedagogikens framväxt : Pedagogisk förändring och dess förutsättningar, ca 1835-1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-8639.
Повний текст джерелаKarlsson, Madeleine, and Huokko Elina Olsen. "Stödsamtal: Skolkuratorers hantverk : En kvalitativ studie om stödsamtal och dess utformning." Thesis, Högskolan Dalarna, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29646.
Повний текст джерелаThe aim of this study was to examine what counselling means to school counselors who work at lower secondary schools and how they use counselling in their practice. The collected data is based on qualitative interviews with six school counselors. The data was analyzed towards a theoretical framework consisting of perspectives of counselling, counselling skills as well as tools and methods which can be used in conversations. The data was also analyzed towards previous research. The result shows that counselling is seen as unclear, a non-treatment method and counselling apprehends as a handicraft. The counselling is flexible and the design can be adapted to the pupils needs and situation. It’s important with a structure in conversations, the alliance with the pupil and the school counselors approach in counselling. The result also shows that motivational interviewing is used and that the school counselors is using an integrated work procedure in counselling.
Rahmqvist, Samuel, and Karolina Bergman. "Vem är gud över skolan? : En studie av Plymouthbrödernas lära och dess yttringar i Laboraskolan." Thesis, Linköpings universitet, Avdelningen för kulturvetenskaper, KVA, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-113767.
Повний текст джерелаSebbin, Wibke. "Arbetsterapeutiska interventioner och dess effekter, för barn med koncentrationssvårigheter vid skolaktiviteter : En litteraturstudie." Thesis, Hälsohögskolan, Högskolan i Jönköping, HHJ, Avd. för rehabilitering, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-20762.
Повний текст джерелаThe project aimed to describe the current research of school-based occupational therapy interventions for children with attention difficulties. A literature study was conducted to provide a description of existing research and knowledge about interventions for occupational therapists. The literature study was carried out in digital data bases and consisted of eight scientific articles from year 2007 to 2012. The result describes school-based interventions for children who were between five and sixteen years old, with and without any diagnosis. The interventions based on different approaches. The effectiveness of the interventions was measured by different instruments which mostly focused on body functions. The interventions which are described was; weighted vest, stability ball, Disc’o’sit cushion, various strategies and adjustments of the activity, physical and social environment. The effect of the interventions varied in the different studies and there seemed to be a correlation between participants' degree of difficulty, the design and/or the context of interventions.
Prieto, Villanueva Jesús-Àngel. "La lluita pel reconeixement dels oficis artístics i l'Escola Massana de Barcelona. El cas dels esmalts, la ceràmica i la joieria." Doctoral thesis, Universitat de Barcelona, 2017. http://hdl.handle.net/10803/461175.
Повний текст джерелаIn – “The struggle for recognition of crafts and Escola Massana in Barcelona. The enamels, ceramics and jewellery case” - we have tried to reflect on the process of recognition applied to the crafts. These processes have been studied within the sociology of art (Bowness, Heinich, Furió, Peist) applied to artists, trying to use a methodology that tries to take an objective approach on how the reputation and commercial value operates on different authors. This methodology involves the description of the different moments of recognition, which involved actors or instances, being of paramount importance so-called gatekeepers (Mauger), those that open or close doors on the market in the write-up, museums. In the case of crafts (and this is a novelty in the approach: social recognition not only linked to an author) a new element is the process of artification (Heinich, Shapiro), which is why a particular activity is considered art (and vice versa). It seems obvious that the worlds of art and crafts (Becker) have vague limits and poses a long historical discussion (Shiner), these limits and their fluctuation explains artification mechanisms. The 20th century in Barcelona is a good field of analysis to see how different artistic trades have traversed from high consideration to almost oblivion, while the different historical moments are significant. How are these moments of social recognition? Which aspects have helped to provide consideration? Was this recognition equivalent to that of the artistic field? What synergies were activated? What trades did these interrelations carry out? Did this change the recognition of all trades or just some of them? Did the position of various artistic languages vary? The connections between these worlds have been consolidated? In this fight for recognition, what has been the final balance at the end of the s. XX? We also provide the inclusion of the role of the training centers in the processes of recognition, in this case with a clear role of the Escola Massana of Barcelona that carried out during this century a leadership in the field of enamel (Miquel Soldevila), ceramics (Josep Llorens Artigas) and jewellery (Manuel Capdevila). The findings will lead to the crossed consecrations (teachers and schools) endogamous awards (enamel), glass ceilings (ceramics) and a search for a specific recognition (jewellery) which may open a new mechanism for artistic trades in general. We show the role that the paradigm of contemporary art (Heinich) has had and has in the process of assessment. This role affects not only the so-called "Fine Arts" but also the reputed practices of painting and sculpture.
Persson, Johanna. "Idrottsundervisning i särskolan - lärarnas erfarenheter och dess betydelse för elevernas inlärningsmiljö." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30130.
Повний текст джерелаIn this study the differences between teachers who have special education compared to the teachers who does not have special education are being examined. How is this affecting the students learning environment? Shortly said: “Teachers’ experiences and its meaning to the students learning environment.”I have worked with Assarsons (2007) studie about the competence to meet every student and I have also worked with theory about praxis triangle. This triangle is about teachers personal experiences connected to transmitted knowledge to others, in this case the students. The collection of the empiricism I used observations of PE lessons and I interviewed the teachers. Altogether I observed 13 lectures and interviewed four teachers at four different schools. The participating teachers are working in year 7-9 in special school and two of the teachers have special education while the other two does not have any special education. Three of the participating teachers are authorized physical education teachers while the fourth teacher is not an authorized physical education teacher. While observing the lectures I focused on the teacher’s participation, how the lectures were planned and the response from the students. During the interviews I focused on the questions about their past experiences such as sports and education. To summarize, the teachers who had a background in sport showed more involvement during lectures. According to the education background there are similarities between the authorized teachers when it comes to lecture planning and education. Compared to the teachers who did not have a Special teaching qualification, the authorized teachers had more thought about planning extra exercises for the students who not master all exercises.
Handegard, Audrina, and Malin Langörgen. "Skolkurativt arbete och Empowerment : En kvalitativ intervjustudie kring Empowerment och dess applicering inom skolkuratorns ramverk." Thesis, Högskolan Dalarna, Socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-29674.
Повний текст джерелаThe purpose of the study is to see if the school counselors work is influenced by empowerment, that is, if the school counselors aim to strengthen the students' own capacity. Four school counselors from two different municipalities who work from elementary school through high school have been interviewed. The interpretation framework for the analysis of the empirical material was designed according to Adam's three dimensions for empowerment-based social work. The results showed that the school counselors were aware of the empowerment concept and had insight into what empowerment-oriented work contributes to. It also emerged that the work methods of all school counselors contained features of empowerment even though it was not the stated working method and the performance differed. The study concludes that the school counselors work does not explicitly follow empowerment theory but that it is found in the working method. The study indicates a need for further research on empowerment-based working methods and its application in school counseling.
Forsman, Karin. "Visioner i skolan : En kvantitativ studie bland rektorer om visionens funktion i skolan och dess betydelse för ledarskap och skolutveckling." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-36950.
Повний текст джерелаThe concept of vision is multifaceted and is found in a variety of contexts, linked to both leadership and school improvement and assigned great importance in research in these areas. The purpose of this study is to contribute to the knowledge of vision-building in school and its impact on leadership and school development. A survey was conducted among principals in the compulsory school. The study is quantitative, in that the survey was carried out by means of structured questionnaires with fixed response options, which were then processed and analysed with regard to quantities, i.e. frequency, proliferation and co-variation. The study's scientific theoretical framework means that the intention is not to expose any absolute truths or to speak about causal relationships. I see these statistics as a way to detect patterns in a variation, which must then be interpreted and understood in the same way as other types of data. The survey is made on a convenience sample consisting of all principals within a geographically and administratively contiguous area that is composed of 14 municipalities.The non-random determination of population has been made by comfort choice. The result shows that principals largely perceive that the vision has great or very great significance for their potential to lead the school and for the school's development. Principals' perceptions of what features visions fill in school are unanimous. According to the respondents the vision has several features which have a different focus and purpose.
Claesson, Carin, and Arteaga Anne de. "Samverkanshinder och dess hantering mellan socialtjänst och skola, sett ur ett utförarperspektiv." Thesis, Stockholm University, Department of Social Work, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-6622.
Повний текст джерелаThe purpose of this article has been to elucidate social secretaries’ and teachers’ experiences of collaboration around children in need of society’s intervention. We wanted to examine what the difficulties could be, according to their experience, and how they handled them. Additionally our aim was to analyze whether their method of dealing with the obstacles were likely to succeed, viewed from the perspective of system theory. In order to achieve our purpose we used a qualitative method and interviewed four social secretaries and four teachers. The results displayed a similarity between what our respondents experienced to be obstacles to collaboration and that which previous research has acknowledge as obstacles. The social secretaries tried to overcome the difficulties they experienced by different acts of communication with their collaborators in order to create a common experience through language and narration concerning the children. Reflecting from the perspective of system theory about how they communicate and their attitudes towards their collaborators and the process of collaboration, they would be likely to succeed in their attempts. What would possibly impede their successful handling of the obstacles is their perceived lack of time, and because of the fact that the contacts often lack continuity.
Larsson, Kajsa. "Religion och vetenskap : En studie om tematiken religion och vetenskap samt dess gränsländer i gymnasieläromedel." Thesis, Umeå universitet, Institutionen för idé- och samhällsstudier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-100024.
Повний текст джерелаImbernon, Francesc. "La formació permanent del professorat: la formació dels formadors." Doctoral thesis, Universitat de Barcelona, 1986. http://hdl.handle.net/10803/670472.
Повний текст джерелаMorales, Hidalgo Paula. "Epidemiologia dels trastorns de l’espectre de l’autisme en població escolar de Tarragona." Doctoral thesis, Universitat Rovira i Virgili, 2018. http://hdl.handle.net/10803/462919.
Повний текст джерелаEl objetivo de esta tesis ha sido el estudio de la epidemiología del trastorno del espectro del autismo (TEA) en población escolar en dos períodos evolutivos (4-5 años y 10-11 años), así como la adaptación y creación de instrumentos para la detección de trastornos del neurodesarrollo a nivel familiar y escolar. El estudio tiene un diseño transversal en doble fase que incluye una primera fase de cribado a través de la información proporcionada por las familias (N = 2 765) y los maestros (N = 5555), así como una segunda fase de evaluación clínica individualizada (N = 557) de todos los participantes a riesgo y un grupo de control. El Childhood Autism Spectrum Test mostró una elevada validez y fiabilidad para la detección de TEA en población española, con altos valores de sensibilidad (83,9%) y especificidad (92,5%). El cuestionario EDUTEA para la detección de TEA y trastorno de la comunicación social en el entorno escolar presentó una estructura bifactorial, comprendiendo los factores de alteraciones de la comunicación (α = 0,95) y patrones restrictivos de comportamiento (α = 0,93). La puntuación total de 10 proporcionó altos valores de sensibilidad (87%) y especificidad (91,2%). Los índices de Conners también resultaron válidos y fiables para detectar el trastorno por déficit de atención e hiperactividad en población española a nivel familiar y escolar. Los síntomas de TEA mostraron una distribución continua y dimensional a la población, sin observarse clases o grupos en función del perfil de síntomas, género o edad. La prevalencia estimada de TEA fue 1,55% en preescolares y 1,00% en escolares. Entre 1,84% y 2,59% de los niños mostraron manifestaciones subclínicas de diagnóstico y entre 3,98% y 6,18% síntomas de riesgo. La ratio de género fue 4:1. El género femenino mostró de forma significativa una menor prevalencia de síntomas de riesgo, manifestaciones clínicas y subclínicas del trastorno.
The aim of this thesis was to study the epidemiology of autism spectrum disorder (ASD) in the school population in two age periods (4-5 years old and 10-11 years old), and to validate and design instruments for the screening of neurodevelopmental disorders in family and school environments. The study had a double-phase cross-sectional design that includes a first phase of screening based on the information provided by families (N = 2 765) and teachers (N = 5555), and a second phase of individualized clinical assessment (N = 557) of all the participants at risk and a control group. The Childhood Autism Spectrum Test showed a high validity and reliability for ASD screening in the Spanish population, with high values for sensitivity (83.9%) and specificity (92.5%). The EDUTEA questionnaire for the detection of ASD and social communication disorder in the school environment presented a two-factor structure, including the factors of communication alterations (α = 0.95) and restrictive patterns of behavior (α = 0.93). A total score of 10 in the EDUTEA provided high values of sensitivity (87%) and specificity (91.2%). The Conners indexes were also valid and reliable for detecting attention deficit hyperactivity disorder in the Spanish population in the family and school environments. The distribution of ASD symptoms was continuous and dimensional in the population, without showing different classes in basis of symptom profile, gender or age. The estimated prevalence of ASD was 1.55% in preschoolers and 1.00% in school-age children. Between 1.84% and 2.59% of the children exhibited subclinical diagnosis and between 3.98% and 6.18% exhibited risk symptoms. The male-to-female ratio was 4:1 and females showed a significantly lower prevalence of risk symptoms, and clinical and subclinical diagnosis.
Ekoutsidou, Caroline. "Ombyggnad av skolbyggnad för nya verksamheter : En visionsstudie för Wenströmska skolan och dess närområde." Thesis, Mälardalens högskola, Akademin för ekonomi, samhälle och teknik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-26457.
Повний текст джерелаNyproduktion är inte det enda som är viktigt i en stad som växer utan även befintlig byggnation måste tillvaratags för att skapa attraktiva områden. I stadsdelen Vallby i Västerås är Wenströmska skolan belägen. Skolan har en yta på cirka 35 000 kvadratmeter och bedriver gymnasieverksamheter som består av sex mindre gymnasieskolor med olika yrkesinriktningar. Av olika skäl har kommunen bestämt att lägga ned skolan där utflyttningen fortfarande är under process sedan år 2013 och beräknas vara klar år 2017; något beslut om vad som ska göras med den kvarstående byggnaden har ännu inte fattats. Syftet med detta arbete är att ta fram ett förslag på möjligheter för ändrad verksamhet för Wenströmska skolan där en anpassning till en högstadieskola i kombination med övriga verksamheter ska göras. Förslaget illustrerar en vision över de möjligheter som finns för byggnadens framtid utifrån stadsdelens behov och stadens framtidsvisioner. Förslaget kan användas som inspirationskälla i större sammanhang vid ett beslut om byggnadens framtid och användningsmöjligheter. Arbetet består av bland annat en litteraturstudie som handlar om skolbyggnaders utformning och var till hjälp vid planering av en ny skolverksamhet. Utifrån den grundläggande litteraturstudien skapades förståelse vid uppbyggnad av en skolverksamhet med hänsyn till skolbyggnaders funktioner och utrymmen, tillgänglighet och tekniska aspekter som ljud, ljus, luft samt brand och säkerhet. För skolbyggnader handlar det mest om hur anpassningen för tillgänglighet och användbarhet för personer med nedsatt rörelse- och orienteringsförmåga ska utvecklas. Skolbyggnader ses som arbetslokaler och här ska både elever och anställda som vistas i lokalen ha rätt till god arbetsmiljö där trivsel, tillgänglighet och användbarhet är tre viktiga begrepp. Arbetet består även av en förstudie som gick ut på att göra ett platsbesök i skolbyggnaden, utföra studier och analyser samt en materialinsamling hos Stadsbyggnadskontoret i Västerås för tillgång av bland annat ritningar. Platsbesöket gav en uppfattning av dagsläget som skapade en vision till nya utformningsmöjligheter. Behovsstudien belyser stadsdelens olika behov och utgör ett beslutsunderlag vid val av verksamheter. Objektet behandlas i dagsläget och med hjälp av en nulägesanalys i form av SWOT-analyser analyseras både skolbyggnaden och omkringliggande områden där dess styrkor, svagheter, möjligheter och hot tags fram. Denna analys skapar en överblick över nuläget och ligger som underlag för arbetet. De befintliga ritningarna över skolbyggnaden låg som grund vid framtagande av nya skisser på alternativa planlösningar med hänsyn till fastställda förutsättningar. En lång skissprocess resulterade slutligen i färdiga förslagsritningar. Arbetet studerar hur skolbyggnader bör utformas och hur den befintliga byggnaden kan anpassas till en ny högstadieskola samt vilka förutsättningar som finns för att uppnå detta. Den nya utformningen av byggnaden ska gynna stadsdelsborna efter de behov som finns samt koppla samman omgivande stadsdelar genom en naturlig samlingsplats för social integration och livskraft. Utifrån de möjligheter och tillgångar som behövs för att skapa en hållbar och livskraftig stadsdelsmiljö studeras omgivningen och närområdet för att ta fram de behov som finns. De mötespunkter som skapas ska främja utbyte och mångfald både kulturellt och socialt. A-byggnaden uppfyller de krav som krävs för att en skolverksamhet och därför kan en del av byggnaden anpassas till en ny grundskola med årskurserna sex till nio. A-byggnaden innehåller de viktigaste delarna en skola behöver såsom idrottshall, aula och matsal; resterande yta går enkelt att anpassa till klassrumsbehovet och övriga utrymmen för en elevmängd på cirka 500 till 600 elever. En skolbyggnad ska utformas med hänsyn till själva skolverksamheten eftersom undervisningsämnena skiljer sig mellan olika skolverksamheter. En ytterligare viktig punkt i hur en skolbyggnad bör utformas är tillgängligheten och användbarheten för personer med nedsatt rörelse- och orienteringsförmåga. Det är viktigt att skolbyggnadens alla utrymmen och funktioner är utformade efter de minimikrav som gäller så att alla elever och lärare kan röra sig i byggnaden utan hinder och problem. Även god arbetsmiljö måste råda för både elever och lärare; vid utformning av skolbyggnader måste hänsyn tags till tekniska aspekter som påverkar välbefinnandet, undervisningen och inlärningsförmågan. För att byggnaden ska bidra de omgivande stadsdelarna en naturlig samlingsplats för social integration och livskraft måste de omgivande mångkulturella stadsdelarna kopplas samman och förenas med gemensamma intressen. Byggnadens olika funktioner kommer även att skapa mötespunkter som främjar utbyte och mångfald både kulturellt och socialt; omgivningen är mångkulturell med olika målgrupper där studenter och ungdomar, barnfamiljer och äldre är bosatta. En viktig utgångspunkt för de möjligheter och tillgångar som behövs för att skapa en hållbar och livskraftig stadsdelsmiljö är stadsdelens behov. Stadsdelens behov är bland annat skola, idrott och hälsa, mat, boenden av olika slag, kultur- och föreningsliv samt möjligheter för verksamheter i form av kontorsytor och lokaler. Omgivningen består av blandad bebyggelse och kultur med närområden som består av mångkulturella stadsdelar vilket innebär en anpassning till olika målgrupper som i sin tur bidrar till många möjligheter. Området har en stor del odefinierade ytor utan funktion vilket gör att området har stor potential att utvecklas och förtätas.
RODRIGUES, Emanuelle Gonçalves Brandão. "PEDAGOGIAS DE UM “AMOR INTELIGENTE”: Empreendedorismo e racionalização dos afetos na Escola do Amor da Igreja Universal do Reino de Deus." Universidade Federal de Pernambuco, 2015. https://repositorio.ufpe.br/handle/123456789/17278.
Повний текст джерелаMade available in DSpace on 2016-07-07T13:43:38Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Dissertação Emanuelle Rodrigues PPGCOMUFPE 2015 (1).pdf: 2730118 bytes, checksum: 0042afb51780f1f5ebc517e48704b5df (MD5) Previous issue date: 2015-12-11
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A relação entre religião e empreendedorismo é a discussão que norteia este trabalho, em especial quando desta se vê emergir um discurso mercadológico sobre os afetos vinculados ao mundo corporativo. Ideias como “amor inteligente” ou “casamento-empresa” nos abriram os olhos para uma reestruturação das práticas discursivas da Igreja Universal do Reino de Deus (IURD): para além da esfera empresarial, o ato de “empreender” passa a ser difundido na igreja, através de um tipo peculiar de pedagogia, como modo de agir em todos os âmbitos da vida, em especial nas relações afetivas. Renato e Cristiane Cardoso, os “professores do amor”, ensinam, através do próprio exemplo e de lições didáticas – características “herdadas” da IURD, instituição a qual são vinculados – como alcançarmos a felicidade na relação a dois e como ela pode nos tornar produtivos em outros âmbitos, como educação e trabalho, principalmente. Partimos da hipótese que a religião tem sido cada vez mais afetada pela cultura empreendedora, de modo tal que até mesmo os afetos passam a ser compreendidos sob a ótica da racionalidade. Nossa proposta central é discutir a relação entre empreendedorismo e religião no contexto moderno por meio de uma análise sociodiscursiva e de trajetória de vida das narrativas do casal Cardoso e de seus seguidores, todas difundidas nos programas da Escola do Amor, nas reuniões da Terapia do Amor, na igreja, e nos livros do casal. O que nos parece mais latente, ao concluir essa pesquisa, é a concepção de vida como projeto de autorrealização, no qual o indivíduo, em sua condição autorreflexiva, orienta suas ações a partir de modelos ideais de felicidade perpetuados por agentes sociais e religiosos.
Relation between religion and entrepreneurship is the main discussion that guides this work, especially when we see arises a marketing discourse about affections related to the corporative world. Conceptions such as “clever love” or “marriage enterprise” drew attention to a restructuring process regarding the Universal Church of the Kingdom of God (UCKG): beyond the business strategy, the conception of entrepreneurship is spread among the Church trough a peculiar kind of pedagogy, a type that became a modus operandi in all levels of someone´s life, specially the emotional one. Renato and Cristiane Cardoso, the “teacher of love”, teach, using themselves as examples and and didactic lections – features inherent from UGCD, institution to what there are joined – how we can reach happiness in our marriage and how this can make us more productive, mainly in the fields of education and work.Our start point is that religion has been being overly influenced by entrepreneurship culture in such way that even affects are understanding under the rationality view. We aim to discuss the relation between religion and entrepreneurship in the modern context, using a sociodiscursive analyses as well as analyzing the narratives regarding Cardoso´s couple and their followers life path. All that can be found either on the School Love, a TV show, and on the Love Therapy, in the Church, and on the books that the couple publish. It seems more conclusive to us is that the conception of life as a self-realization project, in which the individuals, in their autoreflexive condition, guide their actions from ideal models of life that come from social and religious agents.
Peterson, Daniel. "Kromatografi som laboration för högstadieelever : och dess påverkan på attityder gentemot kemi." Thesis, KTH, Lärande, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-229657.
Повний текст джерелаIn this report, a chromatography lab is constructed and the attitudes towards chemistry of students in lower secondary school are compared before and after the lab is carried out at Vetenskapens Hus in Stockholm. The attendant teachers’ experiences of the lab and potential effects on the students are also taken into consideration. Questionnaires are used to survey the students’ attitudes towards chemistry, and interviews with the attendant teachers are used as a complement to the students’ answers. For one group of students, a significant positive change in their attitudes towards chemistry is measured, which is consistent with their teacher’s experience. For the other group of students, there is no significant change in their attitudes towards chemistry, which is consistent with their teacher’s experience as well. The lab itself is seen as appropriate by the attendant teachers, regardless of whether it influences the students affectively or not. Based on the answers of the students and the interviews with the teachers, it is possible to conclude that the lab has the potential to influence the students affectively, but also that this influence isn’t a necessary effect of the lab.
Johansson, Anna, and Carola Assaf. "Elevers uppfattningar om sitt lärande och dess meningsfullhet i fritidshem." Thesis, Högskolan i Jönköping, Högskolan för lärande och kommunikation, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-40704.
Повний текст джерелаRibas, López Begoña. "Factors que determinen la qualitat de vida dels adolescents." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/378035.
Повний текст джерелаIntroduction: Interest in measuring Health Related Quality of Life (HRQL) has increased in recent years, both in research and in clinical practice and also in evaluation of health programs. Various generic adolescents HRQL questionnaires have been developed and validated. However, there are no known studies that have globally analyzed how social-demographic, health and psychosocial factors can determinate on youth mental health and its influence on HRQL. Objective: To estimate adolescents’ HRQL in two urban Basic Health Areas and explore its relationship to social-demographic, psychosocial and health variables. Methods: Descriptive Cross-sectional study of schoolchildren in 3rd and 4th year of ESO from four schools: a concerted and a public school from Dreta Eixample in Barcelona and the same from Collblanc, Hospitalet de Llobregat, representing a population of 589 adolescents. Inclusion criteria are belonging to these courses and having parental permission. Excluding criteria was not attending class the day of data collection. We used a questionnaire with social-demographic , health and psychosocial variables own made, the Spanish version of the questionnaire Vécu et Santé Perçue Adolescent (VSPA) to measure HRQL, and the Strengths and Difficulties Questionnaire (SDQ) to measure psychological distress . Results: The participation was 80% (n = 471). 51% were teen girls and 68% were aged between 13 and 15 years. 40% were born abroad and 67% lived with both parents. One third of parents had university education. 63% of adolescents performed physical exercise outside of school and 11% presented chronic diseases. 9% smoked, 51% had consumed alcohol and 31% other drugs. 22% have referred friends and family with alcohol problems and 24% with drugs. 22% had a Body Mass Index (BMI) corresponding to underweight and 9% for overweight or obese. 62% had a religion and 25% had suffered discrimination and/or racism. The average HRQL measured by VSPA Total score was 60.6 (95% CI: 59.4-61.8) and 61.7% obtained a score below 65. Male teenagers, native, from concerted schools, living with mother and father, who perform physical exercise outside of school, who do not consume tobacco, alcohol or other drugs, who didn’t have relatives or friends with alcohol or drugs problems, and those who have not experienced discrimination or racism, have better HRQL. There were no differences in age, parental studies and immigration, chronic diseases, BMI or religion. The average psychological distress measured by total difficulty score in SDQ was 11.7 (95% CI: 11.3-12.2). Male adolescents, who live with both parents, who do not consume tobacco or other drugs, who didn’t have relatives or friends with alcohol or drugs problems, whose mother had university education and those who have not suffered discrimination or racism, show less psychological distress. A multivariate model for VSPA Total score explained 42.6% of the variance, including SDQ total difficulties score, gender, physical exercise outside of school, drug use and having suffered discrimination or racism as independent variables. Conclusions: HRQL in surveyed adolescents is lower than expected, especially in those who have more psychological distress. Being male and performing exercise outside of school protect HRQL, while drug use and having suffered discrimination or racism could be added risk factors.
Wästberg, Anette, and Anna Å. Perlestam. "Forskningscirkeln och dess påverkan på historieundervisning i en mångkulturell miljö." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33130.
Повний текст джерелаDuring these two last terms we took part in a research group on history teaching in a multi-cultural environment at a compulsory school. The research group started when the school in question had recently taken on a large number of pupils of a foreign background. This thesis has two purposes, the first of which is to show the teachers’ view on the division of rolls within the aforementioned research group. The division referred to is principally that between the researchers and the teachers, not that between the teachers. The other purpose is to see how the teachers perceived the influence of participating in the research group, the focus being on history teaching in a multi-cultural environment. Research groups in the school world are quite new phenomena. In the research group theoreticians and practitioners meet about a mutual problem, defined by the practitioners. In order for the research group to meet on an equal footing, the researchers have to maintain a consciously low profile. Otherwise they run the risk of repeating a worn pattern where the researchers act as leaders and the teachers become the participants performing their allocated tasks. Even though the researchers’ low profile may mean the work process taking a longer time, chances are that results more relevant to the teachers and researchers are achieved. The teachers in this particular research group feel the researchers in the group did keep a low profile. Their impression is that everyone who participated took part on equal conditions, regardless of their profession and earlier experiences. Research today within the area of history didactics mainly focuses on how schools might change their history teaching based on the pupils sitting in front of the teacher, and on whose history one is actually trying to convey. This research shows that the teachers feel their participation in the research group did provoke ideas and thoughts on how to change the lessons. While it is not completely unproblematic, the teachers are trying to find new ways of making the history lessons relate to everyone in the classroom. Central conceptions for the research group and for this thesis have been identity, history awareness, culture and culture heritance. These conceptions have been discussed from a didactic perspective.
Sandberg, Hanna. "Bedömning och övergång : en studie om elevers och lärares uppfattning om betygssättning och dess roll i elevers övergång mellan högstadiet och gymnasiet." Thesis, Södertörn University College, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-3352.
Повний текст джерелаThe idea of the essay is to give a glimpse of the how the tranfunction of the ninth grade students’ grades in transition from high school to the gymnasium. The model used in the analysis is hermeneutic and this has permeated the paper strong. The issues I wanted the paper would answer was: What problems may exist in the assessment of pupils at the end of grade nine in Swedish and mathematics? How does this affect the transition between high school and the gymnasium? What individual differences can arise?
The problems surrounding the assessment of students in the ninth grade are not only the objectives of the different rates that affect the assessment. Students' relationship with teachers is an important factor that plays into how they are assessed. The high school teachers admit that students can get approved in Swedish A and Mathematics A, although they have not achieved all the objectives of the substances. Students cannot see any connection between this and the difficulties they have to cope with the courses in Swedish A and Mathematics A. Gymnasium teachers, however believe that this may be a factor that students do not reach the intended targets.
The analysis also shows that it is difficult for teachers to know what skills students bring to school. The two high school teachers think that the knowledge they assessed and rated is not necessarily the consolidation of the pupil. It is very possible that the knowledge which they exhibit is constant. The survey also shows how students can be affected both positively and negatively by the problems associated with a nicer grad than they diserve. The two student examples highlighted in this paper shows, for example, that students may have trouble keeping up with the teaching and understand what teachers go through this saw Simon as very tough. It can also give students the benefits when they get the chance to attend the gymnasium and continue their studies immediately after high school.
Lindkvist, Robin. "Redovisning av personaloptioner enligt IFRS 2 : En studie i värderingsmodellerna och dess indata." Thesis, University of Gävle, Department of Business Administration and Economics, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-199.
Повний текст джерелаDen 19 februari 2004 presenterade IASB IFRS 2. IFRS 2 innebär att företagen skall hantera personaloptioner som en kostnad i resultaträkningen. I författningen regleras ej vilken värderingsmodell som skall användas vid värderingen av optionerna. På grund av detta kan redovisningen påverkas på olika vis beroende på vilken optionsvärderingsmodell som används av bolaget. Uppsatsens syfte är att fastställa vilka effekter olika optionsvärderingsmodeller har på bolagens värdering av personaloptioner och även beskriva vilka antaganden av indata i modellen som görs av bolagen och undersöka om dessa antaganden är teoretiskt korrekta. Uppsatsen grundas på en fallstudie av tio bolag som har aktiva optionsprogram som redovisas enligt IFRS 2. Vid jämförelsen av optionsvärderingsmodellerna så sätts bolagens indata in i två olika värderingsmodeller och beräkningar görs med dessa värden för att kunna se hur värdena på optionerna varierar mellan dessa optionsvärderingsmodeller. Eftersom volatiliteten är en mycket viktig faktor i värderingsmodellerna och påverkar det teoretiska värdet i betydande utsträckning så görs även en undersökning som skall ge en bild av hur bolagen har kommit fram till sitt volatilitetsantagande och som även utreder om detta värde är teoretiskt korrekt. Av de ursprungliga 102 bolagen hittades 35 bolag (34 %) som har personaloptioner som redovisas enligt IFRS 2. Av dessa 35 bolag hittades endast tio bolag (28,57 %) med fullständig information av dess indata. Efter min estimering av den historiska volatiliteten, fem år bakåt i tiden, så är den i genomsnitt 216,43 % högre än bolagens antagna volatilitet och optionsvärdet i genomsnitt 179,53 % högre än bolagens beräknade värde. Använder vi istället min estimering av den historiska volatiliteten, av ett år tillbaka i tiden, så hamnar vi på ett lägre värde, 41,39 % högre än bolagens beräknade verkliga värde och ett beräknat optionsvärde som är 39,13 % högre än bolagens. Skillnaderna i den riskfria räntan var oerhört stora, från 2,00 % till 4,30 %, en skillnad på 215 %. Skillnaden i beräknat verkligt värde skiljer sig minimalt mellan Black & Scholes modellen och binominalmodellen. Medeldifferensen mellan de tio analyserade bolagen var endast 0,0059 %, dvs. en knappt mätbar skillnad.
19th February 2004 the IASB introduced the IFRS 2. IFRS 2 means that the corporations must handle employee stock options as a cost in the income statement. It is not regulated in the constitution which model that should be used to value the options. Because of this the income statement can be affected by which model that is used by the corporation. The purpose of this paper is to confirm which affects different valuing models has to the value of the corporations employee options and even describe which assumptions of the in data that are used by the corporations and examine if this assumptions are theoretical correct. The paper is based on a case study of ten corporations who has employee stock option programs which are accounted according to the IFRS 2. At the comparing of the option valuing models the corporations in data is placed into the two models and calculations are made to see if the values vary between the models. Because that volatility is a very important factor in the option valuing models and affects the theoretical value at a significant extent an examination which is mean to give a picture of how the corporations has create the volatility assumption and that even will study if this value is correct theoretical value. Only 35 of the original 102 (34 %) corporations had employee stock options which are accounted according to the IFRS 2. Only 10 of these 35 (28,57 %) had a complete information about the in data. After my estimation of the historical volatility, five years back in time, my estimated volatility was in average 216,43 % higher than what the corporations had estimated and the average value of the options was 179,53 % higher. An estimation of the historical volatility one year back in time I get a lower value of the volatility that is in average 41,39 % higher than the corporations estimation and a option price that is 39,13 % higher. The differences of the risk free interest rate are huge, from 2,00 % to 4,30 %, a difference at 215 %. The calculated variation between the Black & Scholes model and the binomial method is tiny. The average difference between the ten examined corporation are only 0,0059 %, i.e. a hardly noticeable difference.
Törlind, Virpi. "Eleven och atomen : En studie om svårigheter som elever har med atomen och dess egenskaper." Thesis, Karlstads universitet, Institutionen för pedagogiska studier (from 2013), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-71626.
Повний текст джерелаThe purpose of the study is to shed light on difficulties that students have with the structure and properties of the atom within the initial chemistry part in the course Science studies 2. The study was conducted in two steps. First the students draw their atomic models and explained what they had drawn. At the same time they told about difficulties they experienced with the concept of the atom. The next part was conducted after completing the chemistry section in the course. Students were interviewed on the difficulties and how they would like to work with the concept of the atom. The interviews were transcribed and in the analysis work the answers were grouped according to similarities and patterns. The result showed that all the students needed to work more with the structure of the atom initially in the course. The students thought that the atom is abstract because of its size and because it is not found in their everyday contexts, many words are used within the atomic concept that the students have not worked with sufficiently. Some students also mentioned a poor teaching because of frequent teacher changes in compulsory school as the cause of the difficulties. The students wanted more conversation in the teaching, both to process concepts and the atomic concept, and for a more everyday use of the atom.
Holmström, Elsa. "Kejsaren har inga kläder : En studie om matematisk förmåga genom subtraktionsbegreppet och dess aspekter." Thesis, Södertörns högskola, Lärarutbildningen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-31721.
Повний текст джерелаWahlström, Ninni. "Om det förändrade ansvaret för skolan : vägen till mål- och resultatstyrning och några av dess konsekvenser." Doctoral thesis, Örebro universitet, Pedagogiska institutionen, 2002. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-27.
Повний текст джерелаMånsson, Johanna, Ida Nylander, and Åsa Olofsson. "Meningsskapande miljöer : - en studie om förskollärares syn på innemiljön och dess påverkan på barnet." Thesis, Jönköping University, School of Education and Communication, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-1179.
Повний текст джерелаSyftet med vår studie är att få en inblick i om förskollärare är medvetna om hur de utformar innemiljön på förskolan och vilken barnsyn som speglar sig i deras pedagogiska miljö. Vi vill veta om förskollärarna utformar miljön så att den lockar till meningsskapande aktiviteter för varje barn.
Frågeställningar:
Vad har förskollärarna för tankar kring den pedagogiska miljön på förskolan?
Vilken barnsyn speglas i de pedagogiska miljöerna?
Hur utformar förskollärarna miljön så att den lockar till meningsfulla aktiviteter för varje barn?
Uppsatsen tar sin huvudsakliga teoretiska utgångspunkt i det postmoderna perspektivet. Studien bygger på data bestående av sex intervjuer med förskollärare och observation av innemiljöerna på de förskolor som de är verksamma i.
Vårt resultat visar att förskollärarnas tankar och barnsyn speglar sig i miljön. Miljön bör vara föränderlig och barnens intressen samt behov ska vara utgångspunkten vid utformningen. Detta för att varje barn ska hitta någon aktivitet som är meningsfull för dem.
The purpose of our study is to get an insight into if the pre-school teachers are aware of how they design the indoor environment at the pre-schools and which child perspective is reflected in their pedagogical environment. We want to know if pre-school teachers design their environment so that it invites to meaningful creativity and activity for each child.
Questions:
What thoughts do the pre-school teachers have regarding the pedagogical environment at the pre-school?
Which child perspective is reflected in the pedagogical milieus/environments?
How does the pre-school design the environment so that it invites to meaningful creativity and activity for each child?
The paper takes its primary theoretical starting point in the postmodern perspective. The study is based on data from six interviews with pre-school teachers and observations of their pre-schools’ indoor environment.
Our result shows, that the pre-school teachers’ thoughts and child perspective are reflected in the environment. It should be in constant change, and the child’s interests and needs should be the primary focus in the design of the environment. Each child needs to get the possibility to find some activities which can develop them.
Nilsson, Fredrik, and Hjalmar Steinvall. "En Andra Chans : Studievägledning på en 'second chance'- utbildning och dess påverkan på deltagarnas självförmåga." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-160963.
Повний текст джерелаLópez, Ros Víctor. "L'organització de l'activitat conjunta en l'ensenyament escolar dels esports col·lectius." Doctoral thesis, Universitat de Girona, 2001. http://hdl.handle.net/10803/8011.
Повний текст джерелаPel que fa al camp de la psicologia, cal situar l'estudi de l'activitat conjunta en una perspectiva constructivista dels processos d'ensenyament i aprenentatge. Aquesta pren com a referents Piaget, Ausubel, ... i molt especialment les aportacions fetes des de la teoria sociohistòrica i cultural per Vigotsky i també per Bruner. Així, conceptes com "mediació semiòtica", "internalització", "intersubjectivitat" i "zona de desenvolupament pròxim" tenen un paper molt rellevant. El que ens interessa en aquest treball és saber com s'ho fan el professor i els alumnes per aconseguir que aquests últims construeixin el seu propi coneixement al voltant del contingut proposat. En aquest sentit les idees de Vigotsky, així com la metàfora de "la bastida" de Bruner, són d'una gran importància.
Des del camp de l'ensenyament dels esports col·lectius han pres com a referència bàsica el model d'ensenyament a partir de la tàctica provinent dels treballs de Bunker i Thorpe sobre l'ensenyament "per a la comprensió dels esports col·lectius". Així mateix ens hem guiat per aportacions d'autors com Bayer, Castejón, Riera o DevÍs. Pel que fa al camp de la didàctica, les recerques de Pieron han tingut una influència considerable.
Es proposa l'estudi del procés d'ensenyament i aprenentatge esportiu des de l'anàlisi de la "interacció educativa" i de la "influència pedagògica", i molt especialment des de la "interactivitat". En aquest marc destaquen els "mecanismes d'influència educativa", que operen en l'àmbit de la interactivitat i que permeten comprendre com el professor ajusta l'ajuda per afavorir la construcció de coneixement dels alumnes.
El nostre treball estudia un dels dos mecanismes descrits pels treballs de Coll i els seus col·laboradors de la Universitat de Barcelona i també corroborats pels treballs dirigits per Vila (Universitat de Girona). En concret, el treball se centra en l'anàlisi del procés de cessió i traspàs de la responsabilitat i del control de l' aprenentatge del professor envers els alumnes. Per això s'empren els nivells i les unitats d'anàlisi proposades per aquests treballs: la seqüència didàctica, la sessió, els segments d'interactivitat i les configuracions de segments d'interactivitat. Així mateix, s'incorpora l'anàlisi de les característiques del contingut, tant pel que fa a la tipologia de les tasques com pel que fa als criteris d' organització i seqüenciació. Es manté la idea que l'organització de l'activitat conjunta entre el professor i els alumnes esta fortament influenciada per les característiques del contingut.
Per dur a terme el treball s'ha realitzat una seqüència didàctica de 4 sessions amb 10 alumnes de segon cicle d'ensenyament primari de l' escola "Annexa-Joan Puigbert" de la ciutat de Girona. S'ha enregistrat amb vídeo i amb micròfons sense fils tot el que deien i feien tant el professor com els alumnes durant la seqüència d'ensenyament. Posteriorment s'han transcrit les dades a un "full de transcripció" .
Hem analitzat les característiques de la seqüència, de les sessions i del contingut: número de tasques, tipus de tasques, elements que intervenen en les tasques, etc., així com la millora en el comportament tàctic dels alumnes. Igualment s'ha analitzat l'activitat conjunta mitjançant segments d'interactivitat i configuracions de segments d'interactivitat. S'ha estudiat l'evolució dels diferents segments, tant en quantitat com en temps emprat durant la seqüència. I també l'evolució de l'activitat conjunta en diferents tipus de tasques: tasques repetides, tasques-base i les respectives modificacions, etc. Això ens ha permès veure el paper del contingut en l'organització de l' activitat conjunta.
Les dades obtingudes permeten corroborar les hipòtesis plantejades en el treball i que tenen a veure amb que:
1. És possible obtenir indicadors sobre el procés de cessió i traspàs del control i de la responsabilitat en una situació d'ensenyament i aprenentatge de la col·laboració tàctica en atac en la iniciació als esports col·lectius. Aquest procés és temporal, gradual i discontinu i no es produeix ni de forma absoluta ni definitiva.
2. És necessari considerar aquest mecanisme en relació amb un segon mecanisme descrit: la construcció d'un sistema cada vegada més ampli i més ric de significats compartits entre el professor i els alumnes al voltant del contingut. Ambdós mecanismes estan interrelacionats i són irreductibles tot i que és possible estudiar-los focalitzant l'atenció en un d'ells.
3. Es constata el paper fonamental del contingut, tant la tipologia com els criteris d'organització i seqüenciació, en l'organització de l'activitat conjunta.
Dels resultats obtinguts se'n desprenen algunes conclusions finals que van referides, d'una banda a aspectes d'interès per a futures recerques en aquest camp, i d'altra banda, a aspectes d'interès per a les pràctiques educatives.
The study of collaborative activity (joint activity) in the teaching of term sports (games) in schools takes as points of departure contributions of instructional psychology, on the one hand, and contributions of methodology of physical and sports education on the other. From psychology we have focused on constructivist perspectives, especially on contributions made by Vigotsky and Bruner (zone of proximal development and the metaphor of scaffolding).
We propose the study of the process of teaching and learning sports from the analysis of 'interactional education' and especially from 'interactivity'. We highlight the 'mechanisms of educational influence' which operate in this ambit and which allow to understand how teachers adjust the help they give to students to enhance the construction of knowledge. We have studied one of these mechanisms: the process of cession and transfer of responsibility of the control and of the learning, following the theoretical and epistemological models proposed by Coll et al (1992, 1995) and also by Vila (1996, 1998). From the teaching of term sports, we have taken as a point of departure the teaching model based on tactics (Bunker&Thorpe, 1982; Castejón, 1997; Devís, 1996).
We have developed a didactic sequence of four sessions with ten students and we have obtained data of what the participants say and do in the sequence. The research is interpretative and uses the participants' observation as a technique. As units of analysis we have used the didactic sequence, the session, the segments of interactivity and the configurations of interactivity segments together with the analysis of the tasks and the sequencing of content.
The data obtained have permitted to corroborate the following hypothesis:
a) It is possible to obtain indicators about the process of cession and transfer in a teaching situation about tactic collaboration in initiation to sports. This process is gradual and discontinuous and does not occur in an absolute and definitive way.
b) We need to relate this mechanism in relation to a second one: the construction of a system of meanings shared between the teacher and the students.
c) We can verify the fundamental role of typology and the criteria of organisation and the sequencing of content in the organisation of the collaborative activity.
Bergh, Andreas. "Vad gör kvalitet med utbildning? : Om kvalitetsbegreppets skilda innebörder och dess konsekvenser för utbildning." Doctoral thesis, Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11593.
Повний текст джерелаFullana, Noell Judit. "La investigació sobre l'èxit i el fracàs escolar des la la perspectiva dels factors de risc. Implicacions per a la recerca i la pràctica educatives." Doctoral thesis, Universitat de Girona, 1995. http://www.tdx.cat/TDX-0611108-092619.
Повний текст джерелаPartint de la situació problemàtica descrita, la finalitat de la tesi es obtenir informació teòrica , empírica sobre algunes variables que puguin resultar rellevants per a articular, des de l'aula escolar, intervencions educatives destinades a prevenir el desenvolupament de les dinàmiques escolars negatives. Des de la perspectiva de la prevenció, la rellevància de les variables hauria d'establir-se en funció de la seva utilitat per a:
A) Identificar des de l'aula escolar situacions de més perill -de més risc- de desenvolupar aquestes dinàmiques negatives i, consegüentment, arribar a la situació de fracàs escolar . Això implica, per tant, que les variables han de permetre la identificació abans que la situació de fracàs escolar es produeixi .
B) Intervenir educativament des de l'escola; per tant, cal que siguin variables sobre les quals l'escola pugui incidir. La modificabilitat de les variables ha de permetre que es puguin emprendre accions educatives, des de la mateixa aula escolar.
Variables que resultin suficientment importants de cara a disminuir el perill o evitar el desenvolupament de dinàmiques negatives. Es a dir, que la seva modificació contribueixi a evitar que els infants arribin a la situació de fracàs escolar.
Per assolir aquesta finalitat es realitzen un segut de passes en funció de les quals s'ha estructurat la tesi en dues parts: Un marc teòric i un estudi de casos.
EI Marc teòric té dos objectius:
1. Definir la situació problemàtica. En el capítol primer del marc teòric de la tesi, s'exposen les dimensions d'aquesta situació problemàtica. La revisió bibliogràfica entorn del tema del fracàs escolar ens ajuda a emmarcar la qüestió de les dinàmiques escolars en el fenomen complex del fracàs i l'èxit escolar, i del rendiment. Aquestes aportacions teòriques juntament amb les aportacions de la recerca educativa en relació a l'estabilitat del rendiment al llarg dels cursos són la base per a definir la situació problemàtica.
2. Delimitar, des d'un punt de vista teòric, algunes variables rellevants per a la prevenció del desenvolupament de dinàmiques escolars negatives, conduents a la situació de fracàs escolar. La primera passa per a dur a terme aquesta delimitació teòrica, que es presenta al segon capítol, ha estat revisar les aportacions de les investigacions sobre variables que incideixen en el rendiment escolar, les quals s'han analitzat en funció de la seva rellevància per a la prevenció. Aquesta revisió ha permès constatar un seguit de problemes de caire terminològic, metodològic i sobre la repercussió d'aquesta recerca en la practica educativa que afecten directament la utilitat de les aportacions d'aquestes investigacions de cara a identificar variables rellevants per a la prevenció. De l'anàlisi dels resultats d'aquestes recerques es desprèn que:
a) Hi ha moltes variables associades al rendiment escolar, algunes difícilment modificables mitjançant la intervenció educativa escolar.
b) EI fet que una variable estigui associada al rendiment no implica que sigui rellevant per a la prevenció
c) S'obté poca informació sobre variables que contribueixin a disminuir la probabilitat de fracàs escolar.
En base a aquests resultats es constata que cal buscar una perspectiva d'anàlisi de les variables mes adequades a l'enfocament preventiu, perspectiva que ha d'orientar-se a l'estudi del risc de fracàs escolar. La segona passa que es duu a terme per arribar a una delimitació teòrica de les variables rellevants es l'estudi del concepte de risc i d'altres conceptes relacionats: signe de risc, marcador de risc, factor de risc, factor protector, població en risc, infant en situació de risc, així com la revisió d'estudis i recerques que s'han plantejat en aquesta línia. Aquest treball ha permès:
a) Clarificar aquests conceptes i aplicar-los en l'àmbit educatiu, en referència al problema del fracàs escolar, estructurant un marc teòric en funció del qual plantejar una anàlisi de les variables associades al rendiment escolar.
b) Concretar un model per a l'anàlisi, des de l'aula escolar, de les variables que incideixen en el risc de fracàs escolar. Aquest model, que es situa en la perspectiva de l'aula escolar i que pren en consideració el paper actiu que els estudiants tenen respecte al seu aprenentatge, consta de tres components: unes variables, les seves relacions i la funció que exerceixen en relació al risc de fracàs escolar.
La conclusió a la qual s'arriba es que, des d'un punt de vista teòric, una variable serà rellevant per a articular intervencions educatives preventives des de l'escola si constitueix o bé un factor de risc, o be un factor protector o compensador del risc.
La delimitació empírica de variables rellevants per a la prevenció del fracàs escolar -que constitueix l'objectiu de la segona part de la tesi- es duu a terme mitjançant un estudi de casos que es deriva del plantejament teòric elaborat. L'objectiu d'aquest estudi es identificar variables que han pogut constituir factors protectors en joves que es troben en situació de risc per circumstàncies sociofamiliars. Se seleccionen tres noies i dos nois que, malgrat trobar-se en situació de risc, han assolit un cert nivell d'èxit escolar. Basant-nos en el model s'ha recollit informació sobre característiques actitudinals dels estudiants, del seu procés d'autoaprenentatge i de l'ambient d'aprenentatge. S'utilitza un disseny qualitatiu d'estudi de casos, utilitzant entrevistes amb profunditat per a recollir informació, la qual s'analitza mitjançant tècniques d'anàlisi de continguts. L'estudi de cada un dels cinc casos i la seva posterior comparació ha permès identificar algunes variables que poden haver constituït factors protectors del risc de fracàs escolar. Entre elles podem citar
1. La consciència de la pròpia situació complexa i desfavorable que han viscut o estan vivint.
2. Tenir un projecte vital a mig o llarg termini, en el qual els estudis són concebuts com a una via per assolir-lo.
3. Ser autoresponsables dels aprenentatges.
4. Haver identificat models a seguir en altres persones.
Del treball realitzat tant des d'una perspectiva teòrica com empírica i les conclusions a les quals s'ha arribat se'n desprenen implicacions per a la practica educativa, per a la recerca i per a la formació professional dels educadors i educadores socials.
Pel que fa a les implicacions per a la practica educativa, es proposa el model com a base per a la identificació de situacions de risc i per al disseny d'intervencions educatives amb l'objectiu de prevenir el fracàs escolar. En aquest sentit, i en funció dels resultats obtinguts a l'estudi de casos, es proposen unes línies d'intervenció preventiva en casos de risc similars als que han estat objecte d'estudi, línies que poden prendre en consideració tant els/les mestres com els educadors/es.
Pel que fa a les implicacions per a la investigació educativa, es deriven quatre línies de recerca: investigació sobre factors de risc, investigació sobre factors protectors, investigació sobre el potencial preventiu d'intervencions educatives dissenyades en base a factors de risc i factors protectors, l'investigació sobre com potenciar des de diferents àmbits (escola i vida quotidiana) els fadors protectors.
Quant a les implicacions per a la formació professional dels educadors/es socials, els resultats de l'estudi de casos com a possibles aspectes a treballar per part dels educadors/es impliquen un treball en el qual aquests professionals han d'haver rebut formació sobre:
1. La relació educativa com a recurs per a la intervenció educativa professional.
2. La necessitat d'un treball coordinat interdisciplinari com a estratègia de treball professional.
3. EI coneixement de programes coherents i estratègies d'intervenció sobre factors protectors.
4. L'elaboració de programes educatius, de manera que els educadors/es puguin adaptar les intervencions a les necessitats educatives dels subjectes.
5. La intervenció educativa en famílies.
The present dissertation states the necessity of approaching the theme of the school failure and the school success from a preventive perspective. The reason is the confirming that, on one hand, there exists negative school dynamics that certain children show and develop alongside their schooling ¬dynamics hard to modify and expressed by repeated bad marks- and that, on the other, the school is in trouble when it tries to modify these dynamics. The aim of this dissertation is to obtain theoretical and empirical information about some variables that could be outstanding in order to articulate, from the classroom, educative interventions, intending to prevent the development of negative school dynamics. From the point of view of prevention, the significance of variables should be established by means of their usefulness in relation to:
A) Identifying, from the classroom, the most dangerous situations- the situations with more risk- that could lead to develop those negative dynamics and, consequently, to the school failure. So, this implies that variables have to facilitate the identification of the school failure before this failure takes place.
B) Intervening educatively from the school; so, it is necessary that the school be able to operate with and on theses variables. The modifiable nature of them has to provide elements to take on educative actions from the classroom.
C) Decreasing the danger or avoiding the development of negative dynamics. That is to say that their modification could contribute to avoid children reaching the school failure situation.
The dissertation contains two parts: a theoretical frame and a case study. The former one deals with the revision of researches already done about variables that influence school profit and it analyze them depending on the significance to the prevention. That revision had allowed us to confirm that there are methodological and terminological problems that have an effect to the usefulness of these researches to identify significant variables to prevention. It is seen the need of looking for a perspective of the analysis of variables more appropriate to the preventive focusing. The study of the concept of risk and some related concepts: sign of risk, risk factor, protective factor, at risk population, child in a risky situation and, also, the revision of studies and researches provide us this perspective. This study has allowed us to make concrete a model for the analysis of variables that concern in the school failure. This model consists of three components: some variables, their relationship with themselves and the role that they play in relation to the risk of school failure.
It is reached the conclusion that, from a theoretical point of view, a variable will be outstanding to articulate educative interventions from the school if it is a risk factor or else a protective factor for the risk.
The second part of the present dissertation consists of the empirical delimitation of significant variables for preventing school failure and it is done by means of a case study with the aim of indentifying variables that may have been protective factors in young people that are in a risky situation because of the sociofamiliar circumstances. We are based on the model in order to pick up information about five cases. The information has to do with students' attitudinal characteristics, their self-learning process and the learning environment.
We used a quality design of case study with interview in depth for picking up information which is analyzed by means of a method of content analysis. The study of each case and the later comparison allow us to identify some variables that may have been protective factors of the risk of school failure. Among them, we enumerate:
1. The conscientiousness of the own situation complex and unfavorable that the teenagers have lived or are living.
2. To have a long-term living project or mid-tern1 project and the schooling is considered as a way to reach this project.
3. To be self-responsible for their own training.
4. To have identified some patterns to follow in other people.
From the job done, not only from a theoretical perspective but also form empirical one, and from the conclusion we have reached, it follows implications for educational practice, for educational research and for the training of social educator professionals.
Nachmann, Hans. "Teknik och Naturvetenskap – sambo eller särbo? : Intervjuer med svenska och israeliska tekniklärare om tekniken och dess förhållande till naturvetenskapen." Thesis, KTH, Lärande, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-300415.
Повний текст джерелаTechnology as a school subject is, in comparison to many other school subjects, a relatively new phenomenon. This is true for Sweden as well as the rest of the world. Most other school subjects rest on a well established academic discipline. These other areas of knowledge are well defined with developed subject philosophies. Technology has been a dynamic and strongly expanding area of knowledge during the 20th century and this has been reflected in philosophy, with a growing debate around the nature of technology and its relationship to natural science. At the school level a parallel discussion has existed. Most countries believe that students in elementary and middle school should receive technological knowledge, but there is no consensus on the content of such knowledge. In addition, opinions on how to integrate technology into the curriculum differ. In light of this, I have interviewed middle high school technology teachers from Sweden and Israel. In Sweden, technology is an independent school subject, parallel to biology, chemistry and physics. In Israel these four disciplines were integrated into one school subject, named ”science and technology”. My main interests have been the teachers’ view on the concept of technology, technological knowledge and the relationship between science and technology. Would the mode of organizing the school subjects impact the teachers’ perception and views? Regarding the relationship between technology and natural science there were some visible differences: • The Israeli teachers were more inclined to view technology as applied science than the Swedish teachers, who had a more nuanced picture. • The Swedish teachers were not so successful in describing the differences between technology and science, whereas the Israeli teachers had a more structured understanding of this. • The Israeli teachers emphasized how the connection to modern technology was an efficient way to arouse the students’ curiosity for the natural sciences. Apart from that the results from this study show only subtle differencies in the view on technology and technological knowledge.
Lilja, Waltå Katrin. "Läroböcker i svenska? En studie av ett läromedel för yrkesförberedande gymnasieprogram och dess modelläsare." Licentiate thesis, Malmö högskola, Kultur-språk-medier (KSM), 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-7605.
Повний текст джерелаAlaniemi, Andreas, and Markus Wallgren. "Lärares förhållningssätt till motorisk utveckling och dess betydelse : - Inom ämnesområdet idrott och hälsa." Thesis, Umeå universitet, Pedagogiska institutionen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-123252.
Повний текст джерелаHjelm, Maria, and Randerz Rebecca Wijgård. "Att förebygga i skolan : En studie om organisationen Here 4 U och dess medlemmar." Thesis, Örebro University, School of Law, Psychology and Social Work, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-11329.
Повний текст джерелаFöreliggande studie hade som syfte att undersöka vilken betydelse organisationen Here 4 U hade haft för sina medlemmar under skoltiden och senare i livet. I studien har kvalitativa forskningsintervjuer genomförts och tillsammans med tidigare forskning utgjorde de grunden för föreliggande studie. För djupare förståelse i den avslutande analysen har Salutogen teori och empowerment som teori använts. I studien framkom att Here 4 U hade haft stor betydelse för sina medlemmar både under skoltiden och senare i livet. Det visade sig att medlemskapet under skoltiden bidragit till ökad trygghet, bättre trivsel i skolan och känslan av att kunna påverka sin skolsituation. Detta bidrog i sin tur till ett bättre studieresultat. Även senare i livet hade medlemskapet i Here 4 U haft betydelse för medlemmarnas sociala förankring i samhället. Det handlade bland annat om inställning till droger, kriminalitet men också ett ökat engagemang i sociala frågor. Slutsatser från studien visade att förebyggande insatser som Here 4 U kunde fylla ett behov för ungdomar i skolan både på kort sikt och på lång sikt. Det förbättrade inte bara trivseln och känslan av delaktighet i skolan utan kunde även bidra till förankring i samhället genom socialt engagerat beteende vilket kunde leda till ökad hälsa hos ungdomar.
The aim of this study was to examine what meaning the organization Here 4 U has had for the members during their school years and what influence this had later on in life. The study was based on qualitative interviews along with previous research on topics relevant for the subject. For deeper understanding of the result of the study, the theory of empowerment and the Salutogenic theory have been used. The study showed that Here 4 U did have a significant meaning for their members during and after their school years. The membership during the school years provide an increased comfort, a sense of feeling secure in school and the ability to make an impact on their school situation. All together this improved the member’s results in school. To be a member in the organization had an effect on the member’s sense of belonging and will to participate in their society even after the school years. Conclusions of the study showed that prevention efforts, like Here 4 U, could fill the needs for youths during their school years and later on in life. Further conclusions of the study showed that the youth’s engagement in the society and the feeling to contribute could increase young peoples health.
Guirado, Serrat Àngel. "La superdotació als centres d'educació infantil i primària dels Serveis Territorials d'Educació de Girona: creences dels professionals de l'educació, mestres i Equips d'Assessorament i Orientació Psicopedagògica (EAP), sobre la detecció d'aquests alumnes i les mesures d'intervenció educativa." Doctoral thesis, Universitat de Girona, 2008. http://hdl.handle.net/10803/7988.
Повний текст джерелаIn this thesis, the factors influencing the beliefs of the teachers of primary school (pupils of 3-12 years old) and the members of the "EAP" (Psychopedagogy Assessors' Teams) towards the detection of gifted and high capabilities pupils are evaluated. The used instruments are the typical ones of naturalistic methodologies and quasi-experimental. The results obtained during three academic years from different information sources (interviews, description of cases, data analysis, legal regulations and two questionnaires, one for teachers and one for EAP members) are analysed. Results put into evidence a very low detection rate, insufficient legal regulations, weak diagnosis instruments, heterogeneous information in pupils' expedients and lack of teachers formation training. Contradictions are detected between the beliefs of the teachers and their practices at school. Finally, a redefinition of the concept of high capabilities-gifted pupils is proposed from the area of efficiency, of the profile and of the school performance.
Larsson, Maria, and Åsa Malmstedt. "Grundsärskolan som skolform utifrån några rektorers upplevelser och dess historiska perspektiv : Omsorg och kunskapsutmaningar i grundsärskolan." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165995.
Повний текст джерелаHollström, Hampus. "Laestadianism, modern kultur och medier : En innehållsanalys baserad på medias skildringar av en kristen väckelserörelse samt dess didaktiska implikationer." Thesis, Karlstads universitet, Institutionen för samhälls- och kulturvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-66019.
Повний текст джерелаSognevik, Joo Sandra, and Maria Hedin. "Det komplexa samarbetet mellan fritidshem och hem : En studie om samarbetet samt dess påverkan på elevens sociala utveckling." Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-39982.
Повний текст джерелаSyftet med detta självständiga arbete är, för det första, att få ökad förståelse för det komplexa samarbetet mellan pedagoger inom fritidshemmet och vårdnadshavare, och för det andra, se hur samarbetet påverkar elevernas sociala utveckling. Arbetet utgår från våra yrkeserfarenheter av två svårbedömda händelser inom fritidshemmet. Den ena berättelsen beskriver hur pedagogens och vårdnadshavarens perspektiv blir varandras kontraster. Den andra handlar om pedagogens uppdrag att både framföra problemorienterad information och främja samarbete med vårdnadshavare. De metoder vi har använt oss av är vetenskapligt essäskrivande och hermeneutisk analys. Teorier och begrepp som beskriver intersubjektiv interaktion, mänskligt lärande och social utveckling har varit centrala i vår analys. Studien visar hur talet i hemmet och i skolan påverkar samarbetet samt hur vårdnadshavarens relation med pedagogen påverkar elevens anknytning till pedagogen och dennes möjlighet att främja social utveckling. Vårdnadshavarens och barnets nära anknytning kan ses bidra till att barnets bild av en händelse på skolan kompletteras. I studien synliggörs dels pedagogens skyldigheter att ta ansvar för konstruktiva samarbetsprocesser, dels dennes utökade möjligheter till elevstöd genom tillvaratagande av vårdnadshavares perspektiv, samt begränsningar i form av bristande resurser. Fortsatt forskning kan se över hur förutsättningar för relationellt arbete och relationell kompetens kan säkerställas systematiskt på olika nivåer - politiskt, lokalt, inom arbetslag samt för enskild pedagog.
Höglund, Alexandra. "Inhemsk terrorism - en ny fas av terrorhotet : En diskursanalys om hotkonstruktion i USA och dess följder." Thesis, Försvarshögskolan, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:fhs:diva-6617.
Повний текст джерелаBölling, Kim. "Beteendehantering och dess konsekvenser för elevernas motivation i matematikämnet : En studie kring ”behaviour management” utifrån en Primary School i Australien." Thesis, Linnéuniversitetet, Institutionen för matematikdidaktik (MD), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-48658.
Повний текст джерелаAvander, Tom. "Hederskultur och dess uttryck inom idrott och- hälsa : I skuggan av ett jämställt samhälle." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-145540.
Повний текст джерелаThis thesis in social anthropology aims to study the phenomenon of culture of honor and how it expresses itself in sports and swimming lessons in elementary school, grade 7-9. With qualitative method and semi structured interviews this thesis presents the perspective of three physical educational teachers considering the culture of honor, as well as the perspective of a school counselor and the perspective of a social worker. The perspectives of the informants are based on their experiences and meetings with situations related to the culture of honor in their work related environment, and how that in turn has formed their perception of the culture of honor. Theory of patriarchy are useful for understanding the culture of honors, and with help of the legislation, education acts and previous research, the empirical material in this study is discussed which demonstrates an honorary based oppression against pupils with a non-Swedish cultural background.
Kjellin, Linus. "”Vi kan vistas i samma rum men jag tänker inte prata med dig” : Religionskunskapslärares tolkning av begreppet tolerans samt dess betydelse och funktion i undervisningen." Thesis, Högskolan Dalarna, Religionsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:du-21221.
Повний текст джерелаSiqués, Carina. "Les aules d'acollida d'educació primària a Catalunya: descripció i avaluació dels resultats." Doctoral thesis, Universitat de Girona, 2008. http://hdl.handle.net/10803/8009.
Повний текст джерелаLinguistic support classes aim to give linguistic support to foreign students to develop their knowledge of the school language.The thesis presents the results of the evaluation carried out of primary school linguistic support classes in Catalonia during academic year 2006-2007. Three different instruments were used in the evaluation: a Catalan test level A2, a questionnaire of school adaptation and an individual questionnaire which gathered variables such as the students' length of time living in Catalonia, the number of hours per week attending linguistic support, their initial language or their previous schooling. All the data were introduced in the SPSS programme version 15 and different statistical techniques were applied.
The results show that the variable which best describes the differences of knowledge of Catalan of foreign students attending linguistic support classes is their school adaptation. This variable appears to be so powerful that mitigates the real effects of other variables such as the length of time living in Catalonia, the number of hours per week attending linguistic support or the students' initial language.
Lööf-Mahler, Cecilia. "Skolans om lärande organisation : En studie av PRIO och dess effekter i ett hållbart utvecklingsarbete." Thesis, Mittuniversitetet, Institutionen för kvalitets- och maskinteknik, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37388.
Повний текст джерелаPurpose: The purpose of this study was to develop more knowledge about the school as a learning organization. Design: A qualitative case study was conducted, where the improvement program PRIO and its effects on the schools in Landskrona were studied. The aspects implementation, long term improvement, the effects of PRIO in the schools today, increase of quality for the students and the connection between the schools' development spheres and the research field of learning organizations in general were examined. Findings: The conclusion was that the implementation was successful in the initial phase, but that the improvement then faded in more than half of the schools. This can partly be linked to large staff turnover among the principals, but also to the fact that in many cases the PRIO work has not been part of the schools' systematic quality management. The schools experiences an increase of quality for the students, but the connection to PRIO is not entirely evident. More than half of the development spheres that the schools have worked with correlate with the spheres highlighted as essential in the research field around learning organizations. The schools developed a learning organization through the PRIO work, but not all schools have been able to maintain it over time.
2019-06-26
Grimalt, Álvaro Carme. "La tecnologia a les classes de ciències de secundària: anàlisi dels processos de canvi en el professorat." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/367210.
Повний текст джерелаEn esta tesis se pretende realizar una perspectiva de los usos de la tecnología en las aulas de ciencias de secundaria así como establecer algunas relaciones entre dichos usos y las creencias del profesorado. La tesis se articula alrededor de tres estudios. El Estudio I se basa en la realización de una encuesta al profesorado de ciencias de secundaria de los centros participantes del programa EduCAT1x1. El análisis de los datos recogidos se basa en procedimientos de la estadística descriptiva y la estadística inferencial. Los resultados revelan un uso considerable de los dispositivos del 1x1 –en especial de la Pizarra Digital Interactiva. No obstante, estos dispositivos se utilizarían emulando principalmente el uso de herramientas ya existentes. En paralelo, se establecen relaciones entre los usos del profesorado, sus creencias y la duración y contenido de las actividades formativas en las que han participado. Estas relaciones revelan un impacto bajo de las actividades formativas en la promoción de la utilización de la tecnología. El Estudio II se basa en observaciones de aula de 10 docentes de ciencias de secundaria y entrevistas posteriores. El análisis de los datos recogidos parte de un paradigma cualitativo. Partiendo de una aproximación socioconstructivista a los procesos educativos y en base a la Teoría de la Actividad se identifican contradicciones asociadas a los sistemas de la actividad de los participantes. Se discute la relación de algunas creencias del profesorado en los usos observados como, por ejemplo, la autoeficacia percibida por los propios docentes y la existencia de una dicotomía acceso – creación entre la tecnología y otras herramientas tradicionales. Finalmente el Estudio III se basa en observaciones de aula y entrevistas posteriores a 6 docentes -que ya participaron del Estudio II- dos cursos después de las primeras observaciones y entrevistas. El análisis de datos se basa en la Teoría de la Actividad para poner de manifiesto las diferencias que se observan en los sistemas de la actividad para cada participante. En paralelo, se identifican y se discuten el papel del contexto educativo y la identidad profesional y personal como posibles factores motivadores de cambios. Del mismo modo, se describen y discuten diversos procesos de reconceptualización de las herramientas utilizadas que se identifican en los docentes. Los resultados de los tres estudios permiten discutir algunos de los elementos del proceso de introducción masiva de los dispositivos en las aulas y su impacto en la educación científica.
This thesis is aimed to make an overview of the uses of the technology in secondary schools science classrooms. As well, it is aimed to set some relations between these uses and teachers’ beliefs. Three related studies form the unity of this thesis. In the Study I several secondary school science teachers that participate in EduCAT1x1 programs are surveyed. Data analysis is based on descriptive statistics and inferential statistics procedures. The results reveal that the devices of the one-to-one equipment are used substantially –specially the Interactive Whiteboard (IWB). In parallel, some relations between teachers’ use of the technology, their beliefs and their training are made. Former teachers’ training is revealed to have had a low impact on subsequent uses of the Information and Communication Technologies (ICT). Classroom observations and subsequent interviews are used for the Study II. Data analysis is based on qualitative methods. Based on a socioconstructivist approach to education and Theory of Activity some contradictions in the activity system of teachers are identified. In parallel, teachers show a low awareness of specific affordances of ICT for teaching and learning science, which is related to their low participation in specific training. Some teachers’ beliefs and their relation with observed uses are discussed; for example, the relation between teachers’ perceived self-efficacy and the access – creation dichotomy between technology and other traditional tools. Finally, the Study III is based on new classroom observations and subsequent interviews of 6 teachers who participated in Study II. The new observations and interviews were performed two academic courses after the previous ones. Data analysis is equivalent to data analysis for Study II. Theory of Activity is used in the Study III to reveal the differences in teachers’ activity system in these two years. The interpretation of these differences is also made in light of socioconstructivist theories. In parallel, the relevance of educational context and professional and personal identity as possible factors of change is discussed. As well, some processes of reconceptualization of devices are described and discussed. Results of the different studies lead to discuss some elements of the massive introduction of technology in secondary schools and, in particular, their impact in science education.
Villà, Taberner Rita. "Conflicte, discriminació i mediació a l’escola. Representacions, experiències i participació dels joves d’origen immigrant als centres de secundària." Doctoral thesis, Universitat Autònoma de Barcelona, 2014. http://hdl.handle.net/10803/285559.
Повний текст джерелаThis thesis analyses school mediation in relation to participation experiences and representation of children of immigrants in high schools. Its goal is to obverse if these can be considered an example of institutional racism. The thesis is divided in three parts, which gradually reachs to the final objective of the study. In the first part, perceptions regarding school conflict and coexistence are described from perspectives of differect actors: students, public opinion and institution. This multiple approach allows us to see the existent image on school conflict, while focusing on its links to immigation. Second part starts with the introduction of mediation as a restorative practice of conflict resolution, which substitutes the classical punitive perspective for one focusing on the recognition of the harm and its reparation. This part contains a detailed analysis of the uses and characteristics of school mediation in high schools in Catalonia. It also shows the diverse institutional resistences towards certain uses of this practice. Finally, it introduces a first specific analysis regarding uses and perceptions towards mediation and children of immigrants. The third part of the thesis focuses fully on the analysis of mediation and children of immigrants. From an antiracism perspective and using principles and methods or Critical Race Theory, it shows how nowadays the use of mediation involving children of immigrants constitutes indeed an example of institutional racism, since there are direct or indirect barriers based on ethnicity when this restorative method is used. The thesis finishes with specific recommendations for conflict management in antiracist schools. This is a transition thesis, formally organized like classical thesis, but containing published material, articles in the process of publication and chapters potentially transformable into articles.
Pereira, Walter Nei. "Temas bíblicos na escola dominical da Igreja Assembleia de Deus (2000-2009): avaliação teológica e perspectivas." Faculdades EST, 2012. http://tede.est.edu.br/tede/tde_busca/arquivo.php?codArquivo=363.
Повний текст джерелаThis dissertation presents a theological evaluation and per spectives for the Pentecostal hermeneutics, from the biblical themes studied in Sunday Sch ool Assembly of God Church, between the years of 2000 and 2009. The first chapter discusses the Pentecostal Movement and the Assembly of God in Brazil. Pentecostalism emerged in the United States in 1901, influenced mainly by the "second blessing" Methodist preaching associated with the baptism in the Holy Spirit, seeking to restore the lived experience of the Chris tian church in apostolic times . The Brazilian Assembly of God has its origin in Belem (PA), in 1911, from the work of two Swedish missionaries, Daniel Berg and Gunnar Vingren, influenced by the American Pentecostal movement. After decades of steady growth, it currently represents about 30% of the Brazilian evangelicals, being present in all the regions of the country. In a second moment, reflections of some authors are presented about theology and Pentecostal principle. The second chapter deals with the Pentecostal reading of the Bible, relating the subjects that were taught in the Sunday School and theologically evaluating the most relevant topics: Ins piration of the Holy Bible, Return of Jesus, Disciplines of Christian Life, Jesus, Baptism with the Holy Spirit, Theology of Prosperity, Healing and Miracl es. The third chapter says that Bi ble reading practiced by the Assembly of God is guided by a conservative and experimental Pentecostal hermeneutics. It concludes, in terms of contemporary perspective, proposing the adoption of two other emphases: the diaconal and prophetic, both translated as the willingness to serve the Church and the community, to denounce the social ills and to seek for justice and peace, preparing the people of God for the Christian service, in order to build the body of Christ in the Brazilian reality.
Youssouf, Abderemane. "L'école publique élémentaire dans les Alpes-Maritimes dans l'entre-deux-guerres." Thesis, Université Côte d'Azur (ComUE), 2017. http://www.theses.fr/2017AZUR2002.
Повний текст джерелаThe researches undertaken on élémentaire public éducation in the Alpes-Maritimes in the inter-war period make it possible to release from interesting prospects. Initially this study results in specifying the characters of the human geographical environment of the department. This one is not summarized with the image of a cosmopolitan and luxurious Riviera. The Alpes-Maritimes understand certainly an open dynamic littoral, attracting new often accompanied inhabitants children, for whom must be create schools. But the department also presents, a means and high-country in which remains of the many villages and very isolated hamlets often and send depopulation. The present study also allows uneapproche mentality. It specifies school absenteeism which is not in contradiction with the attachment of parents to maintain schools even in the modest hamlet. The spirit very alive localist and results by the attachment with the maintenance of the teacher training schools in the apartment and in the refusal of the teachers to exile itself in other departments. The thesis clarifies the history of the teachers in particular in the field of the easy recruitment of the pupils in the teacher training school, and the rule career profile of changes. Political commitment and trade-union in particular within the Communist party led to certain Masters to be opposed to the administration. In the Alpes-Maritimes the school is in an intermediate situation between tradition and modernity. All in all between 1919-1939, the Alpes-Maritimes can be defined as a kind of laboratory in which two designs of the school are confronted, two cultures and two universes