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Dissertations / Theses on the topic 'Outside school'
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Cartmel, Jennifer Leigh. "Outside school hours care and schools." Queensland University of Technology, 2007. http://eprints.qut.edu.au/17810/.
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Outside school hours programs provide recreation, play and leisure-based programs for children aged 5 to 12 years in before- and after-school settings, and in the vacation periods. Over the past ten years, the number of programs has grown rapidly due to women’s increasing participation in the workforce. At the same time, critical changes for the operation and administration of Queensland outside school hours care services were occurring following the introduction of mandatory standards and quality assurance. This study is a critical ethnography investigating the circumstances for two Outside School Hours Care (OSHC) services located on school sites at this time of change. The services were responding to the introduced legislative and accreditation requirements, the burgeoning numbers of students in the programs, and the requirements by parents for care for their school-aged child. The findings of this study show the complexity of the dualities of purpose and the operational administration of OSHC services, an area that has been little identified and discussed to date. This study illuminated not only aspects of OSHC services, it provided an opportunity for the co-ordinators of the two OSHC services to reflect on the operational structures.
As the majority of OSHC services in Queensland (and other Australian states) are located in school sites, a closer examination of the relationship between OSHC and schools provided insights into some issues concerning the sector. Habermas’ Theory of Communicative Action was used to investigate the state of affairs and analyse the consensual and coercion meaning-making that occurred in the interactions between the stakeholders, specifically between the OSHC coordinators and school principals. Critical ethnographic research techniques, including participant observations and semi-structured interviews, were used to investigate what appears below the surface of social existence in the OSHC settings.
On the surface, the interactions between the coordinators and principals appeared congenial. However, the study found that the vulnerability of the OSHC services for alienation and marginalisation was linked to the lack of legitimacy and reduced sense of social membership endowed by the ambience of the school setting in which the services were located. The study found that the distorted communicative action that took place within the OSHC settings exhibited the pathologies of alienation, withdrawal of legitimation and lack of collective identity. Examining the relationships of the key stakeholders within the outside school hours care services offers conceptual understandings of existing institutional relationships and practices, This critical ethnography pinpoints sources of power and unease contributing to the concerns for the outside school hours sector and recommends ways to develop these programs.
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Stövring-Nielsen, Birthe. "Secondary School Students' Use of English Outside School." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30831.
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The purpose of this qualitative study is to get secondary school students’ perspectives on how they encounter and use English outside school. Eleven students, six boys and five girls, at two secondary schools in the southern parts of Sweden have been interviewed for the study. The findings of the study show that the secondary school students interviewed in this studyhave many opportunities to use English outside of school. They play online computer games, watch American TV shows and movies, read books in English, listen to music and travel. The students are fond of English and realise the importance of English in society and for their future. They find English, as they encounter it outside of school, of great importance for their development of English.
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Gouge, Dawn. "Integrated Pest Management Works Inside and Outside School Buildings." College of Agriculture and Life Sciences, University of Arizona (Tucson, AZ), 2012. http://hdl.handle.net/10150/246073.
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Penrose, Brown Judith. "An exploration of children's experience of work outside school." Thesis, Oxford Brookes University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404648.
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Allison, Chelsea B. "Teaching Outside the Box: Student and Teacher Perceptions of Flexible Learning Environments Outside the 21st Century Classroom." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1157599/.
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The purpose of this study was to ascertain student and teacher perceptions of the environment in which student learning takes place and their perceptions of how it has helped them in the cognitive and social domains. Data collected were through student and teacher perception surveys, student and teacher perception questionnaires, classroom observations, student focus group discussions, and teacher interviews. Themes that emerged from the data sources were student interactions, students' autonomy in personalizing their learning space, teacher perceptions of comfort in the classroom, and student perceptions of comfort in the classroom. The findings of this study point to four recommendations for educational leaders to ensure the effective implementation of new and dynamic learning spaces: (1) consult and support teacher and students, (2) provide professional development, (3) visit campuses and other learning spaces, and (4) add color. In order for real change to take place, teachers need to enquire about and embrace student preferences and allow for the discomfort that will be present when trying something new. Teachers must be willing to relinquish control of the learning experience for the student in order to allow for possibilities in personalized learning on the part of the student. They must risk initial failure in order to allow for greater successes in the long run.
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Hjelte, Maria. "Spoken ESL in Secondary School : A Study of Spoken English In School and Outside of School." Thesis, Högskolan i Gävle, Akademin för utbildning och ekonomi, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-9717.
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The present study investigates the pupils' spoken English in the classroom as opposed to their spoken English outside school, and suggests ways of how the teachers can incorporate the pupils' pre-knowledge into the teaching of ESL. Today the pupils' pre-knowledge of ESL is developed into their own vernacular, which I choose to refer to as “Media English”, as opposed to the “Academic English” they are taught in school. Two classes in year 8 have answered a questionnaire, and the pupils show both willingness to learn, and awareness of the necessity of knowing the English language, since most pupils spend a lot of their free-time on the Internet. Additionally, four teachers have answered a second questionnaire, and both pupils and teachers agree that the pupils rather talk in small groups, if they talk at all, a finding which is supported by previous studies. The conclusion is that pupils and teachers need to collaborate, but most importantly, the teachers need to encourage the pupils to talk.
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Robinson, Susan. "Primary Headteachers : New leadership roles inside and outside the school." Thesis, Birmingham City University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.505979.
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Merry, Emma. "Preschoolers’ Social-Emotional Competency and Time Spent Outside of School." The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1423310200.
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Bengtsson, Michela, and Elinore Johansson. "From Movement in School to being Active in a Sport Organization outside of School." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-33614.
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Previous research has shown that the existence of after school program is beneficial for children's health and their academic performance. Lorensborgsskolan, an elementary school situated in Malmö, implemented a project called “From movement in school to being active in organized sports” where they started a school sport organization. The project seeks to increase the amount of children active in external sport organizations and to make the transition more accessible. The project collaborated with Hemmaplan which is an initiative from the Scanian Basketball Federation. Therefore, the aim of this study was to discuss the prerequisites for implementing Lorensborgsskolans project “From movement in school to being active in organized sports” from a sustainable perspective. The sustainable perspective contains three concepts: social, environmental and economical. Three research questions has been formulated.How was the preparation of this project in relation to sustainability?What challenges can be identified when implementing this project?What benefits can be identified when implementing this project?Interviews, observation and document analysis were the methods used in this research and the data was analyzed through a six step coding process. The result and analysis were divided in three paragraphs named after the research questions connected to the theory. The research findings indicate how this project would give the children a protective factor outside of school. According to the collected result the children should be given the access to pursue sport in the entire city of Malmö and to work on their social skills. In conclusion, an external analysis should have been done before the implementation of the project. The financial aspect is identified as a challenge. For the children to be a part of the school’s sport organization is free of charge in contrast with external sport organizations where this does not imply.
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Li, Guofang. "Literacy outside school, home practices of Chinese immigrant families in Canada." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0034/NQ63958.pdf.
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Smith, Debra. "Adolescent male gang members' literacy experiences within and outside of school." Diss., The University of Arizona, 1999. http://hdl.handle.net/10150/284405.
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This purpose of this dissertation is to investigate how four Mexican American male adolescents perceive their literacy within and outside of school. Particular attention is given to the literacies found in the family, gang, school, and juvenile court communities. Initially, the four Mexican American male adolescents who participated in this study were students in my alternative classroom. Later, I officially advocated for them and their families in the educational system. I worked with each participant for four years. Each participant is a member of a gang and has struggled with being successful in school. The ethnographic case study design of the research, enabled me to examine each participant's literacy story. Data collection methods included in-depth interviews, participant observation and field notes, and the gathering of written and visual artifacts such as school assignments, personal journals, individual tags, personally written raps, and photographs. Data were organized into "case study data bases" and each participant's story contributed to a larger discussion of the individual communities in which the four members participated. The research revealed that all four participants come from rich literacy environments and that the social and political roles of literacy varied within the different communities. These multiple roles controlled the participants' use of literacies to navigate within the educational and juvenile court systems.
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Degroof, Jean-Jacques. "Spinning off new ventures from research institutions outside high tech entrepreneurial areas." Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/8477.
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Thesis (Ph.D.)--Massachusetts Institute of Technology, Sloan School of Management, 2002.<br>Includes bibliographical references (v. 2, leaves 405-415).<br>In this thesis, I examine how spinning off new ventures from academic institutions works in an environment outside developed high tech clusters and how it affects models of ventures. I examine these questions by studying the case of Belgium. There seems to be two archetypes of spin-off processes depending on the academic institutions capabilities. The first, practiced by specialized research institutes, involves a proactive technology opportunity search phase and an extensive concept-testing phase before ventures are founded. It can be characterized as a high selectivity and high support policy. The second and most common type, practiced by universities, leaves the initiation of projects to individual researchers and provides limited support for concept testing before ventures are founded. Most concept testing needs to be conducted after founding. This type of spin-off process can be regarded as a low selectivity and low support policy. The few ventures, spun off by specialized research institutes could adopt a high-growth orientation right away, becoming "pure" venture capital-backed firms from the outset. Ventures spun off by universities at a very early stage could only adopt a basic business model of contract-based work, often technical consulting. About half of these ventures never intended to go beyond this business model and settled in a small business model of venture with no growth orientation. The founders of the other half tried to build a firm that was going to be more than a substitute for a job. For these founders, the initial, basic contract-based work represented a source of revenue, as well as their main source of knowledge building.<br>(cont.) Indeed, given their lack of business experience, without incubation capabilities from their university or an entrepreneurial community to support them, these founders could not borrow much relevant business and entrepreneurial knowledge from their local environment. They had to learn basic business and management skills largely by experimenting. As a result, these ventures went through a transitory, or gestation period, before they could develop a viable business model with high potential and growth objectives. I label this model of venture "prospector." I argue that this may be the dominant type of growth-oriented venture emerging in environment outside advanced high tech clusters where the entrepreneurship infrastructure is not well developed.<br>by Jean-Jacques Degroof.<br>Ph.D.
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Chong, Sau kew. "School literacies : reading and writing practices in and outside classrooms in Singapore." Thesis, Lancaster University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.618726.
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This research aims to broaden the conceptualisation of literacy in educational settings by investigating the meanings of people's ways of using reading and writing in two primary schools in Singapore. It explores how members of the schools, specifically teachers, draw on literacy as a social practice to help pupils use their linguistic and cultural resources to interact with the range of literacies in and outside classrooms on their school premises. The study employs a qualitative research design using a case study approach and an "ethnographic perspective" (Green & B1oome. 1997, p. 183) to research. Research instruments such as interviews, observations (lesson, classroom and school), surveys and pupils' written work have been tapped into to uncover the uses of literacy in the schools. Informed by the theoretical framework of New Literacy Studies and the literature on school culture and classroom discourse, the findings in this study reveal that literacies in the two schools are diverse and are associated with socialising pupils into the norms, values and traits that identify them as pupils of their school, as citizens of Singapore and as individuals and responsible people. Through the use of literacy events as interrelated and nested, and texts as implicit in nature, this study also demonstrates how the process of socialising pupils into acquiring particular practices and discourses is entwined with power, culture and identity, shaping the ways pupils negotiate meaning through reading and writing. Based on this empirical study, I conclude that literacy in schools can best be construed as 'school literacies' which are multiple, "situated" (Gee, 2000, p. 189) and multi faceted, involving a set of social relationships rather than as skills and competencies. I argue that it is through the interplay of power, culture and identity that specific uses of literacy in schools become important, meaningful and relevant to pupils.
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Bruns, Diane Marie. "Outside four walls: Implementing environmental education out-of-doors on school campuses." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1799.
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Hilton, Alice Zoe. "Outside the mainstream school : young people's perspectives on disaffection, exclusion, support, and change." Thesis, Heriot-Watt University, 2003. http://hdl.handle.net/10399/306.
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Lewis, Catherine. "Japaneseness, mixedness and Anglo-Japanese young people inside and outside Hoshūkō (Japanese Saturday School)." Thesis, King's College London (University of London), 2015. https://kclpure.kcl.ac.uk/portal/en/theses/japaneseness-mixedness-and-anglojapanese-young-people-inside-and-outside-hoshk-japanese-saturday-school(12189094-68ae-433b-b0d3-4292b1ae7697).html.
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This thesis proposes a new ethnic formation in the UK: Anglo-Japanese (A-J). This formation refers to the growing number of young people with one White British and one racially Japanese parent residing in London and South East England. This thesis focuses mainly on the Japanese side of their ancestry which would seem to be underpinned by a pervasive ideological narrative called Nihonjinron (theories of the Japanese). This narrative sets out what it means to be Japanese. The underlying message is that Japan is both mono-racial and mono-lingual and only the so-called racially ‘pure’ Japanese permanently resident in Japan can master the intricacies of Japanese language and cultural practices. This issue is important for the Anglo-Japanese because although they are permanently resident in Britain, they are competent and active participants in a wide range of what might be called traditional Japanese practices, which would appear to contradict the message implied in the influential Nihonjinron ideology. This thesis describes and analyses the cultural practices in which the A-Js engage at Hoshūkō (Japanese Saturday [complementary] school) as well as the dense network of traditional artefacts and associated regulatory practices with which they also engage outside Hoshūkō. This active and intense engagement with Japanese practices in a variety of settings both in Britain and in Japan is very similar to that of Japanese young people in Japan. This engagement not only inculcates the Anglo-Japanese with insider notions of traditional Japaneseness but also inadvertently reinforces the ideological narrative of Nihonjinron. This thesis, influenced by British Cultural Studies, uses an ethnographic perspective to suggest an addition to the development of new ethnicities in contemporary Britain: Anglo-Japanese ethnicities.
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Conley, Katanna Lee. "Thinking outside the books: Literacies of an after-school book club for adolescent girls." Diss., Connect to online resource, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3219031.
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Prenovitz, Sarah. "The effect of Teach for America teachers outside their classrooms." Oberlin College Honors Theses / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1354305861.
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Freehling, Seth. "The usage of Internet technologies by high school students in the completion of educational tasks outside of the school setting." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2940.
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Examines the use of Information and Communicative Technologies (ICT) by high school students from economically-disadvantaged households to complete homework assignments. Results of a survey of 240 high school students at an urban, inner-city high school located in Southern California, indicated, (1) the Digital Divide is narrowing among social classes, as most students reported having Internet access from their homes, (2) students willingness to embrace new uses of ICT in their studies, (3) the speed of completing homework was increased through the use of ICT multi-tasking and the use of search engines and, (4) computer maintenance issues were not a significant hindrance, as most students have some basic computer literacy skills.
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Svensson, Nina. "TV, music and the Internet : Outside and inside the classroom at a lower secondary school." Thesis, Växjö University, School of Humanities, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-2651.
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<p>Since the 1950’s medial resources have accelerated at an apparent pace. The access to several TV channels, to the Internet and to cell phones has increased and is available almost every student. In the society of today young people are exposed to media technology everywhere. It is apparent that children as well as adolescents and adults are affected by television, music, the Internet in one way or the other. The aim of this essay was to investigate if students think that TV, music and the Internet affect their English language learning outside the classroom. Furthermore, the purpose was also to see in what ways their teachers use these kinds of media recourses.</p><p>Questionnaires were handed out to three ninth grade classes (56 students) and interviews were made with their English teachers. The investigations showed that the majority of the students thought that they learned a lot outside of the school, mostly from TV and films. They claimed that they learned things like words, phrases and pronunciations.</p><p>Two of the three teachers who were interviewed used TV and music frequently in their teaching because they thought it was of importance to their students’ different learning styles, while the third teacher rarely used any of the resources mentioned above. Even though their methods differed they were of the same opinion that TV, music and the Internet have a huge impact on their students.</p>
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Light, Katherine. "Inside-out, outside-in Yeshivat Chovevei Torah's open orthodoxy transmitted, absorbed, and applied /." Waltham, Mass. : Brandeis University, 2008. http://dcoll.brandeis.edu/handle/10192/22927.
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Dahlman, Ann. "Students, teachers and media use : A quantitative study of media use in and outside school environment." Thesis, Karlstads universitet, Fakulteten för ekonomi, kommunikation och IT, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9152.
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Fraga-Canadas, Cynthia P. "Investigating Native And Non-Native High School Spanish Teachers’ Language Practices Inside And Outside Of The School Setting: A Mixed Methods Approach." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1214935294.
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Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.
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DISSERTATION ABSTRACT
Marko J. Mwipopo
Doctor of Philosophy
Department of Education Studies
June 2016
Title: Secondary School Graduates’ Personal Experiences in the Context of English-only
Language of Instruction Within and Outside the School Setting in Tanzania
This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967.
The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for?
This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.
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Melissa, Cook. "Learn the language : understanding the needs of young people outside the school system with mental health issues /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17393.pdf.
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Williams, Anne Elizabeth Barnett. "Outside in : a case study of foreign pupils during their immersion in a British independent boarding school." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.420498.
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Pyfer, Katelyn C. "You Do Math Like a Girl: How Women Reason Mathematically Outside of Formal and School Mathematics Contexts." BYU ScholarsArchive, 2021. https://scholarsarchive.byu.edu/etd/8933.
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Females continue to have negative dispositions towards mathematics even though the performance gap between females and males has all but disappeared. While there are many hypotheses for why these negative dispositions exist among females towards mathematics, this paper explores the possibility that the field of mathematics could favor more masculine ways of reasoning at the exclusion of valid, non-masculine mathematical thought. To research this idea, the day-to-day, non-formal, non-school mathematical activities of two women were identified and analyzed. The analysis uncovered complex mathematical processes among both women that were fundamentally different from the mathematical processes common in the mathematics field. Such results seem to affirm the idea that females' ways of doing mathematics are not acknowledged or validated by the mathematics community and therefore suggest the development of more inclusive mathematics research and instruction.
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Cuevas, Maritza, Kara Lynn Dr Boynewicz, and Brandi Dr Eveland-Sayers. "Self-report Participation of Physical Activity Outside School on Rate of Motor Skills Development in Elementary Students." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/asrf/2019/schedule/53.
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This research investigates the question of why some younger children appear to have better motor skills than older children. The hypothesis that children involved in physical activities after school or in the evenings have better motor skills at younger ages than children who aren't involved in physical activities outside of school is proposed. Young children have very varied levels of motor skills competency that have developed due to living in different environments and having varied opportunity to be physically active. These differences are a result of factors like socioeconomic status, parental influence, climate, and culture.2 Sports and physical activities are usually executed in team settings, allowing children to develop important social skills like teamwork, leadership, sportsmanship, and responsibility among others.1 But what if in addition to these numerous benefits, physical activity throughout childhood also offered an improvement in the rate of development of motor skills? 120 students in grades K-5 at the East Tennessee State University School participated in a large program looking at perception, cognition and motor skills. There were no exclusion criteria for the study and all children were invited to participate. A total of 95% of the kids participated in the study and the attrition rate was zero. This portion focuses on the part of the larger study that was done prior to the start of the program. Children’s motor skills were evaluated with a standardized measure (BOT-2). The BOT-2 had 3 sections which were implemented, running speed and agility, balance, and upper limb coordination. These scores served as the dependent variable that relied on the time spent in physical activities outside of school and in the evenings as the independent variable. The scores were analyzed along with self-reported surveys on the levels of physical activity of the children. The results showed that there was evidence to support an association between the amount of physical activity outside of school, either after or in the evenings, r = .621, p = .001. There was evidence to support an association between the amount of time spent in physical activity on after school/evenings and running speed/agility, r = 0.295 and 0.269 p=.001. There was some evidence to support an association between the amount of time spent in physical activity after school and upper limb r = 0.253, p = 0.05. There was no evidence to support an association between the amount of time spent in physical activity on nights/after school and balance r = 0.045 and r = 0.059 p = 0.45. This work will be useful in understanding the relationship between children’s participation in physical activity after school and their motor skills development rate. The information gathered from this research can be used to promote and support the increase of physical activity time that is available to students during school. Allowing children to have more experiences and opportunities for physical activity at school can help minimize any disadvantage in the rate of motor skills development that children who are not physically active at home may have.
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Coddington, Cassandra Shular. "The effects of constructs of motivation that affirm and undermine reading achievement inside and outside of school on middle school students' reading achievement." College Park, Md. : University of Maryland, 2009. http://hdl.handle.net/1903/9821.
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Thesis (Ph.D.) -- University of Maryland, College Park, 2009.<br>Thesis research directed by: Dept. of Human Development/Institute for Child Study. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Lundgren, Caroline. "Adolescents' Perceptions of English Outside of School - A Study of Four Young People's Thoughts on English in Their Spare Time." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32842.
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I denna studie undersöks ungdomars uppfattningar och tankar om engelska utanför skolan. Nu för tiden kommer ungdomar i kontakt med engelska överallt och engelska har blivit mer av ett andraspråk än ett främmande språk i dagens samhälle. Syftet med studien är att få en djupare förståelse i vad ungdomar tänker om den engelska som de möter på sin fritid. Fyra niondeklassare har intervjuats och de har svarat på frågor om var de möter engelska på sin fritid, hur de använder språket och hur de lär sig engelska utanför skolan. Deras svar visar att ungdomar kommer i kontakt med engelska genom olika källor, de använder språket beroende på deras intressen och de lär sig engelska på olika sätt utanför skolan.<br>This study investigates adolescents’ perceptions and thoughts on English outside of school. Adolescents come in contact with English everywhere these days and English has become more of a second language than a foreign language in today’s society. The purpose of this study is to get a deeper understanding of what young people think about the English they meet in their spare time. Four young people who are all ninth-graders were interviewed for the study. They were asked questions about where they meet English in their spare time, how they use the language and how they learn English outside of school. Their responses show that adolescents come in contact with English through different sources, they use the language according to their interests and they all go about learning English in different ways.
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Lippy, Caroline. "Violence Outside to Violence Within: The Experience of Sexual Minorities in Schools and Intimate Relationships." Atlanta, Ga. : Georgia State University, 2008. http://digitalarchive.gsu.edu/psych_theses/51/.
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Thesis (M.A.)--Georgia State University, 2008.<br>Title from title page (Digital Archive@GSU, viewed June 14, 2010) Julia Perilla, committee chair; Roger Bakeman, Gabriel Kuperminc, committee members. Includes bibliographical references (p. 81-94).
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Grenander, Jesper. "Code-switching inside and outside the EFL classroom : Lower secondary pupils’ experiences and attitudes." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81032.
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Previous research claims that studies on pupil code-switching are lacking in number. Therefore, this study aimed to provide a picture of how lower secondary students in Sweden perceive code-switching inside and outside the Swedish EFL classroom, how the interlocutor affects the pupils’ code-switching as well as the pupils’ attitudes to the phenomenon. The material consists of semi-structured interviews with seven pupils at a lower secondary school. Qualitative content analysis was used as a method to process the interview data. The results show that code-switching occurs in relation to language proficiency in order to explain, annotate and exemplify second language content in the pupils’ first language and in this way enhance learning. This is done by the teachers when leading the class or by the pupils themselves in group discussions or during exercises. Furthermore, results show that interlocutors could be both enablers and be enabled to code-switch during discussions. In addition, the pupils had varied attitudes to code-switching where it was either seen as a mistake to code-switch, or that the pupils code-switched to add effect to their language. The pupils claimed to have different proficiency of the English language and spoke a varied amount of L1 during the lessons. However, all pupils agreed that English should be the primary language in the Swedish EFL classroom. The study concluded with a discussion on the pedagogical implications of the study where it could be used by teachers as a communicative resource.
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Benditson, Mindi Ellen. "Inside/Outside/In-between: Understanding how Jewish Identity Impacts the Lives and Narratives of Ashkenazi Female Public School Educators." Chapman University Digital Commons, 2016. http://digitalcommons.chapman.edu/ces_dissertations/11.
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Since Ashkenazi Jews in the United States are not a visible minority, it often becomes difficult to distinguish what/who is a Jew. As many Jewish females may appear to be of the dominant culture, they often get overlooked in discussions and courses on teacher education and multiculturalism/multicultural education. However, their identity as both Jewish and White and the absence of conversation regarding their multiple positions in education and in society can contest, as well as support, their connection to multiculturalism.
The purpose of this research was to identify how four middle class Ashkenazi females in the greater Los Angeles area understand their identities and experiences as Jews and as public school educators, how these multiple identities impact their perceptions of their pedagogy, and how these women navigate the structures of public schooling. Narrative Inquiry and Listening Guide method of analysis were utilized to present multilayered portraits of these women in order to challenge the status quo of the White female teacher identity and the positioning of Jewish females in regards to the perseverance of Christianity in public education.
Story threads emerged from the narratives which indicated that while Jewish identity is fluid and exists on a continuum over time, it was not a primary reason why these women became teachers. Although each woman made individual decisions regarding the degree to which her Jewishness was presented in the classroom and on campus, they did not actively design their curriculum due to them being Jewish; rather they unconsciously incorporated aspects of Judaism in their pedagogy.
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Klonowski, Craig Thomas. "Factors Affecting Student Motivation Related to Enrollment and Retention in Music and Performing Ensembles Outside of the School Environment." Cleveland State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=csu1263754390.
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Tan, Lee Wee Lynde. "Adolescent literacies, multimodal textual repertoires and digital media : exploring sites of digital literacy practices and learning, inside and outside school." Thesis, Lancaster University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.587530.
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In this thesis, I have argued that only when literacy is understood as a 'social practice and the repertoires of the students who use it considered, can a spirit of learner-centeredness be enacted in Singapore's schools. It argues that adolescents engage in multi modal textual repertoires, in and out of school, which comprise the collective assembly, production on the go, mu!titasking and fun. These findings lead to an important understanding that literacy practices may be best understood as a complex configuration of school and home practices which cannot be easily disaggregated into separable school and home practices. This thesis also suggests that literacy and learning are inseparable in social practice, regardless of the sites of their occurrences. Rather than framing school and outside school as two clearly-bounded domains of literacy practices, this thesis contends that the connection between them is captured by the relationship amongst literacy demands, practices and technology affordances. Although this thesis shows that adolescents emphasise the social affordances of digital media in their out-of-school literacy practices, it argues that their participation in these practices have enabled them to meet the demands of their school work and thus sheds light on their ways of learning, namely learning by doing and social learning. Contrary to the widely-cited view that multiliteracies are paramount in this digital age, this thesis highlights the tension in adolescents' identities in learning and suggests that traditional print- based literacy in language learning remains key to their social futures. Drawing on the theoretical underpinnings of New Literacy Studies, this thesis adopted an ethnographic perspective to study ten 14-year-old Chinese adolescents' literacy practices in Singapore. Data for this thesis were collected over a period of eight months from participant observations, with video-and-audio recordings, conducted in a school in Singapore, semi-structured and in- depth text-elicited group and individual interviews, the adolescents' research diaries, and their artefacts from school and out-of-school literacy practices
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Österlund, Maria. "Extramural English : A study of Swedish upper secondary school students’ contacts with English outside of school and their attitudes towards English in relation to their English proficiency." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-32608.
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The aim of this paper was to look at a group of Swedish upper secondary school students’ extramural English activities in comparison to their final grades and their grades on the National Test in English level 5. The aim was also to see what role motivation could potentially play. The method was of a mixed nature with both questionnaires and interviews. The results show tendencies, in accordance with previous research, that there is a correlation between the students’ grades and their extramural English activities. The results also show that attitudes towards English are in correlation with both extramural English and the students’ grades.<br>Syftet med denna studie var att undersöka en grupp svenska gymnasieelevers kontakt med engelska utanför skolan i relation till deras slutbetyg och deras betyg från nationella proven från engelska nivå 5. Syftet var också att undersöka elevernas attityder till och motivation för det engelska språket. Både en kvantitativ metod i form av ett frågeformulär och en kvalitativ metod i form av intervjuer användes. Resultaten visar, i linje med tidigare forskning, att det finns ett samband mellan studenternas betyg och kontakt med engelska utanför skolan. Resultaten visar också att attityder till det engelska språket har ett samband både med studenternas kontakt med engelska utanför skolan och deras betyg.
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Hlebnikovs, Pjotrs. "Extramural English: Swedish upper secondary students’ beliefs on using and learning English outside the classroom." Thesis, Högskolan Dalarna, Engelska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-27347.
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The present study examines students’ use, attitudes and preferences, when it comes to EE (Extramural English). EE is defined as English language activities that learners are engaged in outside their ordinary language class, such as reading books, reading newspapers/magazines, watching TV, watching films, surfing the Internet, playing video games, listening to music, etc. The results of the study are based on data that was collected from Swedish upper secondary-school learners of English over a period of one term on several occasions. Information about students’ EE activities was collected by quantitative questionnaires, including both multiple-choice and open-ended questions. The results showed that Swedish upper-secondary school students were engaged in many different extramural activities. The extramural activity that the students were most often engaged in, was watching English language movies. The second most popular extramural activity was watching TV-programs in English with Swedish subtitles. Furthermore, according to the surveyed upper-secondary students, most of their language skills they develop with the help of their Extramural contacts with the English language. These are for example understanding of spoken English, speaking English, understanding of English vocabulary and understanding written English. However, when it comes to the written English and the development of English grammar, it appears that the students see themselves as developing these language skills more successfully within the language classroom than in their free time. The results also showed that, whereas the above-mentioned extramural activities were preferred by both boys and girls, there were also some differences in their use of extramural activities. Whereas boys rather preferred such activities as "English-speaking role-playing or computer games", girls, according to their answers, preferred such activities as "reading texts in English". The results of this study have shown that, according to the students’ responses, there is no strong gender difference when it comes to attitudes about learning English in school versus outside the school.
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Watkins, Sharon E. "Thinking Outside a Shifting Box: The Lived Experiences of Innovative Public High School Principals in an Era of High Stakes Accountability." The Ohio State University, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=osu1480504598892723.
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Fallkvist, Anneli. "Out-of-School English and the possible effect it has on Second Language Acquisition : - a study on how students with different backgrounds acquire the English language outside of school." Thesis, Stockholms universitet, Engelska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-131448.
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Second language acquisition is a field that has fascinated linguists for numerous years and is a topic that is very much connected to how English teachers in Sweden try to teach the English language to the students in their classrooms. In 2009 Sundqvist examined what possible effects extramural English could have on learners' oral proficiency and their vocabulary. In her study she found out that extramural English “is an independent variable and a possible path to progress in English” (Sundqvist, 2009, p. i). In 2014, three Swedish secondary- and upper secondary school teachers started a project for the Erasmus+. These three teachers tried to create better teaching conditions and to come up with new methods for teaching English. During their investigation they noticed that students who had only been in Sweden for four years or less, seemed to get less exposed to English in their spare time than native Swedish students, which created a disadvantage for them. Since the time when these two studies were carried out, the number of immigrants has increased drastically, which creates the need for further investigation within this area of second language acquisition. In this study, I therefore investigate how much and in what way students come in contact with the English language outside of school. I also examine if there are any differences between native Swedish students versus non-native Swedish students and if so, how this might affect the students and their grades in English. The study was conducted through the use of questionnaires and through observations of different teaching situations, including the participating teachers' methods and the participating students' reactions. The results show that there are differences between native- and non-native students when it comes to extramural English activities. The results also show that these differences seem to affect the students' grades in English, in favour of the native Swedish students. The native students tend to spend more time on extramural English activities, especially in connection to the Internet and computer games, than the non-native students. These results indicate that something needs to be done in order to compensate for the non-native students' disadvantage.
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Sjödin, Öberg Sanna. "Bringing the outside to the inside : Incorporating pupil’s knowledge of extramural English in teaching English to young learners." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30745.
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In Sweden today, the English language is a part of our everyday lives. This means that from very young ages, children encounter the language in many different ways, media being one of the most common. This thesis aims to research if and how teachers in F-3 include this type of English in their teaching of English as a foreign language (EFL). In particular, the focus is to gain knowledge of how music/songs are being used in the classroom, and if the teachers incorporate the music that the pupils listen to in their spare time when working with music/songs. Their attitudes towards doing this is what this thesis is interested in. An empirical study was carried out with the use of interviews as data collecting method. A total of six lower primary school teachers (grades 1-3) spread out geographically in Sweden were interviewed. The results show that teachers report that they are aware of the many places where pupils encounter English, but only one of the teachers incorporate this in teaching EFL. However, the others do seem positive towards working with this and they mention many benefits in doing so. When it comes to music and songs, all teachers work with this in the subject, but once again five out of six do not include the songs that the pupils listen to, except when they in some cases pick something up in the moment. Again, even though some difficulties are mentioned, they seem positive towards this and they believe there is a possibility in including this in their teaching of EFL. However, as seen in the conclusion, time seems to be a big issue for doing so.<br><p>Engelska</p>
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Czaholi, Attila. "Morphosyntactic competence of adult learners of English in Sweden : The impact of L2 exposure outside school and highest completed education on morphosyntactic development." Thesis, Linnéuniversitetet, Institutionen för språk (SPR), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-81307.
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The aim of this study was to investigate the morphosyntactic development of Grundvux learners (adult learners who study school subjects at elementary school levels in Sweden) of English with the aid of Processability theory, or PT, and to investigate the potential influence of exposure to English outside school and the participants' highest completed formal education on the participants' morphosyntactic levels. The participants of this study were Grundvux learners who studied English either on National Course 2, 3, or 4. This study also investigated how similar or different Course 2, 3 and 4 participants were when it comes to their highest attained PT-levels. The participants described a picture series and answered questions about their highest completed education from their home countries and how much they tend to be exposed to English on a weekly basis outside school. The results show that Course 2, 3 and 4 participants have both similarities and differences regarding their highest attained PT-levels. The results also show that there could be a possible connection between educational background and morphosyntactic development, i.e. that educational background can have a solid influence on morphosyntactic development. Furthermore, this study shows that a connection between exposure to English outisde school and morphosyntactic development is not likely. Yet, more research with more participants and tasks with different instructions are needed to draw definitie conclusions about the effects of exposure to English outside school and highest completed education on learners' morphosyntactic development. Lastly, this study provides some information to in-service teachers about what morphosyntactic structures to teach and when based on the learners' highest attained PT-levels.
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Steyn, Anna. "Where do Swedish Senior High School students learn most of the English that they know? : Swedish Senior High School students’ beliefs about learning English outside the classroom versus inside the classroom." Thesis, Högskolan Dalarna, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:du-30560.
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The aim of this study is to investigate Swedish senior high school students’ Extramural English (EE) activities and their beliefs about learning English inside and outside of the classroom. EE is defined as English language activities that learners are engaged in outside the classroom, and includes activities such as listening to music, reading, writing, speaking, surfing the Internet, playing computer games, watching TV, YouTube and movies (Sundqvist, 2009, p. 1). The study also investigated possible gender differences related to students’ reported EE activities, and their reported attitudes about English. This study is based on questionnaire data. Twenty students participated in this study. 9 of 10 participants indicated that they believed that they are learning most of the English they know outside of school by daily contact with popular EE activities such as listening to music, followed by surfing the Internet, reading, watching YouTube, watching TV, playing computer games, writing, speaking and lastly watching movies. Boys reported a greater exposure to EE overall compared to the girls, more specifically, in their contact with music, computer games and writing and speaking in an EE context. Most of the students reported positive attitudes to English both inside and outside the classroom, but overall students reported more positive attitudes to the English that they use in their free time. The study has found no strong gender differences concerning students’ attitudes to learning English.
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Gokpinar, Tuba. "The significance of outside-school factors in science education : the role of families on the attitudes that Turkish children in London have to science." Thesis, University College London (University of London), 2018. http://discovery.ucl.ac.uk/10052913/.
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The literature in science education highlights the potentially significant role of outside-school factors such as parents, cultural contexts and role models in influencing students’ science participation. Because a substantial portion of students’ science attitudes and inspirations develop within the context of their families, their cultural background and their daily lives, it is important to understand how outsideschool factors affect students’ formation and expansion of science capabilities. In addition, students from minority ethnic groups face unique challenges in their science participation where outside-school factors have been suggested to play a major role. Finally, there is growing concern and corresponding research interest in the UK on ethnic minority students’ science participation, but most studies have focused on ‘major’ minority ethnic groups (e.g., Black African/Caribbean, Pakistani students) and paid limited attention to other groups. This study investigates the role of outside-school factors in students’ formation and expansion of science capabilities in the context of Turkish minority students and their parents living in London. The study uses data from one independent Turkish school and one maintained school with a large Turkish student population in London including semi-structured student (n=16), parent (n=11) and teacher and staff (n=7) interviews, student questionnaires both from the two schools in London (n=93) and five additional schools in Istanbul, Turkey (n=383) to provide an analysis of how outside-school factors influence students’ science capability development. Building on and linking Bourdieu’s key concepts of habitus, cultural and social capital and field with Sen’s capability approach, the study develops a two-stage model of students’ science-related capability development. The findings suggest that the role of outside-school factors is twofold, first, in providing an initial set of science-related resources and then in conversion of these resources to science-related capabilities and functionings. Qualitative and quantitative analyses indicate that science-related capability development is a complex process driven by both structure and agency. Overall, the study advances our understanding of the mechanisms involved in formation and expansion of ethnic minority students’ science-related capabilities by introducing a new theoretical framework and by providing empirically based insights.
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Mwapwele, Samwel Dick. "The influence of effective use of mobile devices for learning outside the classroom: case study of secondary school students in Tanzania and South Africa." Thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28419.
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There is an ongoing debate on whether students’ use of mobile devices extends to academic purposes. In developing countries, mobile devices are argued to assist in reducing digital divide and foster educational use leading to poverty alleviation. Framework on students’ effective use of mobile devices for learning outside the classroom (SEUMD) is applied as lens. This research investigates, what influence effective use of mobile devices for learning outside the classroom has on academic performance of secondary school students in Tanzania and South Africa. An Interpretive approach on multiple case studies is employed. A mixed method approach is used that includes, close ended questionnaires, semi-structured interviews and direct observations. A secondary school in Dar-es-salaam and a high school in Cape Town were selected for data collection. Data was collected with Form IV students and their teachers and Grade 12 learners and their teachers. Mixed method is applied to investigate students’ and teachers’ use of mobile devices for learning outside the classroom. Descriptive statistics is used to analyse questionnaires and thematic analysis for interviews and observations. Both, students’ and teachers’ use mobile device to socialize, recreational purposes, searching for information and academic purposes. On academic purposes, mobile devices are used to make phone calls, send short message services and on Internet. Internet use encompass websites, search engines, social networks and instant messaging applications. Students’ save pocket money to buy airtime and Internet bundles. Students’ receive advice and assistance from peers on mobile devices to acquire and technical help. Key findings demonstrate students’ effective use of mobile devices includes WhatsApp and Facebook to communicate to peers, friends and teachers on educational issues. Students’ assist peers by sending pictures, audio and video files that expound on topic of interest. Academic content acquired through other Internet sources is shared to groups students interact with. The use of SEUMD provides for a new framework that merges technology adoption, concerns in the society and providing a sustainable solution. SEUMD extends discussion on technology adoption by focusing on adopters’ goals and analysing sustainability of attaining the goal through effective use. Adoption of a technology is thus assessed as a process that starts before adoption and continues after through sustainability.
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Garcia, Valeria Aroeira 1970. "A educação não-formal como acontecimento." [s.n.], 2009. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251690.
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Orientador: Olga Rodrigues de Moraes von Simson<br>Tese (doutorado) - Universidade Estadual de Campinas, Faculdade de Educação<br>Made available in DSpace on 2018-08-14T12:46:14Z (GMT). No. of bitstreams: 1
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Previous issue date: 2009<br>Resumo: Esta pesquisa se propõe a analisar a criação do conceito de educação nãoformal partindo da filosofia deleuziana, que compreende a criação de um conceito com seus movimentos e suas recriações. Nessa perspectiva, defendemos a educação não-formal como um conceito autônomo, com fazeres particulares e um campo próprio, a partir de uma lógica específica de funcionamento. Através de uma pesquisa bibliográfica, considerando autores internacionais, especialmente espanhóis, norteamericanos e autores brasileiros, a trajetória histórica do conceito de educação não-formal é apresentada, tanto internacionalmente, quanto nacionalmente. A educação não-formal é analisada a partir das políticas públicas para crianças, adolescentes e jovens, e nesse contexto é considerada sua relação com a educação social, assim como uma pequena apresentação e discussão da trajetória da educação social no Brasil. Foram pesquisadas três instituições de caráter não-formal em Campinas (SP) e região, sendo uma de origem religiosa, uma vinculada ao poder público e uma de caráter comunitário. A partir da pesquisa de campo, as concepções dos educadores dessas instituições foram consideradas como constituintes da criação de nuances do conceito de educação não-formal. Consideramos ainda as idéias divulgadas pela grande imprensa sobre os fazeres da educação não-formal e como os meios de comunicação vêm divulgando esse campo. Dessa maneira, a presente pesquisa se preocupou em cartografar a educação não-formal, não como um campo descoberto, ou como um conceito estático, mas como um conceito em movimento, que vem sendo criado e recriado em diferentes momentos e locais. Percebe-se, dessa forma, que o conceito de educação não-formal assume diferentes nuances, em função de que país e de que época histórica abordamos.<br>Abstract: This doctoral thesis intends to analyze the creation of the concept of non formal education, starting from the deleuzian philosophy, which encompasses the creation of a concept together with its movements and its re-creations. Under this perspective, we defend the idea of nonformal education as na autonomous concept, with its particular makings and a proper field, and a specific logic of functioning. Through the supporting bibliography, which considered foreigners authors, and specially Spanish, North American and Brazilian authors, the historic trajectory of the concept of nonformal education is presented, both in international contexts as in the Brazilian context. The nonformal education is analyzed from the point of view of the public policies targeting children, adolescents, and young adult students, and under such context, we consider its relationship with the social education. We also do a short presentation and discussion on the trajectory of the social education in Brazil. We analyzed three educational institutions of nonformal character in the region of the city of Campinas (State of São Paulo), one of them having a religious origin, another related to the public administration, and the third one having a community character. From the field research, the conceptions of the educators from these institutions were considered as the elements for the creation of concept of nonformal education. We also considered the ideas publicized through the mass media respect to the makings - activities related to nonformal education, as well as the way the communication channels talk about this field. In this way, the present research was concerned in picturing and understanding the nonformal education not as a discovered field, not as a static concept, but instead, as a concept in movement, which is being created and re-created in different moments and different places. With that in mind, we realize that the concept of non-formal education assumes different forms, depending on the country and depending on the period we are focusing.<br>Doutorado<br>Ciencias Sociais na Educação<br>Doutor em Educação
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Desjardin, Suzanne J., and Suzanne J. Desjardin. "Living Within and Outside the Margins and Borders: The Impact of School Leadership on Successful Bridge Programs and Latino/a Transitions to Community College and Beyond." Diss., The University of Arizona, 2016. http://hdl.handle.net/10150/622973.
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"Living Within and Outside the Margins and Borders…" depicts the lived experiences of eight Latinx high school seniors transitioning from an urban high school categorized by the State as a high poverty, high achieving, Latino majority-minority school in a large, southern Arizona city on the cusp of the U.S. Mexico border. This qualitative study spans the course of an academic school year, and includes an examination of narratives from three educational leaders within the target school. As longtime educators contained and often constrained inside a sizable metropolitan district, educational leaders were challenged to serve these Latinx youth within the limits set by state and national policies related to immigration, achievement testing, and education of emergent bilinguals. A major goal of the study was to understand how educational leaders negotiate educational policy margins to resist deficit-framed approaches and to incorporate socially just action within their schools. As demonstrated by the participants in the present study, many Latinx youth are searching for ways to navigate linguistic, cultural, racial, and class-based borders. Furthermore, many seek to breakthrough prescribed margins characterized by educational policies and practices that seek to track, label, and often marginalize them. These margins can be "more than a site of deprivation…[but] also a site of radical possibility, a space of resistance" (hooks, 1990, p.149). Thus, these Latinx students' narratives, which include descriptions of the capital employed to overcome these barriers, were analyzed via a Community Cultural Wealth lens (Yosso, 2005).
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Güven, Sandra. "Matteboken.se – Ett verktyg för att studera matematik via nätet : En studie om hur elevers matematiklärande och förutsättningar till att lyckas med matematikstudierna kan stödjas utanför skolan." Thesis, KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE), 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-169212.
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Detta examensarbete handlar om elevers matematikinlärning och hur elevers förutsättningar till att lyckas med matematikstudierna kan stödjas utanför skolan. Alla elever har inte samma förutsättningar för att studera utanför skolan, vissa kan t.ex. få hjälp av sina föräldrar medan andra elever inte har den möjligheten. Matteboken.se är ett verktyg som erbjuder elever som studerar på högstadie- eller gymnasienivå alternativ hjälp för deras studier i matematik. Ett ytterligare syfte har således varit att undersöka hur matteboken.se fungerar som stöd för elevers matematikstudier och vilka som använder sig av detta redskap. Litteraturstudier och en enkätundersökning användes som metoder för denna studie. Utifrån ett studerandeperskektiv analyseras resultaten med hjälp av Stadlers begrepp, matematikens lärobjekt, matematiska resurser och studenten som lärande aktör. Analysen görs även utifrån teorier från tidigare forskning om nätbaserad undervisning, studier utanför skoltid, motivation att studera samt elevers självbild. Slutsatser som kan dras från undersökningen är att läraren och läroboken är för eleverna de viktigaste resurserna för deras matematikinlärning. Elever med tillgång till hjälp hemma erhåller ett högre medelbetyg än vad elever som inte får någon hjälp gör. De elever som använder matteboken.se är främst elever som läser högskoleförberedande program, elever som får hjälp hemifrån samt elever vars föräldrar har högre utbildningsnivå. Elever får hjälp och stöd genom att utnyttja de olika funktionerna på matteboken.se. Elever lär sig matematik på olika sätt och det gäller för dem själva att veta hur de bör agera för att ta till sig kunskaperna på bästa sätt. Eleverna måste alltså både lära matematik och lära hur man lär matematik.<br>This thesis is about students' mathematics learning and how students' opportunities to succeed with math studies can be supported outside of school. All students do not have the same opportunities to study outside of school; some may get help from their parents while other students don't have that option. Matteboken.se is a tool that offers students who are studying at lower or upper secondary level alternative means for their studies in mathematics. A further aim of this degree project has thus been to examine how matteboken.se works to support students' mathematics study and which students make use of this tool. Literature studies and a survey are used as methods of this study. From a student perspective the results are analysed by using the concepts developed by Stadler regarding mathematical learning; mathematical learning objects, mathematical resources and student acting as a learner. The analysis is also being made in regards to theories from earlier research on netbased teaching, studysituations outside of school, motivation to study and students' selfimage. Conclusions that can be drawn from the study are that students see the teacher and the textbook as the most important mathematical resources for learning. Students with access to help at home receive a higher average grade than students who do not receive any help. The students who use matteboken.se are primarily students who study college preparatory programs, students who receive assistance from home and students whose parents have a higher level of education. Students receive help and support by exploiting the various features on matteboken.se. Students learn mathematics in different ways, and it is up to them to know how they should act to absorb knowledge in the best way. Students must therefore learn mathematics as well as learn how to learn mathematics.
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Lindström, Anton. "Förskolan Klippan." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-223226.
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I started the project by doing a workshop with aclassmate using a derivative of the german officeBaupiloten’s methods. The goal of the workshop was toextract their actual needs and wishes.Traditionally when asking a client “What do you want?”,they’ll be constricted by their own reality and context.Taking children as an example they would ask for moreslides or a trampoline. By using an seemingly nonconnectedand abstract task the children can expresstheir actuals needs and wishes for their enviroment.We had a group of 8, 5 year old children that we showed 9pictures of natural phenomena while telling the childrenabout the pictures to spark their imagination. Afterwardwe asked each child to pick the pictures they liked. Withthem and other material we then instructed them to“construct worlds” inside A4-boxes. During the wholeprocess speaking to the children to extract their thoughtprocess as thoroughly as possible.On top of this the concept was based on the ongoingdebate regarding the lack of outdoor areas for childrenin Stockholm as well as the pedagogies of Reggio Emiliaand Montessori. From this I derived four key points.Exploration and independence, denuded architecture,free play outside and children’s inherent creativity.<br>Jag startade projektet genom att göra en workshop med en klasskamrat med hjälp av ett derivat från tyska arkitekturkontoret Baupilotens metoder. Målet med workshoppen var att extrahera deras faktiska behov och önskemål. Traditionellt när man frågar en klient "Vad vill du ha?", kommer de att vara begränsade av sin egen verklighet och kontext. Ta ett barn som exempel. De skulle be om mer rutschkanor eller en studsmatta. Genom att använda en till synes icke-kopplad och abstrakt uppgift barnen kan uttrycka deras faktiska behov och önskemål för deras omgivningar. Vi hade en grupp av åtta stycken, fem år gamla barn som vi visade nio bilder av naturfenomen samtidigt som vi berättade om bilderna för att tända barnens fantasi. Efteråt bad vi varje barn att välja bilderna som de tyckte mest om. Vi instruerade dem sedan till "Konstruera världar" i A4-lådor. Under hela processen talade vi med barnen för att extrahera deras tankeprocess så noggrant som möjligt. Utöver detta var konceptet baserat på den pågående debatten om bristen på utomhusområden för barn i Stockholm samt pedagogiken i Reggio Emilia och Montessori. Från detta härledde jag fyra huvudpunkter. Utforskning och självständighet, redovisande arkitektur, fri lek utomhus och barns inneboende kreativitet.
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Gustafsson, Mikael, and Rikard Ask. "Betydelsen av utomhuspedagogik för elevers lärande inom naturvetenskap." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28798.
Full textAbstract:
AbstractOutdoor education is a concept of the idea where you teach matters. This study asks the question of what significance outdoor education has for learning in natural science and how motivation influence the learning of the students.For young students in natural science it is important that they have the possibility to vary their environmental setting to be able to get firsthand and authentic experiences of life, nature, society and culture in its natural place, so that they can use that in their early education. A variety of how the students learn should mix between literal- and sense-based learning. Several of the studies that we have researched shows the same thing, outdoor education has an impact on the knowledge and skillset within natural science for the students. Yet it is rarely used to the extent that maybe it should within education. It does however not stop there; outside education also motivates students to learn both in the outside and inside settings.
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Zhang, Echo Yue. "Through a cultural lens: differences in pedagogic behaviours between chinese and Non-Chinese teachers in and outside English and Science (English-Medium) Classrooms in an IB world school in China." Thesis, University of Nottingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491013.
Full textAbstract:
The purpose of this study is to investigate any differences existing in pedagogic behaviours between Chinese teachers (CTs) and non-Chinese teachers (NCTs) in and outside the English and Science (English-medium) classrooms in an International Baccalaureate (IB) context in mainland China. It also explored potential cultural influences, students' perspectives and issues arising from any differences in pedagogic behaviours. It provided an in-depth and systematic interpretation of the reasons that cause the differences with the aim of contribution to an amelioration of the co-constructed pedagogy.