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NEED AND SIGNIFICANCE OF THE STUDY: 1. English is an international language an instrument to communicate with the rest of the world. 2. Every day, there are more people in need of learning English. 3. The authors of Crescent English Course (Terry O’Neill and Peter Snow) are British and the book has been published by Oxford University Press. 4. This course created mixed reaction among the teachers, some of them finding it difficult and some others finding it suitable to them and their learners. 5. Teachers find it hard to implement Crescent English Course in real situation in schools. The reason behind that is basically the teachers’ lack of proficiency crowded classes, weakness of the learners and absence of supervision and administration. 6. As teacher’s book as one of the components of Crescent English Course isn’t available, that makes textbooks only theoretical rather practical. 7. This study will help authorities in Inspectorate Section in Ministry of Education as well as Curriculum Development Project improve and develop teaching methods, textbooks and educational philosophy in Yemen. 8. It would help teachers to overcome language in CECM, not culture within this language. Instead of giving new ideas about new course, there should be attempt to infuse Yemeni culture and Islamic values with the help of English. 9. It will provide guidelines to the teachers and syllabus designers in Ministry of Education. 10. It will help learners to overcome their problems in English textbooks. STETMENT OF THE PROBLEM: A CRITICAL STUDY OF CRESCENT ENGLISH COURSE FOR SECONDARY STAGE IN YEMEN OPERATIONAL DEFINITIONS: 1) A critical study: It has to do with judging writings or works of art for unfavorable judgment a bout anything. In this study, it implies knowing the positive and negative points in Crescent English Course for Yemen. This study also comes to reflect on the nature of the academic study of Yemeni education. According to the findings of the study, the researcher criticized with the supporting by the previous studies, some books and articles. 2) Crescent English Course: The Crescent English Course for secondary stage X, XI, XII prescribed by Ministry of Education in Yemen, which was prepared by two British authors and published by Oxford University Press for Arab World. 3) Secondary Stage: It is the X, XI, XII levels. After that, students can join university. The age group of the students at this stage is (16-18) years.

Bibliography p.192-200, Appendices p.200-215

Advisors/Committee Members: Ludbe, Madhuri.

▼  In all times school has defined and categorized pupils from a hypothetical normality. The National Agency for Education is today critical to how the municipalities provide for the necessity of special support for pupils with difficulties in school. Pupil`s assistants has been a growing profession in school during the last decade and their importance for the pupils is relatively unexplored. The aim of this study is to find out how the pupils think about having pupil`s assistant during the obligatory school on the basis of the ideas of power, knowledge, involvment and understanding. The study is based on qualitative interviews, consisting of half-structured questions, with eight pupils that have or have had pupil`s assistant during their time in senior compulsory school. The result notifies that the pupils feel powerless in school, they have no opportunity to affect and they do not think they are someone that could make any change. With the pupil`s assistant the pupils get an opportunity to affect and a feeling of recognition. The pupil thinks that the pupil`s assistant is a translator of the teachers instructions and someone who builds a bridge between teacher and pupil. There is a fear within the pupils to be different, to not belong. When the pupil`s assistance is given in the classroom the pupil think they belong more to the class than if the assistance is given outside the classroom. With assistance outside the classroom the pupil sees the pupil`s assistant more as a teacher.

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Strah je eno izmed osnovnih čustev, s katerim se posameznik srečuje tekom svoje življenjske poti. Pogosto se pojavi pred novim doživetjem. Otrok ta občutek strahu lahko doživlja ob vstopu v šolo in tekom šolanja v različnih šolskih situacijah, kot so ocenjevanje, javno nastopanje, neuspehi, odnosi z vrstniki in učitelji, nasilje ali pa pri posameznih šolskih predmetih. Namen raziskave je bil s pomočjo deskriptivne in kavzalno-neeksperimentalne metode preučiti doživljanje strahu učencev tretjih, petih in sedmih razredov ter zaznavanje učenčevih strahov s strani učiteljev, ki v raziskavi udeležene učence poučujejo. Podatki so bili pridobljeni z uporabo kvantitativne in kvalitativne tehnike anketiranja za učence ter kvalitativne tehnike polstrukturiranega intervjuja za učitelje razredne in predmetne stopnje v OŠ. Rezultati kažejo, da večina učiteljev zaznava strah učencev v različnih šolskih situacijah, kljub temu da njihovi učenci v večini ocenjujejo, da redko ali nikoli ne občutijo strahu v izbranih šolskih situacijah. Tako učitelji kot učenci najpogosteje zaznavajo prisotnost strahu pred ocenjevanjem/neuspehom. V primerjavi z dečki, ki nekoliko pogosteje izražajo strah do javnega nastopanja in neuspeha, pa dekleta pogosteje in intenzivneje izražajo strah v nekaterih drugih šolskih situacijah (strah pred nasiljem, zavračanjem vrstnikov, športnimi dejavnostmi). Glede na starost so rezultati pokazali, da mlajši učenci pogosteje in intenzivneje izražajo strah do vzgojnih alternativ (nasilje, kazen, moč avtoritete). S starostjo se veča strah pred neuspehom oziroma ocenjevanjem, zato torej učenci na višji stopnji dajejo večjo veljavo in bolj zaupajo avtoriteti, medtem ko mlajši lažje zaupajo svoje strahove svojim vrstnikom. Tako učenci kot učitelji menijo, da je najučinkovitejša alternativa pri premagovanju strahu pozitiven pristop, npr. pogovor, uporaba sprostitvenih tehnik za umiritev ali preusmeritev pozornosti.

Fear is one of the basic feelings that we come across throughout our life. It often occurs because children usually fear upcoming events. A child can experience this feeling of fear at entering the school and throughout its schooling in various school situations like marking, public appearance, failure, peer relationships, communications with teachers, violence or at particular school subjects. The purpose of this research is on the one hand to study pupil’s fear in the 3rd, 5th and 7th class and on the other hand how do the teachers sense their pupil’s fears. To do this I use descriptive methods and non-experimental causal studies. All the data is gathered with the usage of interviews for students based on quantitative and qualitative techniques. The primary school teachers were interviewed by semi-structured qualitative technique. The results show that most teachers sense pupils’ fear in various school situations. On the other hand their pupils mostly estimate that they rarely or never sense fear in sophisticated school situations. Pupils and teachers most commonly perceive the presence of fear before…

Advisors/Committee Members: Košir, Katja.

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Denna studie handlar om elevers uppfattningar om motivation i ämnet matematik. Syftet med denna studie var att lyfta fram elevers egna utsagor och upplevelser om sin motivation, samt få en bild av eventuella förändringar eller mönster kring elevers motivation till matematikämnet under deras tidiga år i grundskolan.   Studien har genomförts med hjälp av elevenkäter och elevintervjuer, där kvalitativa och kvantitativa metoder kombinerats för att möjliggöra ett fördjupat analysarbete i undersökningens resultatdel. Här presenteras elevers uppfattningar av motivation i ämnet matematik samt deras tankar om vad som påverkar motivationen. Analysen av resultaten visar att eleverna har en god uppfattning om vad som påverkar deras motivation. De ger många exempel, där fysiskt och psykiskt välmående samt lärarens pedagogiska arbete i klassrummet, har betydelse för motivationsprocessen. Vidare går det att avläsa ur resultaten från enkätundersökningen att inom ramen för denna begränsade studie, så är elever i årskurs tre och fem mer negativt inställda till matematik i jämförelse med elever i årskurs ett.   För att belysa ämnet redogörs även för teoretiska aspekter från pedagogisk forskning kring ämnet motivation. Dessa diskuteras i studiens sista kapitel i förhållande till studiens resultat.

This study is about pupils opinions of motivation in the subject mathematics. The purpose of this study was to get the pupils experiences and statements concerning their own motivation and to get a picture of changes or patterns that might have occurred during their early years in elementary school.   The study has been made by inquiries and interviews, where qualitative and quantitative methods have been combined to make possible a deepened analysis in the result part of the investigation. Here are the pupil`s opinions about motivation in the subject mathematics presented and their thoughts about what influences the motivation. The analysis of the results shows that the pupils have a good understanding for what influences their motivation. They give us many examples where physical and psychical wellbeing plus the teacher`s pedagogical work in the classroom are of importance for the motivations process. The results from the inquiry further shows, within the frame for this limited study, that pupils in class three and five are more negatively disposed to mathematics compared to pupils in class one.   To illuminate the subject, theoretical aspects from pedagogical research on the subject motivation, are also accounted for. These are discussed in the last chapter related to the results of the study.

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Introduktion: Barns psykiska hälsa och lärande har reciprokt samband. Skolan tillhör samhällets främsta hälsofrämjande arena. Studier av hälsofrämjande insatser i skolan visar skiftande utfall och att hela skolmiljön behöver inkluderas. I Sverige står elevhälsans hälsofrämjande arbete i centrum för förbättringsåtgärder. Syfte: Utforska hur medlemmarna i elevhälsoteam uppfattar det hälsofrämjande arbetet för psykisk hälsa i skolan. Metod: Fokusgruppintervjuer med elevhälsoteam (förskoleklass-åk 6) i sex kommuner i sydöstra Sverige. 29 deltagare med professionerna: kurator, specialpedagog, speciallärare, psykolog, skolsköterska och rektor. Dataanalys med kvalitativ konventionell innehållsanalys. Resultat: I skolans hälsofrämjande arbete för barns psykiska hälsa spelar alla vuxna en viktig roll. Arbetet uppfattas ske i tre sammanlänkade processer där Reflektioner om Hälsa och Lärande är centralt. Värdegrundsarbetet bidrar till samsyn, öppenhet och trygg lärmiljö. Det Elevnära arbetet innebär att anpassa, inspirera, skapa relationer och trygga rutiner. Elevhälsoteamens arbete har central roll i kartläggning av elevers hälsa och lärande, handledning av personal, och samverkan med hälso- och sjukvården och social omsorg där brister finns i kommunikation. Behov finns av mer gemensam reflektion kring barn med psykisk ohälsa. Personal i skolan reflekterar utifrån Kännedom om och samarbete med närsamhället vilket tillför verklighetsnära kunskap om elevers livsvillkor och engagemang för barn från socioekonomiskt svagare hem. Hinder finns i samverkan med vårdnadshavare och ökad interaktion med närsamhället eftersträvas. Konklusion: I Skolan tillämpas salutogen teori och barnrättsperspektivet. Reflektioner kring elevers hälsa och lärande leder till förbättring och spridning av hälsofrämjande strategier. Studien ledde fram till en modell som illustrerar förhållandet mellan olika roller och processer i skolans hälsofrämjande arbete och i relation till närsamhället och andra aktörer. Reflektioner behöver tydliggöras och ges ökat utrymme. Värdegrundsarbetet behöver inkludera all personal och ske kontinuerligt. Elevhälsoteamens roll i koordination av insatser för elever med psykisk ohälsa är central. Teamen kan stärka sitt deltagande i beslutsfattande- och policyskapande arbete, samverkan med vårdnadshavare och närsamhället för att förbättra och utvidga skolan som hälsofrämjande arena. 

Introduction: Children’s mental health and learning have a reciprocal relationship, and schools are one of society’s main health promotion settings. Studies of health promotion in schools show varying results. In Sweden, pupil health promotion work is at the core of improvement efforts. Purpose: To explore how the members of pupil health teams perceive mental health promotion practice in their schools. Method: Focus group…

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ΣΚΟΠΟΣ ΤΗΣ ΕΡΕΥΝΑΣ ΗΤΑΝ Η ΜΕΛΕΤΗ ΕΣΩΤΕΡΙΚΩΝ ΧΑΡΑΚΤΗΡΙΣΤΙΚΩΝ ΤΟΥ ΟΙΚΟΓΕΝΕΙΑΚΟΥΠΕΡΙΒΑΛΛΟΝΤΟΣ ΚΑΙ Η ΑΝΖΗΤΗΣΗ ΤΟΥ ΒΑΘΜΟΥ ΠΟΥ ΤΑ ΔΙΑΦΟΡΟΠΟΙΗΜΕΝΑ ΕΣΩΤΕΡΙΚΑ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ ΟΔΗΓΟΥΝ ΣΕ ΔΙΑΦΟΡΟΠΟΙΗΜΕΝΟ ΕΠΙΠΕΔΟ ΑΛΦΑΒΗΤΙΣΜΟ. ΔΗΜΙΟΥΡΓΗΘΗΚΑΝ ΔΥΟ ΟΜΑΔΕΣ ΜΑΘΗΤΩΝ Ε' ΚΑΙ ΣΤ' ΤΑΞΗΣ ΔΗΜΟΤΙΚΩΝ ΣΧΟΛΕΙΩΝ: Η ΠΕΙΡΑΜΑΤΙΚΗ (ΑΝΑΛΦΑΒΗΤΟΙ) ΚΑΙ Η ΟΜΑΔΑ ΕΛΕΓΧΟΥ(ΑΛΦΑΒΗΤΙΣΜΕΝΟΙ) ΟΙ ΟΠΟΙΕΣ ΕΙΧΑΝ ΕΞΙΣΩΘΕΙ ΑΝΑ ΖΕΥΓΗ ΩΣ ΠΡΟΣ ΤΑ ΕΞΗΣ ΧΑΡΑΚΤΗΡΙΣΤΙΚΑ: ΦΥΛΛΟ, ΗΛΙΚΙΑ, ΤΑΞΗ ΚΑΙ ΣΧΟΛΕΙΟ ΦΟΙΤΗΣΗΣ, ΕΚΠ/ΤΙΚΟ ΕΠΙΠΕΔΟ ΓΟΝΕΩΝ, ΕΠΑΓΓΕΛΜΑ ΓΟΝΕΩΝ ΚΑΙ ΟΙΚΟΝΟΜΙΚΗ ΚΑΤΑΣΤΑΣΗ ΤΗΣ ΟΙΚΟΓΕΝΕΙΑΣ. ΓΙΑ ΤΗ ΣΥΛΛΟΓΗ ΤΩΝ ΔΕΔΟΜΕΝΩΝ ΧΡΗΣΙΜΟΠΟΙΗΘΗΚΕ Η ΜΕΘΟΔΟΣ ΤΗΣ ΣΥΝΕΝΤΕΥΞΗΣ. ΚΥΡΙΟ ΣΥΜΠΕΡΑΣΜΑ ΤΗΣ ΜΕΛΕΤΗΣ ΗΤΑΝ: Η ΣΥΜΜΕΤΟΧΗ ΤΩΝ ΓΟΝΕΩΝ, ΠΟΣΟΤΙΚΛΗΚΑΙ ΠΟΙΟΤΙΚΗ ΣΤΙΣ ΣΧΟΛΙΚΕΣ ΚΑΙ ΕΞΩΣΧΟΛΙΚΕΣ ΔΡΑΣΤΗΡΙΟΤΗΤΕΣ ΤΟΥ ΠΑΙΔΙΟΥ ΣΤΟ ΣΠΙΤΙ ΚΑΙ ΟΙ ΣΧΕΣΕΙΣ ΠΟΥ ΔΗΜΙΟΥΡΓΗΘΗΚΑΝ ΑΝΑΜΕΣΑ ΣΤΟΥΣ ΓΟΝΕΙΣ ΚΑΙ ΤΑ ΠΑΙΔΙΑ ΕΙΝΑΙ ΣΗΜΑΝΤΙΚΟΙ ΠΑΡΑΓΟΝΤΕΣ ΤΟΥ ΕΠΘΠΕΔΟΥ ΑΛΦΑΒΗΤΙΣΜΟΥ ΤΟΥ ΜΑΘΗΤΗ.

ΤHE PURPOSE OF THIS SEARCH WAS THE STUDY OF THE FAMILY`S ENVIRONMENT INNER CHARACTERISTICS AND THE INVESTIGATION OF THE DEGREE THAT DIFFERENT CHARACTERISTICS DIRECT TO DIFFERENT LITERACY LEVEL. TWO GROUPS, THE EXPERIMENTAL GROUP (ILLITERATES) AND THE CONTROL GROUP(LITERATES), PARTICIPATED IN THE INTERVIEW. THE TWO GROUPS HAD EQUALIZED TO : SEX, AGE, SCHOOL CLASS, PARENT`S EDUCATION, PARENT`S PROFESSION AND FAMILY`S ECONOMICAL LEVEL. THW MAIN CONCLUSION OF THE STUDY WAS THAT THE PARENT`S PARTICIPATION IN THE PUPIL`S ACTIVITIES IN THE HOME AND THE RELATIOSHIP BETWEEN PARENTS AND PUPILS ARE SIGNIFICANT FACTORS TO THE STUDENT`S LITERACY LEVEL.

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Reading shows itself as a great contemporary educational concerning. And, in this context, school plays an important role, because it s knew that is insufficient teach pupils to read and write, but necessary improves reading practices. Recognized the importance of school in stimulating reading, it s given us to ask for: in what measure does the school contributes to motivate and to form reading pupils? In order to answer such a question, this study goals analyses the physical and pedagogical school conditions that can contribute to the formation of reading pupil. To this, was chosen a qualitative-type research, of ethnographical kind, with the case study approach. To the collect of data was used, as instruments, observation and semistructured interview. Therefore, the corpus of this work is constituted by the register from 14 Portuguese language lessons observed and from interviews to the teacher and pupils from the 3th series at Fundamental Teaching of the morning turn in a public school from Maceio s municipal system. It´s adopted the theoretical support from reading conceptions proposed by Leff (1996a), from reading strategies proposed by Kato (1985) and Kleiman (1989, 2004) and sustained by Silveira (2005) and by motivation for learning theory, with emphasis in Bzuneck (2001) and Guimarães (2001a, 2001b) studies. Collected data allows to establish three analysis axes: 1) the material and physical conditions of the reading room, 2) the Portuguese language lessons and the teacher incentive, and 3) the pupils aptitudes related to reading in school. The data analysis leads to conclude that in the school were the research was made; both the physical conditions and the pedagogical proceedings are not sufficient and adequate to the formation of the reading pupil.

A leitura se revela como uma das grandes preocupações educacionais atuais, e nesse contexto a escola tem importante papel, pois, sabe-se que não é suficiente alfabetizar os alunos, mas também favorecer a prática da leitura. Reconhecida a importância da escola no estímulo à leitura, cabemos perguntar em que medida a escola contribui para motivar e formar alunos leitores? Visando responder a tal questionamento, este estudo objetiva analisar as condições físicas e pedagógicas da escola que podem contribuir para a formação do aluno-leitor. Para isso, optou-se por uma pesquisa do tipo qualitativo, de cunho etnográfico, tendo como abordagem o estudo de caso. Para a coleta de dados utilizou-se como instrumento a observação e a entrevista semi-estruturada. Sendo assim, o corpus desse trabalho é constituído do registro de 14 aulas de Língua Portuguesa observadas e das entrevistas da professora e dos alunos da 3ª série do Ensino Fundamental do turno matutino de uma escola pública da rede municipal de Maceió. Conta-se com o suporte teórico das concepções de leitura proposto por Leffa (1996a), das estratégias de leitura propostas por Kato (1985) e Kleiman (1989, 2004) e defendidas por Silveira (2005) e pela teoria da motivação para…

Advisors/Committee Members: Silveira, Maria Inez Matoso, SILVEIRA, M. I. M., Lopes, Adna de Almeida, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704935A4&dataRevisao=null, Freitas, Marinaide Lima de Queiroz, FREITAS, Marinaide Lima de Queiroz, Santos, Maria Francisca Oliveira, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4703664J2.