Sökning: "responsibility for compulsory school"
Visar resultat 11 - 15 av 31 avhandlingar innehållade orden responsibility for compulsory school.
11. Den specialpedagogiska personalens arbete med stödinsatser för nyanlända elever – yrkesroll, arbetsuppgifter och utveckling av skolans lärmiljöer
Sammanfattning : The overall aim of this licentiate thesis is to increase knowledge of the special educators’ professional role and work in relation to special educational support for recently arrived immigrant pupils. The need for the study is motivated by the immigrant pupils’ low achievement of goals and schools responsibility to adapt education to each pupil’s needs in a school for all. LÄS MER
12. Företagsamma elever : Diskurser kring entreprenörskap och företagsamhet i skolan
Sammanfattning : The aim of this thesis is to study and problematize the concepts of entrepreneurship and enterprise in Swed-ish compulsory schools. The studies presented in this thesis focus both on scientific publications and official documents that deal with entrepreneurship and enterprise in compulsory schools and on school projects that have been carried out in years 4 to 6 in the county of Västerbotten. LÄS MER
13. Att göra lärandet synligt? : Individuella utvecklingsplaner och digital dokumentation
Sammanfattning : Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. LÄS MER
14. Elevinflytande i gränslandet mellan didaktik och makt – en studie av undervisningspraktiken i tre grundskolor
Sammanfattning : This thesis focuses on student influence in the borderland between didactics and power. Student influence is ambiguous and the mission of student influence can be interpreted in different ways in Swedish compulsory schools. LÄS MER
15. Formative assessment : teacher knowledge and skills to make it happen
Sammanfattning : Several studies have demonstrated that substantial learning gains are possible when teachers use formative assessment in their classroom practice. At the heart of most definitions of formative assessment lies the idea of collecting evidence of students’ thinking and learning, and based on this information modifying teaching to better meet students’ needs. LÄS MER