Search for dissertations about: "Whole School Approach"

Showing result 1 - 5 of 39 swedish dissertations containing the words Whole School Approach.

  2. 1. Guiding Principles of Transformative Education for Sustainable Development in Local School Organisations : Investigating Whole School Approaches through a School Improvement Lens

    Author : Anna Mogren; Niklas Gericke; Arjen Wals; Karlstads universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; Education for Sustainable Development; School organisation; Transformative ESD; Transformative Quality; School improvement; Whole School Approach; Biology; Biologi;

    Abstract : The importance of an education that empowers students to engage with real societal problems to promote a sustainable future is widely acknowledged. However, the organisational characteristics of schools that facilitate such education for sustainable development (ESD) have received little attention. READ MORE

  4. 2. Teaching for the learning of additive part-whole relations : The power of variation and connections

    Author : Anna-Lena Ekdahl; Ulla Runesson Kempe; Hamsa Venkat; Camilla Björklund; Christiane Benz; Jönköping University; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; NATURVETENSKAP; NATURAL SCIENCES; variation; variation theory; connections in teaching; making connections; early numbers; teaching and learning additive relations; part-whole relation; part-whole relations of numbers; intervention study;

    Abstract : In this thesis, results from four empirical studies and a re-analysis are synthesized with what can constitute a structural approach to teaching and learning additive part-whole relations among learners aged four to eight years. In line with a structural approach to additive relations, the relations of parts and whole are in focus from the outset and are seen as the basis for addition and subtraction (Davydov 1982; Neuman, 1987). READ MORE

  5. 3. Social Climate and the Student in the Learning Environment : Advances in Assessment, Observation, and Coaching

    Author : Carina Wikman; Mara Westling Allodi; Laura Ferrer-Wreder; Snyder Patricia; Stockholms universitet; []
    Keywords : classroom climate; social climate; social-emotional learning; whole child approach; self-concept; prosocial behaviors; well-being; academic achievement; intervention; Practice-Based Coaching; elementary school; specialpedagogik; Special Education;

    Abstract : Relationships and what is taking place socio-emotionally in the classroom may support or hinder students´ learning and development. All students benefit from a positive, supportive classroom climate, especially children with special educational needs. READ MORE

  6. 4. Learning Science Through Aesthetic Experience in Elementary School : Aesthetic Judgement, Metaphor and Art

    Author : Britt Jakobson; Per-Olof Wickman; Jan Schoultz; Stockholms universitet; []
    Keywords : aesthetic experience; aesthetic judgement; art activities; continuity; Dewey; elementary school; imagination; learning; meaning-making; practical epistemology analysis; reconstruction; science; spontaneous metaphors; transformation; Wittgenstein.; NATURAL SCIENCES; NATURVETENSKAP; didaktik; Didactics;

    Abstract : This thesis considers the role of aesthetic meaning-making in elementary school science learning. Children’s aesthetic experiences are traced through their use of aesthetic judgements, spontaneous metaphors and art activities. The thesis is based on four empirical studies: the first two examining children’s language use, i.e. READ MORE

  7. 5. Support for productive whole-class discussions in mathematics : Developing and exploring frameworks in the context of classroom response systems

    Author : Patrik Gustafsson; Andreas Ryve; Per Sund; Ove Gunnar Drageset; Mälardalens universitet; []
    Keywords : SAMHÄLLSVETENSKAP; SOCIAL SCIENCES; task design; multiple-choice; classroom response system; whole-class discussions; mathematics; Didactics; didaktik;

    Abstract : In recent decades, research has stressed the importance of productive classroom discussions in high-quality mathematical instruction for all learners. However, after decades of attempts by professional development programs to support teachers in achieving these discussions, they are rarely reported on in the classroom context. READ MORE