The connection between career education and career maturity /

The value of career education is measured by the extent to which it enhances students' decision making skills regarding career planning. This is referred to as "career maturity". The purpose of this study was to examine what connections could be found between career education and career maturity within one career planning course. A senior level career planning class was studied in depth for one semester and five senior students participated in the study. The five students were interviewed three times during the semester to determine whether, and to what extent, students feel more prepared personally to make decisions as a result of a guided course of instruction. The current trend in education shows an increased emphasis on career education. The government mandates career education, students are in need of career planning courses, and parents want students to learn how to effectively make decisions concerning their future. With this increased emphasis comes the need to evaluate current career education programs which is why this study is significant and useful. The central findings were as follows: first, as a result of taking a career planning course students did increase their career maturity. Second, current career education planning curriculum was similar to the proposed course of study for career planning which comes into effect in September 1999. Current curriculum does help to prepare students to make informed educational and career decisions, a chief aim of the proposed curriculum. Knowing that this outcome is currently achieved will help when the course is being organized to fit the new curriculum.

Mentorships and co-op placements as a means of heightening the need for a secondary school diploma to the education of at-risk students.--

Both educators and politicians appear to be quite concerned about a dropout rate in Ontario's public schools of some 30 percent. With the basic understanding that a high dropout rate is costly both in economic terms and in human terms, something quite obviously needs to be done to reduce the dropout rate in Ontario schools and, in doing so, ensuring Ontario and its graduates an active role in a growing global economy. This study is an exploratory pilot study in that it examined mentoring and the role that mentoring can play in assisting a student in staying in school and graduating from secondary school. Also incorporated in this is co-operative education and the role it can play, through mentoring, in making students aware of lifestyle level of employment, and of the skills necessary to obtain gainful, meaningful employment. In order to gain information on student attitudes, needs and expectations of a mentoring situation, a series of three questionnaires was used. Also, a questionnaire was distributed to the various co-operative education employers. The intent of this questionnaire was to probe the attitudes, needs and expectations of a mentoring situation from the perspective of an employer. The findings of this study indicated that co-operative education and mentoring are a very valuable and useful component in education. There exist certain factors in a co-operative education setting that serve to enhance and to augment the traditional or "theoretical" setting of the classroom. In addition, a mentoring situation tends to add a sense of relevance to education that students seem to require. Also, an opportunity is offered that allows a student to practice and further refine the skills that have been taught over the course of the student's academic life. Results from this study suggested that a mentoring situation, occurring through a co-operative education situation, adds relevance and a sense of "application" to the traditional or classroom schooling situation. The whole idea of mentoring bodes well for the future of education and of the student. Many advantages are identified in a mentoring situation. One of the advantages is that the schools are able to work quite closely with the community and business in order to stay current and informed on the needs and expected needs of the business community. Co-operative education has now gone beyond being an "experimental" mode of education. All students can benefit from being involved in the program. Certainly at-risk students are aided with staying in school. Those students who are said to be not at-risk can also benefit from being enrolled in the program by gaining hands-on work experience and some of the necessary skills to ensure a place in a growing world economy.

Continuing education learning preferences and styles of legal clinic lawyers /

The purpose of this qualitative research was to study the learning preferences and styles of management lawyers who work in Ontario's legal aid clinics. Data were gathered from two sources and analyzed using the constant comparison method. A preand postconference survey provided the principal data on clinic lawyers' learning preferences. Follow-up interviews were then conducted with 3 purposefully selected survey participants to explore their personal learning styles. Kolb's experiential learning theory provided the theoretical framework for discussing personal learning styles. The findings showed a general consistency among the lawyers to learn by listening to lectures and experts. This preference may suggest a lingering influence from law school training. The lawyers' more informal learning associated with daily practice, however, appeared to be guided by various learning styles. The learning style discussions provided some support for Kolb's model but also confirmed some shortcomings noted by other authors. Educators who design continuing education programs for lawyers may benefit from some insights gained from this exploratory research. This study adds to a limited but growing body of work on the learning preferences and styles of lawyers and suggests new questions for future research.

Miss-understand-ing: design education in Ontario secondary schools : an exploration of the issues with stakeholders and recommendations for change /

For most people design is a mystery. The products of design are integrated into our daily lives to the point that design has become invisible to us. However. what is subsumed in design practice is a creative problem-solving process that is applicable as a teaching strategy as well as a method for teaching the subject of design. The purpose of this study was to inquire into the current classroom practice of Ontario Visual Arts and Technological Education teachers, understand the goals of Ontario government curriculum developers, and explore the position held by the professional design community on secondary school design education. Data for this study were collected from: (a) a textual analysis of 4 Ministry curriculum documents; (b) interviews with JO stakeholders; (c) unobtrusive observations and informal conversations conducted at 7 secondary school open house events; and (d) observation of 2 sessions of an AQ course for Design and Technology. The research design modeled the design process and was divided into 2 parts: a discovery or problem-finding phase and a discussion or problem-solving phase. The results showed that design is misunderstood and misused; it has become lost between visual arts and technology where neither program holds responsibility for its delivery; students mistake working on computers for design practice; and while there is a desire within the professional community to have a voice in secondary school design education. there is no forum for participation. The technology-driven paradigm shift taking place in society today calls for a new framework for tellching and practicing dcsign. Further research is required; howcvcr. in the meantime. secondary school educators might benefit from professional development and classroom support from the professional dcsign community.

Exploring Teacher Candidates’ Experience, Perception, and Knowledge of Multicultural Education in Two Ontario Universities

In this study, teacher candidates’ experiences, perceptions, and knowledge of multicultural education at 2 Ontario universities were used determine to the effectiveness of their teacher education programs in preparing them to teach in multicultural classrooms. The research also strived to highlight the most effective practices in these programs that contributed to the preparation of teacher candidates for employment in culturally, racially, and ethnically diverse classrooms in Ontario. A questionnaire and interviews were used to determine the effectiveness of the program in preparing them to teach in diverse classrooms. The findings revealed the need for a greater emphasis of multicultural education in teacher education programs at these universities. The data showed that teacher candidates were most critical of the courses and the delivery of the curriculum in relation to multicultural education. Teacher candidates were also concerned with the lack of multicultural education in their practicum placements. In addition, teacher candidates indicated in the questionnaire that they felt competent adapting instruction to the needs of students in multicultural classrooms. However, the results obtained from the interviews were more varied. The interviews highlighted that teacher candidates were hesitant about teaching in culturally diverse classrooms and less likely to state that they were prepared for these teaching environments. As well, many teacher candidates believed their peers were not prepared for multicultural issues. Teacher candidates believed the program could be improved in many ways including specific instruction across all classes, more diverse practicum experiences, guest speakers, case studies, and the creation of new courses that specifically address multicultural education.

Using Network Analysis to Understand and Advance Falls Prevention Services and Programs

The purpose of this study was to understand referral linkages that exist among falls prevention agencies in a southern Ontario region using network analysis theory. This was a single case study which included fifteen individual interviews. The data was analyzed through the constant comparative approach. Ten themes emerged and are classified into internal and external factors. Themes associated with internal factors are: 1) health professionals initiating services; 2) communication strategies; 3) formal partnerships; 4) trust; 5) program awareness; and 6) referral policies. Themes associated with external factors are: 1) client characteristics; 2) primary and community care collaboration; 3) networking; and 4) funding. Recommendations to improve the referral pathway are: 1) electronic database; 2) electronic referral forms; 3) educating office staff; and 4) education days. This study outlined the benefit of using network analysis to understand referral pathways and the importance of implementing strategies that will improve falls prevention referral pathways.

A Quantitative and Qualitative Inquiry Into Positive Involvement Trends of Contemporary Fathers and Influence of Parenting Programs

Parent education programs offered by a variety of public health services are effective support and knowledge resources that enhance positive parenting competencies in early childhood and adolescence. However, parenting education programs are less effective and encompass fewer benefits for fathers in comparison to mothers. This study sought to investigate trends of paternal involvement in early childhood and to compare the influence of parenting education programs on paternal involvement and conceptualization of fathers. A sample of 52 fathers, between the ages of 19 to 54, with children 6 years old and younger completed an electronic or hard copy version of a survey questionnaire reporting on their fathering and experiences as a dad. Findings indicate the sample of Canadian fathers self-reported high levels of paternal involvement, including many who favoured play-based interactions with their children. Although no significant difference in levels of involvement was noted between fathers who had versus those who had not previously participated in a parenting education program, half of the Canadian fathers indicated that supports are needed to strengthen their role as fathers. Results suggest that future initiatives to strengthen parent education program services available in Canada should specifically consider the father’s role.

Impact of a Youth Development Camp on Participants’ Skills, Attitudes, and Views Towards Science and Scientific Inquiry

This mixed-methods research study sought to determine the impact of an informal science camp—the Youth Science Inquiry Development Camp (YSIDC)—on participants’ science inquiry skills, through self-assessment, as well as their views and attitudes towards science and scientific inquiry. Pre and post data were collected using quantitative surveys (SPSI, CARS), a qualitative survey (VOSI-E), interviews, and researcher’s observations. Paired sample t-tests from the quantitative surveys revealed that the YSIDC positively impacted participants’ science inquiry skills and attitudes towards science. Interviews supported these findings and provided contextual reasons for these impacts. Implications from this research would suggest that informal and formal educational institutions can increase science inquiry skills and promote positive views and attitudes towards science and scientific inquiry by using non-competitive cooperative learning strategies with a mixture of guided and open inquiry. Suggested directions for further research include measuring science inquiry skills directly and conducting longitudinal studies to determine the lasting effects of informal and formal science programs.

Stratégies et déterminants de la vaccination au Burkina Faso 1993-2003

Introduction : La vaccination est l’une des interventions de santé publique les plus efficaces et les plus efficientes. Comme dans la plupart des pays de la région Ouest africaine, le programme national de vaccination a bénéficié du soutien de nombreuses initiatives internationales et nationales dans le but d’accroître la couverture vaccinale. La politique vaccinale du Burkina Faso s’est appuyée sur différentes stratégies à savoir: la vaccination-prospection, la «vaccination commando», le Programme élargi de vaccination (PEV) et les Journées nationales de vaccination. La couverture vaccinale complète des enfants de 12 à 23 mois a certes augmenté, mais elle est restée en deçà des attentes passant de 34,7% en 1993, à 29,3% en 1998 et 43,9% en 2003. Objectif : Le but de cette thèse est d’analyser à plusieurs périodes et à différents niveaux, les facteurs associés à la vaccination complète des enfants de 12 à 23 mois en milieu rural au Burkina Faso. Méthodes : Nous avons utilisé plusieurs stratégies de recherche et quatre sources de données : - les enquêtes démographiques et de santé (EDS) de 1998-1999 et de 2003 - les annuaires statistiques de 1997 et de 2002 - des entretiens individuels auprès de décideurs centraux, régionaux et d’acteurs de terrain, œuvrant pour le système de santé du Burkina Faso - des groupes de discussion et des entretiens individuels auprès de populations desservies par des centres de santé et de promotion sociale (niveau le plus périphérique du système de santé) et du personnel local de santé. Des approches quantitatives (multiniveau) et qualitatives ont permis de répondre à plusieurs questions, les principaux résultats sont présentés sous forme de trois articles. Résultats : Article 1: « Les facteurs individuels et du milieu de vie associés à la vaccination complète des enfants en milieu rural au Burkina Faso : une approche multiniveau ». En 1998, bien que la propension à la vaccination s’accroisse significativement avec le niveau de vie des ménages et l’utilisation des services de santé, ces 2 variables n’expliquent pas totalement les différences de vaccination observées entre les districts. Plus de 37 % de la variation de la vaccination complète est attribuable aux différences entre les districts sanitaires. A ce niveau, si les ressources du district semblent jouer un rôle mineur, un accroissement de 1 % de la proportion de femmes éduquées dans le district accroît de 1,14 fois les chances de vaccination complète des enfants. Article 2: « Rates of coverage and determinants of complete vaccination of children in rural areas of Burkina Faso (1998 - 2003) ». Entre 1998 et 2003, la couverture vaccinale complète a augmenté en milieu rural, passant de 25,90% à 41,20%. Alors que les ressources du district n’ont présenté aucun effet significatif et que celui de l’éducation s’est atténué avec le temps, le niveau de vie et l’expérience d’utilisation des services de santé par contre, restent les facteurs explicatifs les plus stables de la vaccination complète des enfants. Mais, ils n’expliquent pas totalement les différences de vaccination complète qui persistent entre les districts. Malgré une tendance à l’homogénéisation des districts, 7.4% de variation de la vaccination complète en 2003 est attribuable aux différences entre les districts sanitaires. Article 3: « Cultures locales de vaccination : le rôle central des agents de santé. Une étude qualitative en milieu rural du Burkina Faso ». L’exploration des cultures locales de vaccination montre que les maladies cibles du PEV sont bien connues de la population et sont classées parmi les maladies du «blanc», devant être traitées au centre de santé. Les populations recourent à la prévention traditionnelle, mais elles attribuent la régression de la fréquence et de la gravité des épidémies de rougeole, coqueluche et poliomyélite à la vaccination. La fièvre et la diarrhée post vaccinales peuvent être vues comme un succès ou une contre-indication de la vaccination selon les orientations de la culture locale de vaccination. Les deux centres de santé à l’étude appliquent les mêmes stratégies et font face aux mêmes barrières à l’accessibilité. Dans une des aires de santé, l’organisation de la vaccination est la meilleure, le comité de gestion y est impliqué et l’agent de santé est plus disponible, accueille mieux les mères et est soucieux de s’intégrer à la communauté. On y note une meilleure mobilisation sociale. Le comportement de l’agent de santé est un déterminant majeur de la culture locale de vaccination qui à son tour, influence la performance du programme de vaccination. Tant dans la sphère professionnelle que personnelle il doit créer un climat de confiance avec la population qui acceptera de faire vacciner ses enfants, pour autant que le service soit disponible. Résultats complémentaires : le PEV du Burkina est bien structuré et bien supporté tant par un engagement politique national que par la communauté internationale. En plus de la persistance des inégalités de couverture vaccinale, la pérennité du programme reste un souci de tous les acteurs. Conclusion : Au delà des conclusions propres à chaque article, ce travail a permis d’identifier plusieurs facteurs critiques qui permettraient d’améliorer le fonctionnement et la performance du PEV du Burkina Faso et également de pays comparables. Le PEV dispose de ressources adéquates, ses dimensions techniques et programmatiques sont bien maîtrisées et les différentes initiatives internationales soutenues par les bailleurs de fonds lui ont apporté un support effectif. Le facteur humain est crucial : lors du recrutement du personnel de santé, une attention particulière devrait être accordée à l’adoption d’attitudes d’ouverture et d’empathie vis-à-vis de la population. Ce personnel devrait être en nombre suffisant au niveau périphérique et surtout sa présence et sa disponibilité devraient être effectives. Les liens avec la population sont à renforcer par une plus grande implication du comité de gestion dans l’organisation de la vaccination et en définissant plus clairement le rôle des agents de santé villageois. Ces différents points devraient constituer des objectifs du PEV et à ce titre faire l’objet d’un suivi et d’une évaluation adéquats. Finalement, bien que la gratuité officielle de la vaccination ait réduit les barrières financières, certaines entraves demeurent et elles devraient être levées pour améliorer l’accès aux services de vaccination.

Essays on education and family planning

Le capital humain d’un pays est un facteur important de sa croissance et de son développement à long terme. Selon l’Unicef, ce capital humain est constitué en donnant à chaque enfant un bon départ dans la vie : non seule- ment la possibilité de survivre, mais aussi les conditions nécessaires pour se développer et réaliser tout son potentiel. Malheureusement, cet état de fait est loin d’être une réalité en Afrique Subsaharienne. En effet, selon toujours l’Unicef et sur la base d’enquêtes ménages dans 21 pays d’Afrique de l’Ouest et du Centre, c’est près de 32 millions d’enfants qui ont l’âge officiel d’être scolarisés, mais qui ne le sont pas. A ces chiffres, il faut ajouter 17 millions d’enfants scolarisés qui risquent fortement l’exclusion. De son Côté, l’OMS pointe du doigt la mauvaise santé des enfants dans cette région. Ainsi, les décès d’enfants sont de plus en plus concentrés en Afrique subsaharienne où les enfants ont plus de 15 fois plus de risques de mourir avant l’âge de cinq ans que les enfants des régions développées. Les difficultés économiques apparaissent comme la première explication des obstacles à l’amélioration du bien être des enfants aussi bien du côté de l’offre que de la demande. Cette thèse relie trois essais sur d’une part le lien entre conflit armés, l’éducation et la mortalité des enfants et d’autre part sur le lien entre fertilité et éducation des enfants en milieu urbain. Le premier chapitre identifie l’impact de la crise politico-militaire de la Côte d’Ivoire sur le bien être des enfants, en particulier sur l’éducation et la mor- talité infanto-juvénile en exploitant la variation temporelle et géographique de la crise. Il ressort de cette analyse que les individus qui vivaient dans les régions de conflit et qui ont atteint durant la crise, l’âge officiel d’entrer à l’école ont 10% moins de chance d’être inscrits à l’école. Les élèves qui habitaient dans des régions de conflit pendant la crise ont subit une diminu- tion du nombre d’années scolaire d’au moins une année. Les élèves les plus v vi âgés et qui sont susceptibles d’être au secondaire ont connu une décroissance du nombre d’année scolaire d’au moins deux années. Il ressort également que la crise ivoirienne a accru la mortalité infanto-juvénile d’au moins 3%. Mes résultats suggèrent également que la détérioration des conditions de vie et la limitation de l’utilisation des services de santé au cours du conflit con- tribuent à expliquer ces effets négatifs. Des tests de robustesse incluant un test de placebo suggèrent que les résultats ne sont pas dus à des différences préexistantes entre les régions affectées par le conflit et celles non affectées. Le deuxième chapitre étudie les disparités intra-urbaines en matière d’arbitrage entre le nombre d’enfant et la scolarisation des enfants en se focalisant sur le cas de Ouagadougou (Capitale du Burkina Faso). Dans cette ville, au moins 33% des deux millions d’habitants vivent dans des zones informelles (appelées localement des zones non-loties). Cette sous-population manque d’infrastructures socioéconomiques de base et a un niveau d’éducation très bas. Dans ce chapitre, prenant en compte la possible endogénéité du nombre d’enfants et en utilisant une approche "two-step control function" avec des modèles Probit, nous investiguons les différences de comportement des mé- nages en matière de scolarisation entre zones formelles et zones informelles. Nous nous focalisons en particulier sur l’arbitrage entre la "quantité" et la "qualité" des enfants. Compte tenu de l’hétérogénéité des deux types de zones, nous utilisons les probabilités prédites pour les comparer. Nos princi- pales conclusions sont les suivantes. Tout d’abord, nous trouvons un impact négatif de la taille de la famille sur le niveau de scolarisation dans les deux types de zone. Cependant, nous constatons que l’impact est plus aigu dans les zones informelles. Deuxièmement, si nous supposons que le caractère en- dogène du nombre d’enfants est essentiellement due à la causalité inverse, les résultats suggèrent que dans les zones formelles les parents tiennent compte de la scolarisation des enfants dans la décision de leur nombre d’enfants, mais ce ne est pas le cas dans les zones informelles. Enfin, nous constatons que, pour des familles avec les mêmes caractéristiques observables, la probabilité d’atteindre le niveau post-primaire est plus élevée dans les zones formelles que dans les zones informelles. En terme d’implications politique, selon ces résultats, les efforts pour améliorer la scolarisation des enfants ne doivent pas être dirigées uniquement vers les zones rurales. En plus de réduire les frais de scolarité dans certaines zones urbaines, en particulier les zones informelles, un accent particulier devrait être mis sur la sensibilisation sur les avantages de l’éducation pour le bien-être des enfants et leur famille. Enfin, du point vii de vue méthodologique, nos résultats montrent l’importance de tenir compte de l’hétérogénéité non observée entre les sous-populations dans l’explication des phénomènes socio-économiques. Compte tenu du lien négatif entre la taille de la famille et la scolarisation des enfants d’une part et les différences intra-urbaines de comportement des ménages en matière de scolarisation, le trosième chapitre étudie le rôle des types de méthodes contraceptives dans l’espacement des naissances en mi- lieu urbain. Ainsi, en distinguant les méthodes modernes et traditionnelles et en utilisant l’histoire génétique des femmes, ce chapitre fait ressortir des différences de comportement en matière de contraception entre les femmes des zones formelles et informelles à Ouagadougou (capitale du Burkina Faso). Les résultats montrent que les deux types de méthodes contraceptives aug- mentent l’écart des naissances et diminuent la probabilité qu’une naissance se produise moins de 24 mois après la précédente. Prendre en compte les caractéristiques non observées mais invariants avec le temps ne modifie pas significativement l’amplitude du coefficient de l’utilisation de la contracep- tion moderne dans les deux types de zone. Toutefois, dans la zone informelle, la prise en compte les effets fixes des femmes augmentent significativement l’effet des méthodes traditionnelles. Les normes sociales, la perception de la planification familiale et le rôle du partenaire de la femme pourraient expli- quer ces différences de comportement entre les zones formelles et informelles. Par conséquent, pour améliorer l’utilisation de la contraception et de leur efficacité, il est essentiel de hiérarchiser les actions en fonction du type de sous-population, même dans les zones urbaines.

Provision of information and documentation on education in the Austrian Federal Ministry of Education. 'Provisión de información y documentación en educación en el Ministerio Federal de Educación de Austria'.

En un país pequeño como Austria es necesario recibir estímulo del exterior a nivel europeo respectivamente internacional para que los responsables vean lo útil que son las iniciativas nacionales en el campo de documentación educativa. Trabajar de manera comparativa en un contexto europeo ayuda a comprender mejor su propia posición y sirve de base para tomar decisiones y para desarrollar nuevos proyectos en el futuro. Ha crecido el interés en utilizar la información y documentación educativa durante las últimas décadas. Actualmente los ministros de educación ya no pueden seguir su trabajo sin recurrir a todos aquellos datos que han sido recopilados en los respectivos países y presentados a través de las redes europeas como EURYDICE, la red europea de información en educación (htttp://www.eurydice.org).

Research plan discussion: The socio-technical construction of MOOCs and educator practices in HE

In this seminar slot, we will discuss Steve's research aims and plan. Massive open online courses (MOOCs) have received substantial coverage in mainstream sources, academic media, and scholarly journals, both negative and positive. Numerous articles have addressed their potential impact on Higher Education systems in general, and some have highlighted problems with the instructional quality of MOOCs, and the lack of attention to research from online learning and distance education literature in MOOC design. However, few studies have looked at the relationship between social change and the construction of MOOCs within higher education, particularly in terms of educator and learning designer practices. This study aims to use the analytical strategy of Socio-Technical Interaction Networks (STIN) to explore the extent to which MOOCs are socially shaped and their relationship to educator and learning designer practices. The study involves a multi-site case study of 3 UK MOOC-producing universities and aims to capture an empirically based, nuanced understanding of the extent to which MOOCs are socially constructed in particular contexts, and the social implications of MOOCs, especially among educators and learning designers.

Language, education and ethnicity: whose rights will prevail in an age of globalisation?

Education and ethnicity cannot be discussed without taking language into account. This paper will argue that any discussion of ethnic minorities cannot ignore the question of language, nor can any discussion of human rights ignore the question of language rights. Unfortunately, in today's globalised world, governments and minorities are faced with conflicting pressures: on the one hand, for the development and use of education in a global/international language; on the other for the use and development of mother tongue, local or indigenous languages in education. Language complexity and ethnic plurality were largely brought about as a result of the creation of nation-states, which were spread around the world as a result of European colonialism. European languages and formal education systems were used as a means of political and economic control. The legacy that was left by the colonial powers has complicated ethnic relations and has frequently led to conflict. While there is now greater recognition of the importance of language both for economic and educational development, as well as for human rights, the forces of globalisation are leading towards uniformity in the languages used, in culture and even in education. They are working against the development of language rights for smaller groups. We are witnessing a sharp decline in the number of languages spoken. Only those languages which are numerically, economically and politically strong are likely to survive. As a result many linguistic and ethnic groups are in danger of being further marginalised. This paper will illustrate this thesis both historically and from several contemporary societies, showing how certain policies have exacerbated ethnic conflict while others are seeking to promote harmony and reconciliation. Why this should be so will be explored. (c) 2006 Elsevier Ltd. All rights reserved.

Degree projects improving co-operation between the teacher education program and schools : - Swedish experiences

In 1977, when teacher education inSwedenwas incorporated into the university system, the main reason was to transform it into an academic tradition. Now, nearly 30 years later, there is still tension between the academic and the vocational tradition; they show up as different and separated elements in a program that is meant to prepare students for a career as a teacher and for a possible future career as a researcher in this field. This tension gives rise to a risk of allowing parallel “tracks” to develop and of isolating the degree thesis work from other courses. On the teacher-training program in which we are involved, close co-operation with partner-schools, where the practical part of the program takes place, has been established. Here, the students´ degree theses are an important factor in making this co-operation work on a concrete level. Accordingly, the purpose of the degree thesis is both to reflect problems in schools and contribute to better teaching in the individual school, but also to offer relevant educational subject matter to the students, which may be adapted as an element in the university’s research environments. From these points of view, the degree thesis is an important part of teacher education and rather more than just a single course. The degree thesis should be an element that gives the students an opportunity to show that they have reached central goals in the teacher education program. It should also be an integral part in the development of critical and scholarly thinking, deepening pedagogical and didactic knowledge and giving the students an opportunity to apply research methods. We will here use two minor case studies: one that compares teacher education programs in five Swedish universities and one minor study at one of those universities, in order to elaborate on the questions: - What purpose has a degree thesis and what role does it play in teacher education? - What criteria are relevant to assessing a degree thesis and what qualities do the degree theses have? - Is it possible to assess a degree thesis fairly and what happens to students who do not pass? - How could the degree thesis be used to improve the contact between the teacher education program and its partner schools in order to contribute to the development of the individual school?