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1
Metia, Arindam. „Role of sarva shiksha abhiyan in achieving education for all (EFA): study of rural and urban areas of Jalpaiguri district“. Thesis, University of North Bengal, 2018. http://ir.nbu.ac.in/handle/123456789/2811.
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2
Mak, Emma. „How effective are current environmental education programmes in Hong Kong? /“. Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25438967.
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3
Chan, Yip Ah-may Amy. „A study of the curriculum development strategy for the certificate in primary education programme“. Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17597432.
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4
Arendse, Jeffrey Phillip. „Investigating the relationship between parental literacy and Grade 3 learners' literacy abilities at a primary school“. Thesis, University of the Western Cape, 2006. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_9845_1242369865.
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The study set out to investigate the relationship between parental literacy levels and the literacy abilities of their children who were Grade 3 learners at a primary school in an impoverished area. The study initially hypothesized that there is a correlation beteen the literacy level of parents and the literacy abilities of their children. More specifically, it assumed that the higher the lieracy leevls of the parents, the stronger the literacy abilities of their Grade 3 child would be.
5
Chau, Tat-sing, und 鄒達成. „A forgiveness education programme with primary school students“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.
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麥依汶 und Emma Mak. „How effective are current environmental education programmes in Hong Kong?“ Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31255243.
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7
Chan, Yip Ah-may Amy, und 陳葉雅薇. „A study of the curriculum development strategy for the certificate in primary education programme“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958576.
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8
Lebel, Christine. „Représentations du rôle, des pratiques et du programme de formation initiale à l'enseignement par les formatrices et formateurs oeuvrant au niveau du transversal : analyse de trois contextes culturels“. Thesis, University of Ottawa (Canada), 2002. http://hdl.handle.net/10393/6202.
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Nombreuses parutions traitant de la formation à l'enseignement de part et d'autre de l'Atlantique, ont permis de repérer quatre paramètres permettant de structurer les cursus de formation initiale à l'enseignement primaire dans une visée professionnelle. Par une analyse des représentations de formatrices et de formateurs oeuvrant au niveau de l'approche transversale dans trois institutions situées dans des contextes culturels différents, soit la France, l'Ontario et la Suisse, le présent projet s'attache à comprendre d'une part, comment ces derniers vivent les nouvelles tendances et restructurations qui s'opèrent en formation à l'enseignement en ce qui a trait à leur rôle, leur programme et leurs pratiques et comment ils donnent sens à leurs actes de formation. D'autre part, ce projet vise à découvrir dans quelle mesure les spécificités éducatives qui sont liées à l'histoire et à la culture propres à chaque pays et province, peuvent induire des façons autres de se représenter les programmes, dispositifs et démarches de formation.
Dans cette optique, une série d'entretiens a été menée dans chaque site auprès des formatrices et formateurs. Les résultats obtenus montrent que les invariants émergeant de cette recherche sont relativement rares tant au plan des unités de sens émises qu'au niveau des personnes impliquées. Certes on constate qu'une majorité de participantes et participants issus des trois cultures, se représente les démarches comme étant plutôt socioconstructivistes et décrit l'attitude de la clientèle étudiante d'une manière relativement similaire, à savoir que celle-ci adopte une posture passive de consommateurs et demandeurs de recettes. Cependant, au regard de l'ensemble des catégories et sous-catégories étudiées, ces invariants semblent tout de même passablement limités.
Ces constatations semblent dès lors soulever comme hypothèse qu'en dépit des nombreuses publications parues en faveur d'une restructuration de la formation initiale aux fins d'un accroissement de la professionnalisation, les spécificités éducatives qui sont fortement tributaires de l'histoire et de la culture de chacun des lieux impliqués, influent à degrés divers sur les façons de se représenter les rôles, les démarches et les programmes de formation. Ceci permet donc de questionner les possibilités réelles d'éclatement des frontières territoriales et de transcendance des diversités culturelles qui s'offrent depuis l'avènement des TIC.
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Hardwick, Gail C. „Teachers' Perceptions of Reflective Practices Within an International Baccalaureate Primary Years Programme“. ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6331.
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The International Baccalaureate (IB) standards recognize reflection as an integral part of the framework and the fabric of the Primary Years Programme school, as it is embedded in the foundational standards and practices of the inquiry-based IB teaching model. However, teachers in an IB Primary Years Programme school located in the southeast United States struggled with being reflective practitioners. Guided by John Dewey's reflective thought, the purpose of this bounded qualitative exploratory case study was to examine teacher perceptions of reflection practices in an IB Primary Years Programme school. Research questions were drafted to ask about teachers' perceptions of their reflective practices, how teachers' perceived reflective practices aligned with IB's teaching model, and beliefs about the school-based support and resources teachers needed to implement reflective practices. The selection criteria included teachers with at least 2 years of teaching experience who had been to at least 1 outside IB training. Ten teachers, chosen through purposeful sampling, completed a 2-week reflective journal and participated in a semistructured interview. Based on the open-coding and inductive analysis patterns emerged, leading to themes; including lesson reflections, planning, time, and training. Based on the findings, a project, a white paper, includes recommendations to address the teachers' perceptions of reflective practices that will be presented to the school as well as the district. This improved instructional change may provide positive social change in the culture of reflection for teachers and help them and to better differentiate instruction for students.
10
Lui, Ching Salina, und 呂靜. „A talent development programme from students' perspective“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B40040215.
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11
Rankapole, Koena Jacobeth. „Developing writing competencies a case study of educators' experiences with a READ Educational Trust training programme in primary schools /“. Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-10172008-160018.
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12
Vinjwa, Nobuzwe. „A critical investigation of selected Cape and Transkei environment study programmes in junior primary schools“. Thesis, Rhodes University, 1993. http://hdl.handle.net/10962/d1003363.
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The introduction of Environment Study (ES) into the Junior Primary (JP) phase of the school was to facilitate the young learners' development of a sense of place, time and social identity. ES is important in the JP phase because it introduces pupils to the world around them and the environmental issues that affect their lives. ES in the JP phase can also provide pupils with the basic knowledge for survival in a changing world. ES in the JP phase is primarily designed to aid the pupils' development of a sense of identity. As with geography, it is concerned with space, place and time; and these are the criteria that should be taken into consideration in developing the child's sense of identity. Implementation of ES is largely influenced by the expertise and experience of the teachers, which will, in turn, influence their interpretation of the ES syllabus. The goals of ES require teachers to be able to use a variety of teaching strategies and to develop and use a variety of teaching resources. This study investigates existing ES programmes in a number of selected schools in the Cape, DET and Transkei in order to establish the extent to which pupils' developing sense of time, place and social identity are taken into consideration. Observations and interviews were conducted to assess the current ES syllabi for the Cape, DET and Transkei schools in relation to Catling's (1987) criteria; and to evaluate existing ES programmes in the six selected schools in the Grahamstown, Umtata and Mqanduli districts to ascertain the extent to which they met Catling's criteria. The results reveal that in all the Education Departments' syllabi, pupils' needs to developing a sense of time, place and social identity, as suggested by Catling's (1987) criteria, were considered only to a limited extent. Even in the syllabi where these were developed, it was by mere coincidence. Secondly, the programmes in the different schools observed did not meet Catling's criteria sufficiently, because the teachers were ignorant of Catling's criteria. Conclusions are drawn and recommendations made for teachers' awareness of Catling's criteria to be promoted, so that teachers can apply these in their teaching of ES; and for both Cape and Transkei ES programmes in the JP phase to be revised.
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Mambinja, Sindiswa. „School grounds as a place for environmental learning in the life skills learning programme“. Thesis, Rhodes University, 2009. http://hdl.handle.net/10962/d1003642.
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With the intention of improving my own practice, the study investigated how school grounds could be used for environmental learning in the Foundation Phase Life Skill Learning Programme within the Revised National Curriculum Statement. The research was conducted in the Grade One class of Ntaba Maria Primary School situated in Grahamstown East. The study was an action research case study based on interpretive approach to research. It had two cycles comprised of two lesson plans. The first Lesson Plan focused on an audit of the school grounds to identify environmental issues. The second Lesson Plan was informed by the audit, and addressed one of the identified environmental issues. Data was gathered through analysis of curriculum documents, video recordings and photographs of learning interactions, journal entries and learners’ work. The study highlighted that school grounds provided a context for environmental learning within Life Orientation Learning Area especially when integrated with other learning areas. There were cases however, where assessment standards were only partly addressed. The study also revealed that the Life Orientation Learning Area was also limiting for school grounds learning opportunities in some cases. In other cases the study highlighted the open-ended nature of some of its assessment standards. The study also revealed how school grounds related activities offered opportunities and challenges for constructivist, situated and active learning. Opportunities and challenges regarding group work, language use, active engagement with information learning in authentic settings, and action and action competence; emerged as issues from the analysis. Finally, the study shed light on how reflection on learners’ work and assessment of these could help teachers modify activities and do them differently so as to enhance the achievement of skills, knowledge, attitudes and values. The achievement of investigative and problem-solving skills through the two lesson plans was critically evaluated as the processes of values education employed in the lesson implementation.
14
Peled, Anat. „Support for beginning science teachers : developing a support programme for elementary school science teachers during their first years of teaching“. Thesis, Anglia Ruskin University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323524.
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15
Dubarry, Jean. „The development and application of a diagnostic-prescriptive reading programme for West Indian English Creole speakers in the elementary school“. Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.305599.
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16
Soubeyran, Mathilde. „The European Dimension in foreign language teaching in France : Foreign languages in elementary school and European programmes“. Thesis, Uppsala universitet, Teologiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393419.
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17
Crowell, Victoria. „Teachers' Perceptions of Cultural Change in a Challenged High School During the Implementation of the International Baccalaureate Diploma Programme“. UNF Digital Commons, 2013. http://digitalcommons.unf.edu/etd/445.
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Academically failing schools are under scrutiny from government education administrators, policymakers, and the general public, due to chronic inabilities to lower dropout rates and to educate students who can pass high-stakes graduation assessments. States’ efforts to adhere to the No Child Left Behind (NCLB) Act have led to the development of accountability systems to determine adequate yearly progress (AYP) and to assign schools grades, as well as wholesale reassessment of current educational programs, which are often replaced with more rigorous curricula.
Among curricular programs that have been sought as reform measures for academically failing schools is the International Baccalaureate Program (IBP). The IBP’s exacting curriculum has attracted many schools to adopt it as an alternative course of study for advanced students, as well as a rigorous option to build academic capacity among students who have failed to make AYP.
This case study examined teachers’ perceptions of the effect the International Baccalaureate Diploma Programme (IBDP) had on the culture of an academically underperforming high school in Valdosta, Georgia. Teacher volunteers from within the IBDP, in addition to teachers who taught standard classes, participated in a series of three semistructured interviews over 1.5 years, during which time the school made its initial application to the International Baccalaureate Organisation and subsequently began implementing the program with the school’s first cohort of students. Additionally, documents relating to the IB application process were examined, and observations of the IBDP teachers with students in their classrooms were conducted. Data analysis utilized the frameworks of educational criticism and narrative analysis.
Teachers within the IBDP reported feelings of increased self-efficacy resulting from their work with both students and community stakeholders. Participant teachers in both IB courses and other programs described an overall improvement in the school’s culture.
18
Gale, Faith Margaret Nola. „Dropouts from literacy : an analysis of the meanings which adult learners attach to the fact of abandoning their training programme“. Master's thesis, University of Cape Town, 1998. http://hdl.handle.net/11427/17245.
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Summary in English.When considering their dropout, many described experiences of being a misfit, or feeling uncomfortable with discourse practices in which they were expected to engage. Some had logistical difficulties in attending, such as transport or small children, but even greater than these was the fact that they had been disappointed. These learners believe the "literacy myth" that literacy, as a set of skills one can acquire, will result in significant improvements in one's life. They also equate literacy with education, and although they experience none of the benefits that are supposed to accrue to the literate, they continue to say that they believe in its power. However, in practice, attendance at adult centres is relatively poor in comparison with numbers of potential students, those termed "illiterate." It may be deduced that adult "illiterates" regard literacy as some kind of "saviour", a panacea for all ills. Even if it is not directly accessed, the fact of its existence and the notion of its power is enough to provide hope for a better future and comfort in hard times.
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Schudel, Ingrid Joan. „Examining emergent active learning processes as transformative praxis : the case of the schools and sustainability professional development programme“. Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1006079.
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This is a study on the nature of learning, particularly the emergence of active learning processes in the case of an environmental education teacher professional development programme – the Eastern Cape Border-Kei cohort of the 2008 Schools and Sustainability Course. This was a part-time, one-year course supporting teachers to qualify, strengthen and deepen opportunities for environmental learning in the South African curriculum. An active learning framework (O’Donoghue, 2001) promoting teaching and learning with information, enquiry, action and reporting/reflection dimensions was integrated into the Schools and Sustainability course design to support these environmental learning opportunities. In this study, the notion of active learning is elaborated as a situated, action-oriented, deliberative and co-engaged approach to teaching and learning, and related to Bhaskar’s (1993) notion of transformative praxis. The study used a nested case study design, considering the case of six Foundation Phase teachers in six primary schools within the Border-Kei Schools and Sustainability cohort. Interviews, observations (of workshops and lesson plan implementation in classrooms) and document review of teacher portfolios (detailing course activities, lesson plans, learners’ work and learning and teaching support materials) were used to generate the bulk of the data. A critical realist theory underpinning the methodology enables a view of agency as emergent from social structures and mechanisms as elaborated in Archer’s (1998b) model of morphogenesis and Bhaskar’s (1993) model of four-planar being. The critical realist methodology also enables a view of emergent active learning processes as open-ended, responsive to particular potential, but dependent on contingencies (such as learning and teaching support materials, tools and methodologies). The analysis of emergent active learning processes focuses particularly on Bhaskar’s (1993) ontological-axiological chain (MELD schema) as a tool for analysing change. The MELD schema highlights1M ontological questions of what is (with emphasis on structures and generative mechanisms) and what could be (real, but non-actualised possibilities). It enables reflection on what mediating and interactive agential processes either reproduce what is or have the potential to transform what is to what could be (2E). Thirdly, the MELD schema enables reflection on what should be – this is the 3L “axiological moment” (Bhaskar, 1993: 9) where questions of values and ethics in relation to the holistic whole are raised. Finally, the schema raises questions (4D) of what can be, with ontologically grounded, context-sensitive and expressively veracious considerations. The study describes the agency of course tutors, teachers and learners involved in the Schools and Sustainability course, as emergent from a social-ecological context of poverty and inequality, and from an education system with a dual transformative and progressive intent (Taylor, 1999). It uses a spiral approach to cluster-based teacher professional development (Janse van Rensburg & Mhoney, 2000) focusing on the development of autonomous (Bernstein, 1990) and reflexive teachers. With teachers well-disposed and qualified to fill a variety of roles in the classroom, these generative structures and mechanisms had the power to drive active learning processes with potential for manifestation as transformative praxis. Through the analysis of the active learning processes emergent from this context, the study shows that the manifestation of transformative praxis was contingent on relational situated learning, value-based reflexive deliberations, and an action-orientation with an emphasis on an iterative relationship between learning and doing. These findings enable a reframing of an interest in action in response to environmental issue and risk, to an interest in the processes that led up to that action. This provides a nuanced vision of active learning that does not judge an educational process by its outcome. Instead, it can be judged by the depth of the insights into absences (2E), the ability to guide moral deliberations on totality (3L), and by the degree of reality congruence (1M) in the lead up to the development of transformative agency (4D). The study also has a methodological interest. It contributes to educational and social science research in that it applies dialectical critical realist philosophy to a concrete context of active learning enquiry in environmental education. It reports on the value of the onto-axiolgical chain in describing a diachronic, emergent and open-ended process; in providing ontological grounding for analysis (1M); in understanding relationality in situated learing processes (2E); in focusing on value-based reflexive learning (3L) and in understanding transformative learning as “tensed socio-spatialising process” (Bhaskar, 1993: 160) where society is emergent from a stratified ontology, and agency and change are open-ended and flexible processes not wholly determined by the social structures from which they emerge (4D). Considering the knowledge interests defined in the 2011 South African Minimum Requirements for Teacher Education (South Africa. Department of Higher Education and Training, 2011) and the Curriculum Assessment Policy Statements (CAPS) which were implemented in South Africa from 2012 (in a phased approach), the study concludes with recommendations for exploring environmental learning in the CAPS. The study proposes working with a knowledge-focused curriculum focusing on the exploration and deepening of foundational environmental concepts, developing relational situated learning processes for meaningful local application of knowledge, supporting transformative praxis through the “unity of theory and practice in practice” (Bhaskar, 1993: 9), and implementing a spiral approach to cluster-based teacher professional development.
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Kidd, Nita. „A levelled literacy intervention for foundation phase learners“. Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6682.
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Thesis (MEd)--University of Stellenbosch, 2011.ENGLISH ABSTRACT: It is clear from a recent study done by the Western Cape Education Department that the quality of literacy instruction in primary schools is not up to standard (WCED, 2006; Kruizinga, 2010). Therefore, countless learners struggle with the acquisition of literacy skills, such as reading and writing (WCED, 2006). One of the numerous reasons for South Africa's poor literacy levels is stated in the National Reading Strategy (Department of Education, 2008:10): “Learners who experience barriers to learning often do not receive the support needed to become fluent readers.” Despite the policies of inclusive education that recognise the special needs of learners in all sectors of education (Department of Education, 2008:10), countless children find it impossible to decipher and make sense of the unfamiliar texts they encounter in school. For this reason, many learners struggle with feelings of frustration, inadequacy and a sense of failure. As a result of the poor literacy levels, a literacy intervention programme was developed that was used to improve the literacy levels of learners who needed individualised instruction in the specific areas of reading and writing. This intervention programme was based on the principles of Reading Recovery®, a New Zealand literacy intervention programme developed by Clay (1993). Her Observation Survey assessment tasks (Clay, 2002) were used as the main research instrument within a pre-test, mid-test and post-test design. In addition to quantitative data, the Observation Survey yielded qualitative, descriptive data on children's literacy-processing behaviours, which were used to monitor learner progress and provide a source of feedback to guide teachers' instructional decision-making. Three struggling grade three learners were chosen for the intervention, together with a control group consisting of four average-performing learners to which the intervention group was compared. The comparison was done in order to gain knowledge of the intervention group‟s improvement and to see whether they progressed to the level of the control group as a result of the intervention. This programme was designed to accelerate the learning process of struggling learners, firstly by using levelled texts, and secondly by teaching the learners to apply the comprehension strategies needed for successful reading and writing. The results indicate that the intervention group reached the average performance level of the control group and therefore the intervention proved to be successful. Towards the end of the intervention it became clear that the project merited further research and support.
AFRIKAANSE OPSOMMING: 'n Onlangse studie wat deur die Wes-Kaapse Onderwysdepartement voltooi is, het aangetoon dat die kwaliteit van geletterdheidsonderrig nie op standaard is nie. Gevolglik is daar baie leerders wat geletterdheidsprobleme ervaar (WCED, 2006). Een van die vele redes vir Suid-Afrika se lae geletterdheidsvlakke word in die Nasionale Leesstrategie (Department of Education, 2008:10) weergegee: “Leerders wat struikelblokke tot leer ervaar, ontvang gewoonlik nie die ondersteuning wat hul benodig om suksesvolle lesers te word nie.” Ten spyte van die Inklusiewe Onderwysriglyne wat die spesiale behoeftes van alle leerders in alle sektore van onderwys erken (Department of Education, 2008:100), is daar steeds vele kinders wat dit feitlik onmoontlik vind om sin te maak van onbekende tekste waarmee hul in die skool te doen kry. Vir hierdie redes sukkel baie leerders met gevoelens van frustrasie, ontoereikendheid en mislukking. As gevolg van die geletterdheidsprobleme onder jong leerders, het ek 'n intervensieprogram ontwikkel wat gebruik is om die geletterdheidsvlakke van leerders wat spesifiek geletterdheidsprobleme ervaar op te stoot. Die intervensie is gebaseer op beginsels van Reading Recovery®, 'n Nieu-Seelandse Geletterdheidsprogram wat deur Clay (2002) ontwikkel is. Die bykomende “Observation Survey” assesseringstake is gebruik as die hoof navorsingsinstrument binne die raamwerk van 'n voortoets, middel-toets, natoets-navorsingsontwerp. Bo en behalwe die kwantitatiewe data wat die “Observation Survey” take opgelewer het, het die assesseringsinstrument ook kwalitatiewe data verskaf ten opsigte van die leerders se geletterdheids-prosesseringsgedrag. Hierdie data het my gehelp om die leerders se vordering te monitor, asook om my onderrigsbesluite te rig. Drie graad drie leerders wat geletterdheidsprobleme ervaar het, is gekies om deel te neem aan die intervensie. Vier graad drie leerders wat gemiddeld presteer, is vir die kontrolegroep gekies waarteen die intervensiegroep gemeet is. Een van die doele van die intervensie was om te sien of die intervensiegroep binne die gegewe tydperk die gemiddelde vlak van die kontrolegroep kon bereik. Die program is ontwerp om op die een-tot-een vlak sukkelende leerders se leerproses te versnel deur eerstens gebruik te maak van tekste wat in vlakke van „n progressiewe moeilikheidsgraad opgedeel is. Tweedens is die intervensieleerders geleer om 'n verskeidenheid begripstrategieё toe te pas wat enige leser nodig het om met sukses te kan lees en skryf. Die assesseringsresultate het getoon dat die intervensieleerders na verloop van die intervensie die gemiddelde lees- en skryfvlakke van die kontrole groep bereik het. Dus was die studie 'n sukses. Aan die einde van die intervensie het dit duidelik geword dat die projek verdere navorsing in hierdie veld vereis.
21
Joubert, George Frederick. „The influence of a holistic fitness programme on the development of positive attitude’s in learners at a multi-grade school“. Thesis, Cape Peninsula University of Technology, 2010. http://hdl.handle.net/20.500.11838/2139.
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Thesis (MTech (Education))--Cape Peninsula University of Technology, 2010.This research investigates the influence of a 12 week holistic fitness programme on learner attitudes in three multi-grade schools in the Wellington area of the Western Cape. A sample of 38 (N= 21 males and N=17 females), grade 4 multi-grade learners participated in the study. The study also tests whether an evaluation model as applied in this research: a) Can give insight into how to develop a fitness programme and assist to refine and improve such a program; b) Assists, through evaluation and attitudinal evaluation questionnaires to identify the various components of a fitness programme that can be modified to optimise the outcomes of the programme. It was found that the structure provided by the holistic fitness programme encouraged in significant positive attitudes toward all seven sub-domains of the CATPA inventory. It is concluded that the participation in a structured fitness programme is confidently associated with the development of more positive attitudes.
22
Estrada, Silva Diedreann. „Teachers' handbook for implementing learning styles through multiple intelligences“. CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2328.
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The purpose of this project was to provide teachers with different teaching assessement, tools, approaches, and strategies. The context of this problem was to address the need to develop a teacher handbook proposal entitled Teachers' Handbook For Implementing Learning Styles Through the Multiple Intelligences.
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Staniute, Laura. „An investigation of listening and reading proficiency in English of grade 5 and grade 6 students in Chinese-speaking cities“. Thesis, University of Macau, 2018. http://umaclib3.umac.mo/record=b3953463.
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Borges, Rita de Cassia Pereira. „Formação de formadores para o ensino de ciências baseado em investigação“. Universidade de São Paulo, 2010. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-11062010-141111/.
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O ensino de ciências baseado em investigação nas séries iniciais do ensino fundamental tem sido recomendado por muitos educadores, pelas academias de ciências de todo mundo e também pela Academia Brasileira de Ciências, que desenvolve o programa ABC na Educação Científica Mão na Massa. Este estudo se insere na temática de formação de formadores e foi realizado em um dos polos do programa, a Estação Ciência da Universidade de São Paulo, no projeto Mão na Massa - Iniciação Científica no Ciclo I realizado em parceria entre a Estação Ciência e a Secretaria Municipal de Educação de São Paulo (SME). O projeto teve como objetivo a implantação do ensino de ciências baseado em investigação em escolas municipais do fundamental I e envolveu dez Diretorias Regionais de Educação (DRE), cerca de oitenta escolas da SME e foi desenvolvido de 2006 a 2008. Consistiu na formação: de um formador de cada uma das Diretorias pela equipe da Estação Ciência, de um coordenador pedagógico de cada escola realizada pela Estação Ciência e pela DRE; dos professores do ensino fundamental I, que foi realizada pelos coordenadores pedagógicos na própria escola e dos alunos desses professores nas aulas de ciências. Acompanhamos e analisamos o grupo de formação continuada de formadores das Diretorias Regionais de Educação coordenado pela equipe da Estação Ciência. Realizamos pesquisa qualitativa com observação participativa dos encontros, entrevistas e análise de documentos, relatos e avaliações. A investigação e estudo da literatura mostraram que na formação continuada de formadores, está envolvida uma gama complexa de ações que requer diferentes saberes que são mobilizados durante o desenvolvimento de sequências didáticas formativas e favorecidas por estratégias que possibilitam interações dialógicas, dentre os quais destacamos: planejamento e desenvolvimento de situações de formação; conhecimento disciplinar em ciências; reflexão sobre a prática de formação e constituição de espaço coletivo e colaborativo.Inquiry based science education for first years of schooling has been recommended by many educators, by Academies of Science of many countries, including Academia Brasileira de Ciências, which sponsors the programme ABC na Educação Científica Mão na Massa. This study of training of teacher trainers was undertaken in this program, in a joint project of the Municipal Authority for Education of the city of São Paulo with the science Center Estação Ciência of Universidade de São Paulo. The Project, Mão na Massa Iniciação Científica no Ciclo I, aimed at establishing inquiry based science education in aproximately eighty municipal elementary schools belonging to ten different Regional Education District, during the years 2006 to 2008. Training was offered by Estação Ciência to one teacher trainer in each Regional District and to a Pedagogical Coordinator of each participating school. These Pedagogical Coordinators also received training from the Regional District teacher trainer and were responsible for the training of teachers in their own school; the teachers then taught science in their classes. We followed the training work of the Estação Ciência team with the ten Regional District trainers, by qualitative research including observation and participation in meetings, interviews and examination of documents, reports and evaluations. Study of pertinent literature and the research showed that professional development for teacher trainers includes a series of complex actions which requires a variety of abilities and knowledge, which are used during training sequences and helped by strategies which favour dialogical interactions. We emphasize four of these: planning and development of training situations; understanding science concepts and practices; reflection about training practices; and establishment of an atmosphere of collective collaboration in the training group.
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Lande, Margot. „Det outtalade. Uppmärksammas och bemöts tyst maktspel i skolan och på fritids? : En fältstudie av kroppsspråk på lågstadiet: Hög- och lågstatusspel och Härskartekniker samt deras Motstrategier och alternativ som Bekräftartekniker och Lågaffektivt bemötande“. Thesis, Södertörns högskola, Lärarutbildningen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-38180.
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Det outtalade – What is not uttered. The purpose of this study is to observe and analyze interaction between young children and between them and their educators focusing on power relations shown by non verbal communication. The study argues that such expressions can often lead to violations that can be more difficult to address than those outspoken. In our intents as educators to remediate unequal relationships between children and between them and their educators and create a positive social atmosphere in the school context, we need to pay attention to nonverbal interaction. We also need to develop an adequate set of vocabulary in order to be able to discuss what happens and our practice; how we ourselves as educators interact, dealing with it. The study suggests how to – by using a palette of definitions and concepts, collected from different theories. I have performed observations in an Elementary School class, year one and at their After-school programme and furthermore interviewed the educators and pupils participating in the study. The theoretical framework used in the analysis is a combination of positioning and social dramaturgical theory. I present and discuss the negative nonverbal communication that I identified in my observations using four theoretical perspectives, all contributing to shed light on different aspects of power relations and relational creating interaction. These four are: 1. Johnstone’s positioning theory regarding how all human beings engage in High/Low swings in interpersonal relationships (1985). 2. The non vocal aspects of Eile’s theory of The Master Suppression Techniques and their Counter-strategies (2015) based on Ås’ theory (1989). 3. The Sociological theory of Goffman’s The presentation of the Self in Everyday life, an interactionist/dramaturgical perspective (1959). 4. The Low Arousal Approach as presented by Heljskov Elfvén & Wiman (2015). Among the results I found several occurrences of negative non verbal interaction in this First Grade Elementary class between pupils and educators and that the vocabulary of the used perspectives were applicable. The study’s result implies that awareness of non verbal communication can increase both children’s and educator’s available positions and repertoire of actions.Studien syftar till att undersöka, lyfta fram och belysa tyst maktspel på lågstadiet. Studiens huvudsakliga syfte är att observera negativ icke verbal interaktion mellan barn sinsemellan och mellan pedagoger och barn med fokus på maktförhållanden. Ett andra syfte är att samla begrepp från olika teorier som belyser detta på olika sätt och på så vis presentera en vokabulär för att sätta ord på det outtalade, som kan vara användbar för pedagoger i förebyggande arbete mot kränkningar i skola och på fritidshem. Detta då det implicit uttryckta outtalade kan leda till kränkningar som ofta kan vara svårare att komma åt än sådana som bygger på det explicit uttalade. Jag har gjort observationer av en klass ett och deras tre pedagoger i olika situationer i skolan och på fritidshemmet. Observationer har oftast direkt följts upp med samtal om vad som hände. Empirin har så analyserats med utgångspunkt i positioneringsteori och det social-dramaturgiska perspektivet utifrån begrepp hämtade från fyra teorier av Eile (2015 – utifrån Ås, 1989), Goffman (1959), Johnstone (1985) samt Wiman & Hejlskov Elfvén (2015) som alla på olika vis belyser kroppsspråk ur ett relationellt maktperspektiv. Två längre intervjuer har genomförts: inledningsvis med Eile, doktorand i pedagogik specialiserad på ickeverbal interaktion och avslutningsvis med två av klassens pedagoger som reflekterat kring de observationer som gjorts och hur de tolkas. Uppsatsens resultat visar att bruk av ickeverbala negativa signaler förekommer som maktspel redan på lågstadiet och implikerar att pedagogernas kunskaper om kroppsspråk och maktspel i form av hög- och lågstatusspel och Härskartekniker samt kännedom om strategier för att motverka negativa effekter av detta – som till exempel genom Motstrategier, Bekräftartekniker och Lågaffektivt bemötande – kan ha inverkan på hur dessa signaler påverkar klassen. Jag förordar därför vidare forskning på området och att pedagoger, i sitt arbete för jämbördiga relationer och för att skapa en positiv psykosocial skolmiljö, även bör uppmärksamma det outtalade. Mer kunskaper om de negativa ickeverbala signalerna och de metoder och den vokabulär som här lyfts fram för hur det kan motverkas tycks kunna användas som ett sätt att motverka mobbing i det tysta. Medvetenhet om dylikt ger fler möjliga sätt för barn och vuxna att förhålla sig till sin egen position i mötet med andra och därmed en större handlingsrepertoar.
Examinator blev samma person; Adrian Ratkic, som var den första handledaren för denna uppsats, men då det var redan 2016 och uppsatsen sedan dess skrivits om och givits ny form osv så ansåg kursansvarige, Frans Hagerman, att det var i sin ordning. Efter att uppsatsen ventilerats första gången 2018 med examinatorn Liza Haglund som berömde intentionerna men saknade den stringens som bör känneteckna ett dylikt arbete, fick jag så värdefull handledning av henne som möjiggjorde presentationen av denna reviderade version 2019.
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Watters, Denis. „L'enseignement religieux catholique au Québec, 1963-1996 : du Rapport Parent aux États généraux sur l'éducation : autorités, stratégies, enjeux“. Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape8/PQDD_0006/NQ39406.pdf.
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MacMath, Sheryl. „Perceptions of undergraduate education students from within an elementary teacher education programme“. 2005. http://hdl.handle.net/1828/807.
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Gumede, Happy Prince. „A structured reading readiness programme for culturally disadvantage children“. Thesis, 2014. http://hdl.handle.net/10210/10120.
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Nevondo, Ntsengiseni Lizah. „Adults' engagement with computers in an adult basic education and training (ABET) programme“. Thesis, 2008. http://hdl.handle.net/10210/1305.
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M.Ed.At present, some six million South Africans are illiterate, and around two million unemployed adults have inadequate basic schooling (National Education Coordination Committee, 1993:30). This means that they are unable to take advantage of further training or skilled employment prospects. The consequences of illiteracy amongst adults are still reflected through the economy in the form of low productivity, poor quality of life of low-income households and communities, and in political and social instability. Similar findings have been recorded in other countries. For example the Australian Government Gazette (2000:31) states that there were over 23 million adults between the ages of 16 and 65, over 3 million of whom had not had access to schooling. Furthermore, nearly 10 million had not completed Grade 9, and over 10 million had not completed Grade 12. Vella (1994:1) concurs that the introduction of Adult Basic Education and Training (ABET) is a solution to the problem. Adult Education is expected to bring about change in adult learners, with goals ranging from changing behaviour to increasing knowledge, skills and attitudes. One of the focuses of ABET is educational technology, with specific focus on the computer. Carter (1993) states that educational technology, in particular the computer, is widespread to such an extent that it is viewed as an indispensable tool in the daily lives of people. It is used in homes, offices, shops, banks and hospitals. In addition, the most important indicator of the population’s ability to use information technology is to apply computer basics. Although no scientific survey of computer literacy in Africa has been performed to date, rough estimates do exist. Hodge & Miller(1997) quote the World Competitiveness Report (1993) which placed South Africa’s computer literacy rate on a par with Brazil, just below `India and well behind countries like Singapore and Japan (see Chapter 2, table 2.1). Over a decade later, an estimate of computer literacy in South Africa (Hodge & Miller, 1994:[online]) based on the education, employment and demographic profile of the population, shows the levels of computer literacy to be 3.2 million people, or 7.7% of the population. In addition, these figures are based on criteria that computer literacy is determined in the workplace, the level of education determining the type of job one gets and how much prior experience with computers one has. Factors such as age will influence the level of computer literacy. Applying this methodology to each race group, Hodge and Miller, 1997 [online]) find computer literacy rates of 21.1% for Asians, the lowest percentage 5.6% for Blacks and 7,1% for Coloureds. As these statistics indicate, the lowest percentage are Blacks, which indicates that this group is in most need of ABET (Hodge & Miller, 1997: [online]). As the researcher found that the low computer skill figures revealed that the groups most in need of computer literacy are Blacks, she, therefore, was motivated to examine the reasons behind these low figures. 1.2
Dr. G.V. Lautenbach
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Parameshwaran, Prema. „Development of remedial instructional programme for elementary school children with writing disabilities in English“. Thesis, 2001. http://hdl.handle.net/2009/1965.
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Mambinja, Sindiswa. „School grounds as a place for environmental learning in the life skills learning programme /“. 2008. http://eprints.ru.ac.za/1608/.
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32
Seesurrun, Sabina. „The development of a self-help skills education programme for a group of visually impaired children“. Diss., 2015. http://hdl.handle.net/10500/19645.
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The Mauritius School for the Blind is primarily funded through government support. Therefore, it is currently a requirement of the School to adhere to the same curricula as used in all primary schools in Mauritius. This research highlights the necessity for a curriculum that can be specifically designed to meet the needs of visually impaired children. The objectives of the study were; to conduct an evaluation to determine the visually impaired children’s educational goals; to establish the key orientation, mobility and independence skills required by children and young people at the School who are visually impaired; to identify ways in which the skills development programme can be implemented within, and beyond, the School’s curriculum; to propose a set of self-help skills training processes that can form part of the current curriculum to enable visually impaired children at the School for the Blind to become more independent. A triangulation research methodology constituting both qualitative and quantitative research was used. The participants consisted of 12 visually impaired children, the Head of the School, three NGO staff members and six teachers. Thematic analysis led to themes and categories emerging in the arena of self-help skills development. Independence and self-help skills were the main themes determined through data analysis. The secondary themes which emerged from the main ones consisted of social skills, travel skills, daily living skills and education. Sub-themes derived from social skills were cultural differences and its associated feeling of discrimination. Sub-themes under travel skills included independent travel and assistance. Finally, education comprised of sub-themes such as a special programme on self-help skills and training for teachers. The above analysis stressed the need to set up a committee in order to start developing a curriculum in the arena of self-help skills.Psychology
M.A. (Psychology)
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Sekhukhune, Catherine Dikeledi. „An ethnographic account of teaching and learning of the first Grade R programme in a developing school in 2010 in a black urban community“. Thesis, 2014. http://hdl.handle.net/10210/8770.
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D.Ed. (Educational Psychology)The aim of this study was to give an ethnographic story of the first Grade R programme in a developing school in 2010 in a black urban community and to use my story of the Grade R teaching and learning to contribute to a better understanding of the field of Early Childhood Development (ECD) and education in South Africa. This research was a response to the Department of Education’s concern that the Foundation Phase, Grade R included, does not receive the attention it deserves in South Africa. There appears to be alternative views and perspectives of what constitutes good ECD or Grade R practice. As a result, the conceptualisation of Grade R and ECD as a whole is problematic and inconsistent. This study is situated in the interpretivist naturalistic paradigm using sociocultural theory as theoretical framework. I studied the participants in a naturally occurring setting using methods of data collection which captured their social meanings and ordinary activities, whilst I participated directly in the setting in order to collect data in a systemic manner. Thutong1 a primary school established in 2010 in a black urban community, was the research site. Two Grade R classrooms were studied, comprising 60 children and two teachers. The classes were divided according to the children’s home languages, Sesotho (South Sotho) and isiZulu. The lens through which I observed the teaching and learning of the Grade R at Thutong had a sociocultural focus. Data was collected by means of participant-observation; interviews; photographs and photographic data; and artefacts. I used Brewer’s steps of analysis but they were not necessarily followed to the letter. As social phenomena were recorded and classified I compared the different data sets across categories. Atlas.ti computer software was used for qualitative data analysis and text management. Findings suggested that the Grade R language maze is central to teaching and learning of Grade R children, and this became an overarching theme. The sub-themes that were arrived at include language code switching, translation, dual medium in multilingual context, sound/letter recognition, numeracy teaching, Thutong teachers as griots, rhymes and Grade R learning, rote learning in language and numeracy, play in language acquisition, and barriers to learning and support. The diverse population of the black urban community in which the school is situated cautions stakeholders to plan carefully Grade R. In line with the sociocultural theory, a proposal for reform in Thutong would have to consider economic, political, historical, social, and cultural factors because the school is a part of and reflects the larger social system in which it is situated. The story reflects an urgent need to strengthen Early Childhood Development and education in South Africa, thus this study also addresses the need to support and promote local perspectives, questions and issues in order to move beyond the singular image of the global child. The study highlights the importance of teacher training, intense support to teachers and children by the Department of Education, children’s readiness to learn and parental involvement in language acquisition and development.
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CHEN, CHIAO-HSUAN, und 陳巧璇. „The Application of Muticultures into Visual Arts Programme of Elementary School Education – A Case Study of Shiding Elementary School in New Taipei City“. Thesis, 2017. http://ndltd.ncl.edu.tw/handle/x9e68d.
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碩士國立臺灣藝術大學
藝術與人文教學研究所
105
Marriage based immigration has changed the population structure in Taiwan. “New inhabitant” have formed the fifth largest sub-group in the population of Taiwan and highlighted the need for multicultural education.The main purpose of this research intends to study the development and the effect of multicultural art courses by applying the UbD framework. In this action research, qualitative analysis and quantitative analysis were used. Using “MultiCultural Literacy of Elementary School Students” scale to study if the three dimensions of the multicultural art literacy— selfculture conscious, multiculture conscious, crossculture abilities—differ before and after employing this course project. the main finding are as following: First, students show significant differences in selfculture conscious, multiculture conscious and the total score of multicultural literacy. Second, students show no significant differences in crossculture abilities. Third, The application of the “ UbD framework ” mode is suitable for designing multicultural courses. Forth, Cross-disciplinary multicultural education courses can improve student motivation. Fifth, Cross-disciplinary multicultural education courses can improve student motivation.
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Kapfidze, Gabriel. „An evaluation of the social studies programme textbook content at stage four (4) level in Zimbabwean primary schools“. 2014. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1001806.
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D. Tech. EducationThe research study sought to find out if social studies textbooks used at stage 4 level in Zimbabwean primary school are deficient in content. The focus was on the relevance and adequacy of the content to meet National Curriculum Standards.
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Quan-Baffour, Kofi Poku. „A model for the evaluation of ABET programmes“. 2000. http://hdl.handle.net/10500/15838.
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This research project focuses on a model designed for the evaluation of ABET
instructional programmes. In the light of rapid changes in the socio-economic and
political contexts in Africa and particularly in South Africa, this study examines adult
basic education and training, which has become acknowledged as an indispensable
tool for the transformation and development of societies. Since 1994 education has
become a constitutional right for all citizens of South Africa. In an attempt to offer
basic education and training to all adults many institutions and departments have
established ABET programmes offering adults the skills they may need in order to
contribute to the development of their communities. The lack of guidelines for
instructing, assessing and evaluating ABET programmes prompted the choice of
research topic.
The study begins with a review of relevant literature pertaining to the field of adult
education and also provides a general discussion on didactics as it .is relevant to adult
education. The study proposes a model for evaluating ABET instructional
programmes. Focus group discussions are employed as a research tool to validate the
proposed model and its accompanying guidelines. The study reveals that, for ABET
instructional programmes to be outcomes based, relevant, conducive to critical
thinking and creativity and productive of meaningful assessment, a model for
evaluating the programmes' performance in these areas is essential. Based on this presupposition,
the study proceeds to develop a model for the evaluation of ABET
programmes. It draws on literature pertaining to educational evaluation in general and
extrapolates the findings to construct a model appropriate for evaluating ABET
programmes.
In the field component of the study, endeavour is made to validate the model
according to the perceptions of a sample of ABET practitioners. In-depth focus
interviews are conducted to validify the various components of the model. In
conclusion, the study recommends further research into the didactics of adult
education and training (ABET) in order to improve adult education practices.Curriculum and Instructional Studies
D. Ed. (Didactics)
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ZÁBRANSKÁ, Věra. „Přírodovědné vycházky a exkurze - současný stav a možnosti jejich realizace na 2. stupni ZŠ“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-202565.
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The theme of my diploma thesis is: "Natural Science walks and excursions - the current state and their implementation at the second stage of elementary school." It has two basic parts. The first part defines the different approaches of different authors to the main topic, ie. the conception of walks and excursions and it is associated with major subtopics. The second part involves self-evaluation of realized draft of Natural Science walks. It is based on an analysis of surveys that were used for collecting of data. I drew from the study of specialized literature, Natural Science textbooks for second stage of elementary school, and selected substrates from Elementary school Horažďovice.
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Hung, Lijung, und 洪麗蓉. „An Action Research on the Application of Picture Books in Life Education for After-school Programme at Elementary School“. Thesis, 2016. http://ndltd.ncl.edu.tw/handle/66136985136219628101.
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碩士靜宜大學
社會工作與兒童少年福利學系
104
The purpose of this action study is to apply the picture books in the life education program for after-school at elementary school for this action research. This study examines the action research data and proposes sevel concrete suggestions. This ation research is conducting on the after-school program with 19 grade one and two elementary school student samples at alias “Xingsha” Elementary school. These students at the program use an life education curriculum consisting of 8 main topics. Life attitude evaluation scale is used to measure this action research quality data including the student' worksheets, curriculum feedback sheets, and interviewing to discuss the effects of the life education program. The major findings of this study are summarized as follows: 1. After participating in the Life Education curriculum, these students’ life attitudes have obiously changing. 2. After participating in the Life Education curriculum, these students’ life attitudes are continusesly to effect on them. 3. The curriculum is strongerly accepted by these students and showns positive effects on the samples’ life attitudes. Finally, according to these results, this study offers a concrete suggestion for the future curriculum designers. Also, this study suggests some important viewpoints for teachers, schools, and future research which proceeding the life education.
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Ou-Yang, Mei-Chen, und 歐陽梅珍. „The Application Of Multicultures Into Visual Arts Programme Of Elementary School Education-A Case Study Of Da-Cheng Elementary School In Ba-De City,TaoYuan County“. Thesis, 2012. http://ndltd.ncl.edu.tw/handle/43612093382604671170.
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碩士國立臺灣藝術大學
美術教學碩士學位班
100
Starting from the curriculums would be the necessity to implement the multicultural education. We have to care for the local cultures and the people, and combine knowledge with life experiences, namely, practice the fundamental capability of “Grad 1-9 curriculums’ culture learning and global understanding.” The multiple cultures is just like a “salad bowl,” which contains many Taiwanese ethnics living together while each of them has its own feature. The study adopts literature review research and quasi-experimental research, doing qualitative research and quantitative support through observations, interviews, and questionnaire surveys. I separated my 64 third grade students of two classes into the Experimental Group and the Control Group, with experimental teaching activities in five theme units. The Experimental Group carries out the visual arts curriculums in elementary school with multiple cultures; the Control Group carries out general visual arts teaching activities. Pretests and post tests are done before and after the teaching activities. The Experimental Group has to take questionnaire survey after all curriculums. Compiling the data and concluding the results, I hope that the education can live up to the social reality, and broaden students’ international vision. Therefore, in teaching activities, teachers not only enhance capability of arts learning, but also help students develop the knowledge of multiple cultures and cognitions. Moreover, students can have various aesthetic views and identify with self and other cultures.In conclusion, the Experimental Group has better cognitive, emotional, and skillful performances than the Control Group owning to the multicultural arts curriculums. The results show improvement on students of experimental group whose knowledge of multiple cultures, culture learning, and international view. According to the research results, it is useful that combine multicultural education and visual art courses of elementary school. The arts courses of this research can offer reference to teachers who teach the classes of multicultural issues.
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Mabuza, Raymond Vusi. „Perceptions of adult education teachers about their working condition in the Adult Basic Education and Training programme in the Gauteng East Education District“. Diss., 2019. http://hdl.handle.net/10500/26508.
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This research presents a qualitative inquiry of the perceptions of the adult education teachers about their working conditions in the Adult Basic Education and Training programme.
A qualitative investigation method was conducted, and a semi-structured interview was employed to collect data. The data from open-ended questions was analysed using a thematic approach.
Findings suggest that the condition of services for adult education teachers was not acceptable and the levels of job satisfaction among teachers in adult education was low.
Some recommendations that arise from the study are that the dilapidated buildings belonging to adult education be revamped and teaching and learning resources be provided. It is also recommended that the employment conditions of adult education teachers be in line with those of mainstream education teachers.Adult Basic Education (ABET)
M. Ed. (Adult Education)
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Mankayi, Nyameka. „An evaluation of SANCA'S lifestyle programme in two Soweto public schools“. Thesis, 2014.
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This study evaluated the impact of the SANCA Lifestyle Programme on Grade 6 and 7 black
learners in two Soweto schools. This was done with a view to investigate the appropriateness
of the present SANCA Lifestyle Programme for black learners. A total of 260 learners
participated in this study.
The main thrust of the study was to investigate the impact of SANCA’s Lifestyle Programme
on learners’ psychosocial functioning and understanding of alcohol and drugs before and after
the implementation of the SANC A Lifestyle Programme. Information was collated from the
following instruments: biographical questionnaire. Psychosocial Functioning Inventory for
Primaiy School Children (PFI-PRIM-C), alcohol and drug assessment questionnaire and
programme evaluation questionnaire.
The Pre-test results revealed low self-image for the total sample on the PFI-PRIM-C which
measures psychosocial functioning. The Post-test results revealed significant improvement in
this area. The results showed significant differences between gender and age groups in the
areas of psychosocial functioning status. In particular, there was also a significant difference
between males and females with regard to states of anxiety (p<0.001). There was also a
significant difference between the 10-13 year olds and 14-18 year old groups in levels of
frustration (pO.OOl) on the PFI-PRIM-C. After the Lifestyle Programme significant
improvements were achieved.
A significant improvement was also found on the learners’ knowledge of alcohol and drugs
in the post-test period. There was no significant age or sex differences on alcohol and dn;g
assessment questionnaire both in the pre-test or post-test periods.
The implications of the findings are that Lifestyle Programmes have the potential to be
effective for black learners.
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Charvátová, Jana. „Výchova ke zdraví ve vzdělávacích programech základní školy a možnosti její realizace“. Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-286289.
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The thesis is focused on health education and area of sex education in elementary schools. Work gives a picture of the current state of teaching of health education and determines the extent to which schools meet the requirements of health promotion. The theoretical part describes the historical development of health education curriculum in primary schools since the early twentieth century to the present. It deals with areas of sex education, its purpose, subject and content. The practical part deals with the integration of Health Education in schools, through the analysis of educational programs and survey.
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MALÍKOVÁ, Kristýna. „Klíčové kompetence ve výuce španělštiny“. Master's thesis, 2010. http://www.nusl.cz/ntk/nusl-53943.
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This thesis focuses on the development of key competences in the lessons of Spanish language at senior elementary schools. It deals with the characteristics of the key competences, the work with them and their development in the lessons of Spanish language. The aim of the thesis is to describe the current situation in the development of key comptences and propose how the teachers and pupils should work in the Spanish language lessons to support the development of these competences to the maximum.
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Nkomo, Duduzile. „The implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe“. Thesis, 2018. http://hdl.handle.net/11602/1224.
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DEd (Curriculum Studies)Department of Curriculum Studies
This study sought to evaluate the implementation of intervention programmes that enhance the inclusion of learners with dyslexia in mainstream primary schools of Bubi District, Zimbabwe. A mixed-methods research design was adopted. Questionnaires were used to collect quantitative data while semi-structured interviews and documentary evidence were used to collect qualitative data. All the 50 mainstream primary schools found in the district were included in the study. From these, simple random and purposive sampling procedures were adopted to select participants. Simple random sampling technique was used to choose 150 teachers, that is, 3 from each school. In this case, 50 were Grade 1 teachers, the other 50 taught Grade 3 classes and the last 50 were schools’ clinical language remedial teachers. Purposive sampling was used to select 10 heads of schools who had established special classes in their institutions. The same sampling technique was also used to select a District Remedial Tutor, District Early Childhood Development Trainer and District Schools Inspector. Quantitative data was analysed through the use of the Statistical Package for Social Sciences (SPSS) Version 24. Qualitative data was analysed and interpreted thematically. The major findings of the study were that, lack of adequate policies, negative attitudes from some stakeholders, shortage of expert teachers and relevant material resources were some crucial factors that hampered effective implementation of intervention programmes for learners with dyslexia. The study recommends the development of dyslexia-friendly schools through designing relevant policies, holding dyslexia awareness campaigns both in schools and communities, training of more specialist teachers and the provision of learning resources that are more sensitive to the diverse needs of learners with dyslexia.
NRF
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Motiki, Antoinette Tsheboeng. „Performance of income generating-projects supported by Botswana National Literacy Programme“. Thesis, 2006. http://hdl.handle.net/10413/4383.
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The Botswana National Literacy Programme (BNLP) was officially launched in 1981 as a
major adult literacy initiative. Literacy was in this case defined as reading, writing and
calculating. However, experience over the years of implementation showed that provision
of the 3Rs is not enough but literacy needs to be made functional in order to be useful to the
learners in their daily lives. Income generating projects were therefore introduced to the
National literacy programme as a way of making literacy functional. It has been realized
however that the BNLP supported income generating projects are failing or not doing well.
The aim of this study was therefore to investigate the performance of income generating
projects supported by BNLP in relation to projects meeting member' objectives, group
dynamics, economic growth, members' health status, commitment to the projects, use of
literacy skills in running the projects, conducting feasibility studies before embarking on
income-generating projects, business management, availability of start up finance and
follow up. Hypotheses of this study stated that the BNLP-supported income generating
projects are failing because of projects not satisfying members' needs, group disputes
among group members, lack of growth, ill health lack of members' commitment to the
projects, inappropriate literacy curriculum, inadequate feasibility studies before starting the
projects, business management, lack of finance and lack of follow up after training.
The methodologies used for this study were participatory and survey research. Qualitative
strategies were employed using focus group discussions, force field analysis, observations
and questionnaires. Stratified random sampling, was employed to select the sampled
population often operating and ten non-operating income-generating projects in the South
East, Southern and Northern regions of Botswana. Purposive sampling was employed to
select all twelve trainers of the income generating projects within the same regions. The
results of this study were analysed using SPSS 11.5, and manual inspection.
The results of this study supported this hypothesis to a great extent in that causes of failure
of the projects were because the personal objectives of project members were not met, there
was a problem of group disputes among members, ill health of some members was
affecting their production, literacy skills learnt in literacy and income generating skills
provided by BNLP were not adequate to be used in the running of the project and business
skills are taught separately from the basic literacy skills of reading and writing and
numeracy. Feasibility studies were not conducted before embarking on income generating
projects and there was mismanagement of the projects. Inadequate follow up was also seen
to be one of the contributory factors to the failure of projects. Hypothesis of this study was
also partially rejected in a sense that, the results showed that almost all the projects received
some grants to start their projects and therefore start up finances were not a problem but
rather a problem of shortage of funds for expansion, Lack of ensuring sustainability of
projects was due to mismanagement of the funds by the office bearers and mostly LGLs.
Recommendations of this study directed to income generating-project members included
settling group disputes, conducting feasibility studies, embarking on relevant projects
individually or as groups. Policy recommendations included support of individual and
group projects, running a pilot project where appropriate literacy needs of the piloted
projects will be provided, involvement of the participants in decision-making concerning
their projects and curriculum. The policy recommendation included ensuring that funds are
only given to viable projects and literacy curriculum is relevant to the running of income
generating projects to ensure sustainability. Recommendations for further studies included
BNLP conducting an in-depth study to establish the prospects and problems of group
approach in income generating activities, investigate the level of skills that the BNLP
supported income-generating projects and their trainers possess and their specific needs for
skills development and lastly evaluate the training materials used in both literacy classes
and income-generation training to get more insight on what is lacking, and how this could
be improved.Thesis (M.Sc.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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Sobotková, Ludmila. „Téma transcendence ve vzdělávacím programu pro 1. stupeň základní školy a jeho pojetí ve vybraných učebnicích“. Master's thesis, 2016. http://www.nusl.cz/ntk/nusl-353628.
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i ABSTRACT The aim of the diploma thesis is to find out, whether in The Framework Educational Programme for Elementary Education there are topics related to transcendence and whether these topics can be found in textbooks for primary schools. Another aim is to suggest recommendations for teachers, how to develop transcendence in pupils of a primary school. The thesis is focused on development of the vertical direction of transcendence. The theoretical part deals with meaning of the term transcendence. Further, The Framework Educational Programme for Elementary Education is analysed. In the research part of the thesis there is described preparation and realization of the analysis of textbooks and also presentation and interpretation of the data gathered by this way. This part is complemented by preparation and realization of interviews with younger school- aged children. The realized interviews were concentrated on the observation of respondents' interest in topics related to the vertical direction of the overlap. In the conclusion of the thesis there are introduced specific recommendations for development of vertical transcendence in children of primary schools. The research showed considerable differences in the approach to the phenomenon vertical transcendence. In some textbooks these topics are...
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ZEZULOVÁ, Lucie. „Výuka svátků a významných dnů v hodinách výchovy k občanství“. Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-252609.
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This diploma thesis is focused on important cultural and social connections of bank holiday and next significant days incorporation into Education to Citizenship on the second grade of primary schools. The work is divided into two parts - theoretical and practical part. The theoretical one is dealing with the definition and characterization of bank holidays and next significant days in the Czech Republic. In the next part there is described curricular reform of schooling and its documents. In the practical part there is analysed Framework Education Programme for Elementary Education into which are reflected problems of teaching of bank holidays and significant days in primary schools. Afterwards is researching focused on analysis of School Education Programme of Primary School and Kindergarten School for everyone in Osová Bítýška. The author is looking at bank holidays and next significant days incorporation into Education to Citizenship curriculum. In this part there are analysed Education to Citizenship textbooks with valid clause of Ministry of Education, Youth and Sports as well. Subsequently there were created model education units which were used in chosen primary school. The conclusion of diploma thesis is dealing with evaluation of realized classes and appraisal of contribution of created activities to pupils.
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Matlabe, Sizakele Mirriam. „A case study of adult basic education and training programmes in the development of vocational skills in the North-West Province“. Thesis, 2016. http://hdl.handle.net/10500/24834.
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This study discusses the provision of vocational skills in Adult Basic Education and
Training (ABET) centres in the North West Province (NWP) of South Africa.
Currently, South Africa is engulfed with challenges of high unemployment rate,
skills shortages and poverty amongst the adult population. The standardisation of
the ABET system and the colonialism ideologies ·can be blamed for the current
poor state of ABET centres. A qualitative research method was used. The
qualitative research design was the best choice because it was concerned with
how the research respondents create meaning based on their understanding and
experiences about the provision of skills in the ABET centres. Two case studies
were used as the methodology to carry the research. Triangulation was used to
collect data. Structured interviews, focus group interviews, observations and
visuals were utilized to collect detailed data about vocational skills in the ABET
centres in the NWP. lnterpretivism research paradigm was used as an
epistemological position, to position me in the study. Critical theory was used to
frame the study. The use of critical theory enabled me to investigate the different
types of skills that were offered in the two ABET centres and the impact they have
in the socio economic development of the ABET learners. The use of critical
theory in this study enabled me to come up with alternatives of improving the
current programmes that are being offered in the ABET centres faced by ABET
learners need collective efforts from all the stake holders that are involved in the
designing of the ABET curriculum and learning programmes. ABET is
dysfunctional and it needs to be urgently overhauled. ABET learners depend on
the grants offered by the government. Facilitators are under prepared and
unprepared to teach the school subjects that they were currently responsible to
teach. ABET centres do not have physical building structures that belong to them,
this causes or poses a serious challenge in teaching and learning.Educational Studies
D. Ed. (Comparative Education)
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NÁDVORNÍKOVÁ, Kateřina. „Didaktika výchovy ke zdraví na 1. stupni ZŠ“. Master's thesis, 2009. http://www.nusl.cz/ntk/nusl-80306.
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Diploma work is aimed at didactis of healtheducation at primary school. The first theoretic part is intent on analyse of bibliography. The attention is pay to subject matter of healtheducation. The characteristics of younger pupillage and characteristics of educational methods are components too. The second part is intent on comparasion of girls and boys and their acquirement of subject matter of healtheducation and comparasion of girls and boys and playing display games. Comparison was performed on questionnaire. Obtained data were percentage evaluationed. The elaboration of didactis of healtheducation at primary school is important part of second part.
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Hiroux, Marie-Hélène. „L’incidence du programme Vers le pacifique sur les buts de maîtrise et le sentiment d’appartenance à l’école“. Thèse, 2011. http://hdl.handle.net/1866/5354.
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La présente étude avait pour but de déterminer si un programme de prévention de la violence par l’entraînement aux habiletés en résolution de conflits et en médiation pouvait avoir une incidence sur la motivation scolaire et le sentiment d’appartenance à l’école. De par ses trois missions fondamentales (instruire, qualifier et socialiser), l’école québécoise est pour l’élève à la fois un milieu de vie et un milieu d’apprentissage. Toutefois, des problèmes de comportement et de motivation à apprendre peuvent freiner la réussite de certains jeunes. Pour remédier à la situation, des programmes visant à améliorer le comportement des élèves et à prévenir la violence à l’école ont été mis sur pied et évalués, indiquant une amélioration de certains comportements. Quelques études ont aussi noté une corrélation entre ces programmes et la motivation à apprendre. Sachant que l’adoption de buts de maîtrise et le sentiment d’appartenance à l’école sont des variables qui agissent positivement sur la motivation à apprendre, il est pertinent de se demander si un tel programme peut avoir une incidence sur ces variables. Des analyses secondaires de données issues du Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) ont été effectuées afin de vérifier si le programme Vers le Pacifique avait un impact sur les buts de maîtrise et le sentiment d’appartenance et déterminer quels comportements appris grâce au programme agissaient sur ces deux mêmes variables. De plus, le sexe des participants, ainsi que le niveau d’implantation du programme dans les écoles, ont été considérés dans les analyses. Les résultats aux analyses de variance ont révélé que le programme Vers le pacifique n’avait pas d’incidence sur les buts de maîtrise et le sentiment d’appartenance. Peu importe le groupe et le sexe, les buts de maîtrise et le sentiment d’appartenance ont diminué au deuxième temps de mesure. Toutefois, un des comportements appris grâce à Vers le pacifique, la gestion des émotions, agit positivement sur l’adoption de buts de maîtrise. À la lumière de ces résultats, qui cadrent avec certaines théories présentes dans la littérature, il est recommandé aux praticiens d’intégrer de manière plus explicite un volet motivationnel au programme Vers le pacifique, dans le but de contrer la diminution des buts de maîtrise et du sentiment d’appartenance et ainsi favoriser le développement de la motivation à apprendre et la réussite scolaire.The object of the present study was to evaluate the impact of a conflict resolution and mediation training program on student’s motivation and sense of belonging to school. By its three fundamental missions (instruct, qualify and socialize), Quebec’school system serves as a living and a learning environement for its students. However, behaviour and/or school motivation problems can have a negative impact on some students’ achievement. Taking in consideration those problematic issues, schools have implemented programs in order to prevent violence and improve student’s behaviour. Different evaluations of these programs indicated an improvement of certain behaviours and a correlation with some aspects of school motivation. Considering that mastery-oriented goals and the sense of belonging to school are factors that contribute to school motivation, it is relevant to ask if such a program may have an impact on these variables. A secondary analysis of data from Rapport final d’évaluation des impacts du programme Vers le pacifique pour les quatre années de sa mise en œuvre (Bowen, 2006) was conducted in order to verify if the program Vers le pacifique had an impact on mastery-oriented goals and the sense of belonging to school, and to determine which specific students’ behaviours developped through this program had an impact on these two factors. Furthermore, sex and level of implementation of the program in the school were taken in consideration for these analysis. Multivariate and univariate analysis results reveal that Vers le pacifique program does not have a significant impact on mastery-oriented goals and sense of belonging. Both variables decreased over time, whatever the sex or level of implementation of the program. Yet, one of the behaviours developped through the program, emotion management, has a positive impact on students’ mastery-oriented goals. These results, consistent with some theories from the literature, lead to recommendations such as implementing a complementary motivationnal component to Vers le pacifique. Thereby, it might be possible to counteract the decrease over time of mastery-oriented goals and sense of belonging to school, while promoting school motivation and success.