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1
Tsai, Ying-Hsiu. „An investigation of the relationship between pre-school child care history and peer relations of second year primary school children in Taiwan“. Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.396086.
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2
Bishop, Elizabeth May. „Using a cross-cultural conception of play to explore the play perspectives of children and parents of Somali heritage and primary school practitioners“. Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/32100.
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This two phase study explored perspectives of play according to children and parents of Somali heritage and primary school practitioners, in a city in South West England. In an addition to the considerable research base concerning play, this study investigated the frequently overlooked cultural dimension of play and how this affects the education of Somali heritage children in England. The broader contentious concern of play’s role in Early Years and Primary education was also explored. A mixed methods pragmatic approach was employed in this study. In Phase One, a photograph sorting activity based on the Activity Apperception Story Procedure by Howard (2002), was used to enable the participation of young children and participants for whom English is not their first language. Established via this activity were definitions of play and work according to children and parents of Somali heritage and primary school practitioners. Exploratory Data Analysis was applied to examine this data. In Phase Two, a focus group design was used, with discussions drawing on cross-cultural conceptions of play (Gaskins, Haight & Lancy, 2007; Göncü, Tuermer, Jain & Johnson, 1999). This enabled the exploration of how parents of Somali heritage and primary school practitioners perceive play’s relationship to children’s development and learning, with consideration for their own experiences of childhood. Focus group data was analysed using thematic analysis, supported by the Cultural Historical Activity Theory framework. The findings of this study highlight shared and individual definitions of play, competing benefits of play and the cross-cultural importance of play being intrinsically motivated. Implications for practice centre on the need to recognise play as part of unique cultural milieus at a practitioner, school, educational psychology service and policy level.
3
Smith, Marion Jenifer. „A Primary School Year : rhythms and relationship“. Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522277.
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4
Bejar, Axel. „Racism against second-generation migrant in Swedish primary school“. Thesis, Linnéuniversitetet, Institutionen för samhällsstudier (SS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100878.
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The research is a study on second generation migrants in a white-dominant primaryschool. The subject was about the racist experience in the school year when theywent to primary class. Hence, the research uses two different analytical frameworks:Göran Therborn theory on inequalities and Jane Elliot experiment on RacialPrejudice. As a notice, there is not much research on secondary generation migrant.Thus, it does not change the fact that the research has found some data andinformation. Most migrants' experiences racism in a white-dominant school, butthere has not been researching where it analyses the effect of racist experience in awhite-dominant school. However, the research brings up the subject of integrationand segregation to analyse the affected of racist experience in a white-dominantprimary school.
5
Feely, Catherine Grace. „Mathematical component strengths and weaknesses of Year 4 and Year 5 primary school students“. Thesis, University of Canterbury. School of Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5391.
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A lack of skill in particular component skills has been hypothesised as a cause of learning delays in children and this has been found to be the case in previous studies of reading delays (Smith, 2007; Williams, 2002). The present study explored this hypothesis with regard to the development of mathematical skills. The aim of the present study was to investigate whether the delays of children who are delayed in mathematical development are in part due to a lack of skill, particularly a lack of fluency, in particular component skills. Performance on several component skills was investigated: The ability to read and write numbers, to recognise quantities and equality, and to perform simple and more complex operations. Performance of each of these skills was compared in two groups of Year 4 and 5 (8-9 year old) children: a group of typically developing children and a group of children showing delayed development in mathematics. Children whose mathematical development was delayed were likely to be less fluent at performing each of the component skills tested than children whose development was typical. Additionally, children whose development was delayed were more likely to have low levels of fluency in several of the component skills. The results of the present study highlight the importance of building component mathematical skills to fluency.
6
Granström, Sara. „Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school“. Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.
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The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.
7
Smith, K. „Researching children as becoming writers in their first year of school“. Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.
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Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.
8
Howard, Peter T., of Western Sydney Nepean University und Faculty of Education. „Primary teacher's attitudes toward the student use of calculators in primary (kindergarten-year 6) mathematics classes“. THESIS_FE_XXX_Howard_P.xml, 1991. http://handle.uws.edu.au:8081/1959.7/133.
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The last fifteen years has seen an increase in the availability of calculators for use by schools and students. Educational authorities in Australia, the United States of America and the United Kingdom have come to recommend the student use of calculators from Kindergarten upwards. This recommendation has attracted continuing controversy, specifically regarding the use of, calculators in primary schools. Such controversy prompts an important question: What views do primary teachers themselves hold on this issue? This report examined the findings of a study into primary teachers' present attitudes toward the student use of calculators in primary mathematics classes. Data were collected from a questionnaire administered during 1990 to a sample of teachers undertaking their fourth year of study for a Bachelor of Education (Primary) at three university campuses in New South Wales, Australia. Those teachers who supported the primary student use of calculators believed that calculators are a technological tool for use in mathematics, that they increase childrens' confidence, they take the focus off computation in doing problems and that children use them outside the classroom. It was found that of these teachers, 55% supported the introduction of calculators before the end of Year 2. A total of 4% did not support their use at all in primary mathematics classes. This study concluded that there was not overall support from primary teachers for the introduction of the calculator into Kindergarten as recommended in the National Statement on the use of Calculators for Mathematics in Australian SchoolsMaster of Education
9
Hagan, L. M. „A case study of a year of EMU in a primary school consortium“. Thesis, Queen's University Belfast, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.246349.
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10
Johnson, Michael D. Lynn Mary Ann Brickell John L. „An analysis of first and second year Illinois public school principals' perceptions of stress“. Normal, Ill. Illinois State University, 1988. http://wwwlib.umi.com/cr/ilstu/fullcit?p8818714.
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Thesis (Ed. D.)--Illinois State University, 1988.Title from title page screen, viewed September 8, 2005. Dissertation Committee: Mary Ann Lynn, John L. Brickell (co-chairs), Thomas W. Nelson, William F. Stimeling, Donald S. Kachur. Includes bibliographical references (leaves 123-128) and abstract. Also available in print.
11
Benn, Michaele Jane Peters. „A study of second year teachers' and principals' perceptions of the Oklahoma teacher induction program /“. Access abstract and link to full text, 1993. http://0-wwwlib.umi.com.library.utulsa.edu/dissertations/fullcit/9318170.
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12
Feldman, Rachel B. „The Second Year: A Qualitative Case Study of the Influences on a Student's Experience with Kindergarten, First, and Second Grade Retention“. Diss., Temple University Libraries, 2009. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/28565.
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Educational AdministrationEd.D.
This study examines primary grade retention as it is utilized in one suburban school district as an intervention for low achievement. Since as early as the late 1800's, educators have been struggling with the solution for students who do not demonstrate readiness for grade promotion. Grade retention is one of the practices that has been utilized in an effort to give students added time to prepare for the next grade level. This researcher collected and analyzed data on the experiences of a sample of six kindergarten, first, and second grade students who are repeating their respective grade level. The data for this qualitative study have been presented through classroom observations, parent and teacher interviews, and document review. The patterns that resulted from the data collection and analysis have provided insight into the factors that influence a student's experience with grade retention. This study explored the influential components of a primary grade retention program with recommendations for practical application in the field and future research in this area.
Temple University--Theses
13
Tipton, Barbara D. „Ideal and Actual Mentor Teacher Characteristics As Perceived by Second-year and Non-returning First-year Public School North Carolina Teachers“. Digital Commons @ East Tennessee State University, 1997. https://dc.etsu.edu/etd/2984.
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The researcher examined non-returning first-year teachers and second year teachers who taught during the 1994-95 school year. The research design included five research questions with six null hypotheses testing for differences among second year teachers' perceptions and non-returning teachers' perceptions of their mentor teachers. After calculating ratings on desired and demonstrated scales by 464 subjects, criteria were ranked on mentor characteristics on 12 tasks. The extent to which each task was demonstrated during their first year's teaching experience was also calculated. Participants indicated that the ideal mentor would advocate for the novice and would demonstrate a sensitive approach in assisting. However, study participants responded that the more essential characteristics were not present in their experience with mentors. When examining differences between returning and non-returning teachers' perceptions of mentor characteristics, non-returning teachers expressed a stronger desire to have their mentor be understanding, empathetic, and communicative and to teach in a similar curricular area. Further, they would have liked to have had more discussion regarding their teaching practice and a convenient time to meet and share information. When exploring the differences on desired and demonstrated scales in the perception of their actual experiences, significant differences were found in all 12 tasks. Additional analyses revealed significant differences in male and female perceptions but no differences were found when considering grade level teaching assignment.
14
Woodward, David. „Children's perceptions of gender : an action research study with year three primary school children“. Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360595.
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15
Ye, Yujing. „From probationers to professionals : a study of first-year primary school teachers in Taiwan“. Thesis, University of York, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.319487.
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16
McGee, C. „Preventing smoking among 9-10 year old primary school children : evaluation of SmokeFree Sports“. Thesis, Liverpool John Moores University, 2015. http://researchonline.ljmu.ac.uk/4400/.
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Smoking in childhood is a predictive risk factor for smoking in later life and increases the likelihood of early mortality from smoking-related morbidities. Preventing the uptake of smoking in childhood is an important public health priority (Public Health England, 2014a). Evidence suggests physical activity participation may be protective against smoking uptake in children and thus physical activity is recommended as an active component for future smoking prevention efforts (Audrian-McGovern et al., 2013). Therefore SmokeFree Sports (SFS) was designed to explore whether physical activity could be used as a vehicle to prevent children within deprived neighbourhoods from starting to smoke. The research within this thesis forms part of a wider programme of research and evaluation of SFS. The aims of the research conducted within this thesis were to (1) explore the influence of social factors (mother, father, sibling and friend smoking) on preadolescent (aged 9-10) boys and girls cognitive vulnerability (e.g. smoking-related intentions, attitudes and refusal self-efficacy) towards smoking, (2) explore the feasibility and acceptability of SFS with primary school settings from the perspectives of children, teachers and coaches, and (3) examine the impact of SFS on preadolescents cognitive vulnerability towards smoking and explore perceived intervention impact from the perspectives of children, teachers and coaches. To address and answer the research questions within this thesis a mixed-methodological approach was undertaken. In 2012, a cross-sectional study involving 43 primary schools in Merseyside, England was conducted to explore the influence of social factors on preadolescent boys and girls cognitive vulnerability towards smoking (n =1143; 50.7% girls; 85.6% White British). Children completed a questionnaire that assessed their smoking-related behaviour, intentions, attitudes, and refusal self-efficacy, as well as parent, sibling and friend smoking. Data were analysed using multilevel linear and logistic regression models, adjusting for individual cognitions, school and deprivation level. Findings showed that social factors were associated with children’s cognitive vulnerability towards smoking, with the smoking behaviour of siblings and friends being identified as important influences. Further, whilst the majority of 9-10 year old children living in deprived communities had high non-smoking intentions and refusal self-efficacy, a substantial proportion displayed pro-smoking attitudes that could be addressed through smoking prevention efforts. Research suggests that physical activity participation is protective against youth smoking initiation (Audrian-McGovern et al., 2013) and increased smoking (Horn et al., 2013). Therefore, SFS, a UK multi-component initiative that aimed to deliver smoking prevention education to primary school children (aged 9-10 years) through the medium of sport and physical activity was developed and piloted in among 9-10 year old children in primary schools across Merseyside, England. In the preliminary phase to piloting the city-wide SFS intervention, a formative study was employed in three primary schools situated in Liverpool City and North. Children received six weeks of coaching activities (football and dance) for two hours each week. Key messages surrounding the effects of smoking on health and sporting performance were incorporated into activity sessions. Children also received SFS branded materials, attended a SFS launch and celebration event, and were encouraged to sign a pledge to be smoke free. In total, forty-five children (51% boys; 93% White British) participated in focus groups (n= 6 single sex and n= 3 mixed sex groups), and Year 5 teachers (n=3; 3 male) and SFS coaches (n=5; 3 male) participated in semi-structured interviews. Findings from this formative study revealed schools were a suitable setting to deliver SFS. Further, the use of physical activity as a mechanism to deliver smoking prevention education was considered acceptable by children, teachers and coaches but further modifications were made to ensure its acceptability and aid effectiveness for a larger SFS pilot study. This formative study was therefore integral to the development of SFS pilot intervention which included compulsory and optional components delivered by multiple implementers, including SFS coaches and primary school teachers. In 2013, a non-randomised SFS controlled-trial was conducted among Year 5 children (n=972; 50.7% Female) in primary schools across Merseyside, England. Schools were clustered into intervention (n=32) and comparison groups (n=11). Outcome measures that were employed in the cross-sectional study (Study 1) were assessed again at post-intervention (2-weeks from intervention end) and again at follow-up (approx. 12 months post intervention). Quantitative findings indicated that the SFS intervention did not impact on children’s non-smoking intentions, which remained high across both groups. However, qualitative data revealed that SFS reinforced children’s opinions about smoking and made them more determined not to smoke. Further, children in the intervention schools displayed significantly more negative attitudes towards smoking at post-intervention and at follow-up than those in the comparison group. Whilst no significant intervention effects were found for refusal self-efficacy at post-intervention, positive intervention effects were observed at follow-up. These findings may lend support for physical activity as one strategy for smoking prevention efforts targeted at preadolescent children residing in deprived neighbourhoods. In summary, the research within this thesis examined the influence of social factors on preadolescent’s cognitive vulnerability towards smoking, and explored the feasibility and acceptability of a novel smoking prevention intervention that used physical activity to deliver smoking education to UK primary school children, and examined its impact on preadolescent’s smoking-related cognitions. Utilising physical activity to deliver smoking prevention education appears to work at least as well as smoking prevention delivered through class-based learning. Importantly, teachers and coaches viewed physical activity as an acceptable method to engage children in smoking prevention. Nevertheless, strategies to increase the sustainability of SFS and embed intervention components into the school curriculum require further investigation.
17
Dokuzoğlu, Alca. „Year five Turkish teachers’ interpretations and implementations of the Turkish Guide Book in a state primary school and a private primary school in Turkey“. Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9174.
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This study focuses on the State and the Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book. Turkey’s candidacy for accession to the European Union led to some reformations in education in 2004 (Aksit, 2006). One of the aims of the 2004 reforms was to introduce new teaching styles along with renewed textbooks and teachers’ guide books. However, throughout these reformation movements, there has been little attention given to teachers’ training. Although the Turkish Guide Book meant to standardise teaching nationwide, it was also meant to transform primary schooling in Turkey. The main purpose of this study is to gain an understanding of State and Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book in Year Five of Primary Education in Turkey. In this research, naturalistic research tools were used to gather qualitative data. Observations, interviews and documentary analysis were the main research tools. The study took place in a State Primary School and a Private Primary School, both situated in Ankara, Turkey. The research was first conducted in the State Primary School from March 2007 to April 2007 which led to the idea of conducting further research in the private context. Research conducted in the Private Primary School took place between December 2007 and January 2008. The data were collected from ten primary school teachers by means of semi structured interviews and classroom observations. Drawing upon the theoretical framework of Foucault’s (1977) modern power control strategies, a major factor influencing teachers’ classroom practices both in the State and the Private Primary Schools emerged. A highly centralised Turkish educational system has a major influence on teachers’ classroom practices. However the State Primary School participants’ attitude towards teaching and learning was different from the Private Primary School participants. The State School participants had doubts about the new Turkish Guide Book; however they did not make any changes with their implementations of it. However, teachers from the Private School adopted various activities into their teaching. The difference among teachers’ classroom behaviour may be explained through the structure of the schools. Although both of the schools are controlled and inspected by Ministry of National Education (MONE), MONE’s influence over the State Primary School is more evident. Spatiality can also be considered to be a mode of modern power control (Massey, 1994). Therefore the structure of space in both the State and the Private Primary Schools is a form of surveillance apparatus. In particular, Ataturk portraits and Turkish flags were prominently displayed in every corner of the State School, which acted as a reminder of the state control and ‘Turkishness’. On the other hand, in the Private Primary School state control was not as apparent; however, the structure of the school was organised according to permanent visibility.
18
Lawrence, Julia Clare. „Negotiating change : the impact of school transfer on attainment, self-esteem, self-motivation and attitudes in physical education“. Thesis, Brunel University, 2006. http://bura.brunel.ac.uk/handle/2438/6377.
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The purpose of this study was to identify any changes in attainment, self-esteem, self-motivation and attitudes to physical education between the end of year 6 and the beginning of year 8 (during the transfer from primary to secondary school), and to establish the extent of any differences between gender, age of transfer and school attended. Consideration was also given to the ways in which continuity and promotion was promoted between schools involved in the study. Data was collected on four occasions over a 20-month period. Data pertaining to attainment was collected using observation techniques and teacher assessment, whilst self-esteem and self-motivation was collected using questionnaires. Attitudinal data, information relating to physical education, and continuity and progression data were collected using questionnaires and interviews. Results showed significant increases in attainment, self-esteem and self-motivation between the end of year 6 and the beginning of year 8. Significant differences were evident in relation to gender, age of transfer and secondary school attended. Significant positive relationships were found between attainment and self-esteem, attainment and self-motivation, and self-esteem and self-motivation, allowing a tentative relationship model to be proposed. Changes in attitudes towards physical education were also found. Whilst teachers acknowledged the importance of continuity and progression, links between schools focused on social / pastoral rather than curricular issues. Time, staffing issues and finance were identified as the main constraints to the establishment of links. What emerges is a complicated picture of inter-related factors, with no universal solution. Each teacher must consider this broad range of factors within the context they teach. In order to do this there is perhaps a need to raise awareness amongst teachers of the impact of the transfer between primary and secondary phases of education on pupils across curriculum subjects, and that this should be explicitly considered and planned for.
19
Wolfaardt, Francois. „Hong Kong primary school children's second language acquisition: the impact of Filipina domestic workers“. HKBU Institutional Repository, 2015. https://repository.hkbu.edu.hk/etd_oa/148.
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Foreign Domestic Workers (FDWs) in Hong Kong are a marginalised group, with many being subjected to various kinds of abuse. Numerous empirical studies documented the nature and extent of the abuse FDWs suffer. This study, with the aim of enhancing the prestige of FDWs, investigated the impact that Filipino Domestic Workers (FilDWs) in Hong Kong have on children's L2 English listening comprehension and spoken fluency. It was the first research that explored the impact of FilDWs on both a productive and receptive skill. A total of 20 children from Chinese Medium oflnstruction (CMI) schools between eight and 12 years old were used as research subjects. The experimental group consisted of 10 children from households with FilDWs, while the control group was composed of 10 children from households without FilDWs. Each group consisted of six boys and four girls. Prior to doing the study a pilot study was launched at a CMI school where five children of the target age group were tested. Based on the results of the pilot study, a test was designed to assess both listening comprehension and spoken fluency. Each participant listened to a children's story and was asked 25 fixed questions about it. All answers were recorded and transcribed for analysis. Results showed that those in the experimental group consistently outperformed those in the control group by substantial margins, even after controlling for age and gender. These results serve as evidence against the popular assertion in Hong Kong that FDWs have a bad influence on children's English.
20
Saleem, Mohammad. „A strategic plan for universal primary enrollment in Pakistan by the year 2000 /“. Access Digital Full Text version, 1991. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11167646.
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Thesis (Ed.D.) -- Teachers College, Columbia University, 1991.Typescript; issued also on microfilm. Sponsor: Craig Richards. Dissertation Committee: Thurston Atkins. Includes bibliographical references: (leaves 208-215).
21
Puleo, Peter. „ACHIEVEMENT GOALS AND ENGAGEMENT OUTCOMES IN THE SECOND SEMESTER OF FOURTH-YEAR HIGH SCHOOL MATHEMATICS COURSES“. Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/506534.
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Math & Science EducationPh.D.
The second semester of the high school senior year has been associated with a lack of motivation among students and increased frustrations among parents and teachers. This qualitative study examines the achievement goals and engagement outcomes of second semester high school seniors in their mathematics classes. Data were collected from eight high school seniors, three of their parents, and two teachers enrolled at an all male college preparatory school in Pennsylvania. In-depth interviews were used to gather participants’ definitions of success prior to their senior year and during the second semester of their senior year. Student participants’ behavioral, emotional and cognitive engagements were assessed through directed interview questions and observations. Data were analyzed using a three goal framework of task-involvement, ego-involvement, and work-avoidance (Nicholls, Patashnick, & Nolen, 1985). The participants’ definitions of success suggested four themes. First, student participants defined success in mathematics consistently as they recalled their four years of high school and transition into the second semester of their senior year. Second, the phenomenon of senioritis was found to be more perceived than real for most of the participants. The work-avoidant participants described feeling the effects of senioritis for most of the second semester whereas the task-involved and ego-involved students reported brief effects before regaining focus. Third, students’ achievement goals in mathematics were found to be more closely aligned to their parents’ goals and less aligned to their teachers’ goals. Lastly, students described different achievement goals from one class to another during the same semester, at times even within the same discipline. Implications for practice and suggestions for future research were also discussed.
Temple University--Theses
22
Sturrock, Susan. „Primary school teachers' experience of policy reform in the second decade of 21st century England“. Thesis, University of Brighton, 2018. https://research.brighton.ac.uk/en/studentTheses/5b0bd94b-c01a-486a-8653-ab28b07558b9.
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The aim of the research is to understand primary school teachers’ responses to the changing English educational policy context, specifically subsequent to the government’s 2010 White Paper reforms. My research reflects two key questions: 1. How is education policy reform perceived and experienced by primary teachers in England? 2. What are significant influences on, and threats to, primary teachers’ motivations and morale? Internationally, many of the discourses of primary teaching reinforce an interpretation of a profession constituted by dedicated, ‘natural’ teachers working hard to maintain the interests and welfare of the young child. In recent years, the profile, status and political position of primary teachers in England has continued to evolve as the profession has undergone something of a transformation. Overarching reform continues to re-define the aims and purpose of primary education which are framed in increasingly essentialist terms. This qualitative study focuses on 22 primary teachers across three professional life phases, encompassing teaching experience of two to fourteen years. The teachers were employed in the South-East of England across 20 schools and four local education authorities. Data were collected between 2014 and 2015, and teachers were interviewed on two occasions. Central to my research is the aspiration to explain how particular aspects of neo-liberal educational reform reposition primary teachers and the work that they do. Thematic analysis facilitated identification of four categories of findings reflecting teachers’ experiences of accountability, performativity and managerialism, alongside the commitment to ‘make a difference’. The four findings chapters serve to illuminate the duality of what it means to teach as well as be a teacher these days. The findings offer insights into teachers’ encounters with neo-liberal policy reform, the emotional toll and the impact on morale. I suggest that the complex interaction between the discourses of altruism and accountability elicits a profound professional and personal burden on primary teachers. The emergence of the primary practitioner as ‘tactician’ reveals a particular brand of survivalism necessary for a context that acts to pedagogically and philosophically constrain the purpose of primary education, and thus, primary teachers. My exploration of ‘gaming’ necessitates reflection on the moral(e) predicament for primary teachers, and the threats to teachers’ professional motives, aspirations and occupational stamina are considered. I suggest that teachers’ experiences of policy reform in primary education are better understood as situated in, and exacerbated by, an increased culture of ‘miserabilism’ in education that transcends notions of ‘teacher stress’, low morale and reputational decline.
23
Smuts, S.-L., und J. C. Wessels. „Sport and recreation activity patterns of 12-year-old learners at a city private primary school“. Journal for New Generation Sciences, Vol 3, Issue 1: Central University of Technology, Free State, Bloemfontein, 2005. http://hdl.handle.net/11462/472.
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Published ArticleThe new millennium brought about many changes, including changes in the physical activity patterns of children. Children are labelled as the "screen generation". Owing to the wide exposure to computers, television, play stations and cellphones, children tend to lead more sedentary lifestyles as their age increases. A survey was done at a city private primary school to determine the physical activity patterns of the Grade 6 (12 year old) learners (N=63, 33 boys and 30 girls). A self-constructed questionnaire, based on the activities the school offers and on the extramural activities the learners participate in, was used to measure the learners' physical activity patterns and to obtain data about their reasons and key motivators for participation. The responses show that the same group of learners participates in almost all the activities offered. The main problem clearly concerned learners who were uninvolved in all physical activities. Schools were identified as the key element to promote physical activity among learners (Vidyya, 2002:4; Aarnio, 2003:27). The activities must be positive and enjoyable to keep learners motivated and interested in future participation.
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Courtney-Clarke, Magret Anna Eugenie. „Exploring the number sense of final year primary pre-service teachers“. Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.
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Thesis (MEd)--Stellenbosch University, 2012.ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Number sense studies of pre-service teachers (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) have indicated that the development of number sense should be a focus of primary pre-service teacher education. The data in this mixed method research design were obtained from a Number Sense Questionnaire, a Written Computations Questionnaire and a Mental Calculations Questionnaire. These questionnaires were adapted from instruments developed by Professor Der-Ching Yang for 6th and 8th grade learners in Taiwan. Teacher confidence was measured by the McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Six randomly selected pre-service teachers were interviewed to determine their use of number-sensible strategies. The correlation analysis shows a strong relationship between number sense and mental calculations; between number sense and confidence in both the ability to do and the ability to teach mathematics and between mental and written calculations. The overall results of this study reveal that the final year primary pre-service teachers demonstrate limited number sense and possess very few of the indicators of number sense that were described by Kalchman, Moss and Case (2001). The findings expose a lack of conceptual understanding of the domain numbers and operations, particularly in the domain of rational numbers and the operations of multiplication and division. The pre-service teachers have little or no access to a variety of flexible number-sensible strategies to solve problems and calculate mentally. They lack the fluency in basic facts and procedures to perform written calculations efficiently and correctly. Unexpectedly, the analysis of the confidence survey shows that they are confident in both their ability to do mathematics and their ability to teach mathematics. It is recommended that mental calculations and computational estimation should become a focus of primary school mathematics education. Institutions responsible for teacher training should develop the number sense of pre-service teachers and research effective and long-term professional development programmes. The confidence and willingness of the teachers to learn can be used as an important resource.
AFRIKAANSE OPSOMMING: Hierdie studie ondersoek die getalbegrip van 47 finale jaar primêre skool voordiens-onderwysers in Namibië en is gemotiveer deur die swak prestasie van die Namibiese primêre skool leerlinge in beide nasionale en internasionale gestandaardiseerde assesseringstoetse. Die literatuurstudie het aan die lig gebring dat leerlinge se prestasie gekoppel is aan onderwyservakkennis (Ball, 1990, Ma, 1999) en dat onderwysers se vertroue in hulle vermoë om wiskunde te doen en te onderrig, die manier waarop hulle onderrig en hul bereidwilligheid om wiskunde te leer beïnvloed (Ball, 1990, Graven 2004 ). Studies van voordiens primêre onderwysers se getalbegrip (Kaminski, 1997; Tsao, 2004; Veloo, 2010; Yang, Reys & Reys, 2009) toon dat die ontwikkeling van getalbegrip 'n fokus van primêre voordiensonderwyseropleiding behoort te wees. Die data in hierdie gemengde metode navorsing is verkry uit 'n Getalbegrip, 'n Skriftelike Berekeninge en 'n Hoofrekene Vraelys. Hierdie vraelyste is gebaseer op die instrumente wat ontwikkel is deur Professor Der-Ching Yang vir graad 6 en 8 leerlinge in Taiwan. Onderwyservertroue is gemeet deur die McAnallen Confidence in Mathematics and Mathematics Teaching Survey. Ses ewekansig geselekteerde voordiens-onderwysers is ondervra om te bepaal watter sinvolle strategieë hulle gebruik om vrae oor getalbegrip te beantwoord. Die korrelasie-analise toon 'n sterk verband tussen getalbegrip en hoofrekene; tussen getalbegrip en vertroue in die vermoë om wiskunde te doen en te leer, en tussen vermoë om hoofrekene en skriftelike bewerkinge te doen. Die algehele resultate van hierdie studie dui daarop dat die finale jaar primêre voordiens-onderwysers oor beperkte getalbegrip en baie min van die aanwysers van getalbegrip wat deur Kalchman, Moss en Case (2001) beskryf is, beskik. Die bevindinge toon ‘n gebrek aan begrip van die domein van getalle en bewerkings, veral in die domein van rasionale getalle en die bewerkings vermenigvuldiging en deling. Die voordiens-onderwysers beskik oor min of geen soepel strategieë om probleme op te los en hoofrekene te doen nie. Hulle beskik nie oor die vlotheit in basiese feite en bewerkings om skriftelike berekeninge doeltreffend en korrek uit te voer nie. Die vertroue wat voordiens-onderwysers uitgespreek het in hulle vermoë om wiskunde te doen en onderrig staan in sterk teenstelling met hierdie bevindige. Dit word aanbeveel dat hoofrekene en skatting 'n fokus van primêre skool wiskunde-onderwys behoort te wees. Instansies gemoeid met onderwyseropleiding behoort die getalbegrip van voordiensonderwysers te onwikkel en navorsing te doen oor effektiewe en lang-termyn programme vir professionele ontwikkeling. Onderwysers se vertroue en bereidwilligheid om te leer kan as 'n belangrike hulpbron gebruik word.
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Soanes, Heather Rhona. „A study of three child's voice initiatives and their impact for the year 6 participants and their junior school“. Thesis, University of Greenwich, 2015. http://gala.gre.ac.uk/14324/.
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This case study carried out during 2007 – 2009 investigates how a Junior School has been able to give primary school children a voice through the provision of decision and democratic power-sharing opportunities in its inherent culture. An inclusive philosophical vision has been created within an educational and broad socio-cultural context where children’s contributions are deemed valid and important. A pedagogy has developed which provides experiences that enable children to practice and experiment with critical elements of consultation, participation, responsibility, emotional intelligence and transformational learning. It is proposed that pupils are able to develop confidence in preparing for their next phase of education and a world ‘not yet known’ (Lodge, 2000: 97). Data is drawn from three school based initiatives: School Council Initiative; Guardian Angel Initiative and the Master Class Mentor Initiative involving 16 children (15 aged 10 – 11 years and 1 aged 12 years), and 12 adults, and takes the form of individual and group interviews. The data analysis identified 4 emergent themes: confidence, trust, autonomous agency and transformation of self, and showed that there was a positive impact on the pupils through decision-making opportunities both on the school culture and the school community itself characterised by trust and the development of autonomy. The findings show that there is an ongoing dichotomy that exists between ‘giving children a say’ and empowering them through taking notice of their viewpoints and insights. If children obtain the trust from adults around them, they frequently rise to the challenge and will accept the responsibility offered to them, and in many cases surpass expectations. It is proposed that the findings of this study will be of relevance to a variety of professionals looking to refocus 21st century education and improve the contribution of children. A model and toolkit has been devised to support this approach.
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Tonzar, Tomas, und Qendresa Dobratiqi. „Implementing telecollaboration in a second language context“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-39635.
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During the last decades, a shifting paradigm has occurred in the classroom in connection to the technological evolution. Due to digitalization a student in Sweden can discuss with a counterpart on the other side of the globe. The aim of this study is to examine how the role of telecollaboration has been researched in a primary school context. The study will include several methods that could benefit the use of virtual exchange projects. This investigation will briefly explain the terminology and history behind telecollaboration and how it can be used in a modern classroom environment. An explanation on how the findings have been explored will be included in the methodology component. Thereafter, the study will present the research from the chosen articles connected to the aim and research question. The presented research will further be compared and connected to each other. In the following component, the data found will be connected back to the theoretical hypothesis mentioned in the introduction as well as the Swedish syllabus for English education in the primary school. The implications from investigating this subject were due to the lack of thoroughly conducted research on younger participants, the outcome rendered inadequate. An evidence on the insufficiency was that hardly any prior investigations used control groups to validate their findings.
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Wong, Pui-man Jennie. „Learning English as a second language the strategies of primary six students in Hong Kong /“. Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31958321.
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Reynolds, Yvonne Margaret. „Measurement and measurement-related competences of five to eight-year-old children in a British primary school“. Thesis, University College London (University of London), 2011. http://discovery.ucl.ac.uk/10020634/.
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Measuring with units requires underlying conceptual competences as well as practical and numerical abilities. The social context, notably in relation to language, undoubtedly plays its part in their acquisition. Existing research had investigated conceptual, practical, numerical and social aspects of the acquisition of measurement, but rarely together, or by the same group of children. The present research united both in a conceptually coherent structure, enabling a picture to be presented that was both broad and detailed. There was a specific focus on conceptual difficulties children may face that are identified in the psychological and educational literature. Eighty-three five- to eight-year-old children were interviewed about their knowledge of measurement and participated in a comprehensive set of tasks designed to test their understanding of its language and concepts, their accuracy in making visual estimates, and their ability to measure length. Results showed the children to have a lively appreciation of the importance of measurement, good understanding of its everyday language and concepts, and good ability to estimate length. Yet they were poor measurers. This unevenness in their accomplishments indicated underlying conceptual insecurity that was manifested in ineffective deployment of measurement instruments, but went beyond it. There was some evidence that ability in language and estimation were associated for the younger children, while estimation and measurement ability were associated for the older. An agenda for further investigation of the disjunctions identified by this research was outlined.
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Aguirre, Diego, Daisy Bustinza und Mijail Garvich. „Influence of Songs in Primary School Students' Motivation for Learning English in Lima, Peru“. Canadian Center of Science and Education, 2016. http://hdl.handle.net/10757/594934.
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Many studies have shown that using music and songs while learning a new language can be of great benefit to students in aspects such as grammar, pronunciation and vocabulary. However, the use of songs in class as motivation to learn English is a subject that has not been explored thoroughly. The purpose of this study is to explore how the use of songs in English helps motivating students while learning English as a Second Language (ESL). The participants were primary school students at a private school located in the Lima Metropolitan Area. This study used a mixed-method design that included observations carried out by the research team and questionnaires completed by students. The results show that students are motivated to participate and become more engaged in classroom activities when songs are used in their English classes. This result was more strongly confirmed with the observations than with the questionnaires.
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Williams, Judith Airini. „What makes feedback work for primary school students? An investigation of the views of some Year 8 students“. Thesis, University of Canterbury. Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/8991.
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I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance with what we know about best practice in the giving of feedback. I was interested in exploring the factors which may influence students as they do or do not take some form of action to ‘close the gap’ between the standard they have attained and the standard they need to reach. I worked with seven Year 8 boys who were enrolled at an intermediate school in the South Island of New Zealand. The study is qualitative because the methodologies associated with that paradigm are more likely to provide insights into the problem, situated as it is in the experience of students in a classroom setting.
I used phenomenography to identify the qualitatively different ways in which the participants viewed the importance and helpfulness of feedback as well as identifying the factors which influenced their acceptance or rejection of the feedback received from their classroom teacher. The categories I identified included supporting progress towards short- and long-term learning goals; the effect of feedback on personal attitudes towards learning; the relationship between the student and the teacher; the type and timing of feedback; the perceived ownership of the work to which the feedback related; and the conditions and understandings of the student. I discussed each of these and formed a phenomenographic outcome space for each of the three basic areas of importance, helpfulness, and factors affecting response. I then used a case approach to prepare case reports on two of the participants, in order to show how the categories identified through the phenomenographic analysis might be manifested in individuals as well as to allow the voices of the students to be heard. I found that each individual embodies a unique combination of the categories, and that it is this unique profile which affects his or her reception and subsequent use of feedback.
I then combined the three phenomenographic outcome spaces to form a model of feedback, arranged in four levels, which may be of interest to classroom teachers as they endeavour to improve the learning outcome of the students through tailoring the feedback they give to them. I illustrated the potential use of the model by mapping onto it the profile of the two boys included in the case reports. The differences in, and similarities of, responses of the two boys to feedback are easily discerned. I discussed how these similarities and differences may offer some explanation for differing responses to feedback. To a certain extent the boys have similar outlooks, and may respond in similar ways to feedback which matches with these outlooks. However, at a deeper level, their differences are marked. Feedback which matches the preferences of one is not likely to match those of the other. I argue that in such a case one may accept and act on the feedback while the other may not.
I have identified some areas for further research and development which could build on these findings. These include the need to explore the views of girls and other groups of boys on this subject, together with undertaking a project which allows the academic progress of individuals to be tracked once their preferences were identified and mapped onto the model. It would also be useful to construct a suitable instrument for classroom teachers to use for mapping the preferences of their own class members, and to identify any differences in the modifications to their feedback processes which teachers may make to their classroom practice following their use of such an instrument.
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Shapii, Aspalila. „Learner-centredness in Malaysian year five primary school teaching : four case studies of teachers' practices, beliefs and knowledge“. Thesis, University of Leicester, 2014. http://hdl.handle.net/2381/28722.
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This study was undertaken to explore and describe how English language is being taught and how the curriculum guidelines that emphasise learner-centredness are being interpreted by teachers in primary schools in Malaysia. Specifically, it focuses on whether teachers implement learner-centred classroom practices and describes teachers’ knowledge and beliefs about learner-centredness. Finally, the study focuses on teachers’ views on possible issues and challenges in implementing learner-centred approaches in Malaysian primary English classrooms. Four teachers from different school categories in a northern state in Malaysia participated in this research representing rural, town and two vernacular schools (Chinese and Tamil). Using ethnographic approach, the study involved qualitative/ exploratory approaches by documenting, describing and analysing data gathered from semi-structured interviews, observation plus note-taking, video-recording of classroom and video-stimulated recalled interviews. Findings indicate that teachers did not fully embrace the principles of learner-centredness but minimally integrated some learner-centred practices at varying degrees particularly in allowing more learner participation, introducing varied materials and activities, introducing activities that involved some discussion and discovery and encouraging interactions between learners and teachers in the target language. The findings also found some efforts to encourage self and peer-evaluation. Two fundamental principles of learner-centredness i.e., collaboration and negotiation of learning objectives and identification of learner objective and subjective needs were not found in any of their practices regardless of the school categories. Teacher’s interpretations of learner-centredness revealed superficial understanding about learner-centred practices. Consequently, recommendations were proposed in terms of improved teacher training, an outline of an idealised working construct and definition of learner-centredness to use in ELT classroom, areas of change needed in the education system in Malaysia and future research areas to investigate learner-centredness.
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Cozett, Colleen. „Factors influencing particpation in physical activity in 11-13 year-old primary school children in the Western Cape“. University of the Western Cape, 2014. http://hdl.handle.net/11394/4190.
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Magister Artium (Sport, Recreation and Exercise Science) - MA(SRES)Physical inactivity is increasing among adolescents worldwide and may be contributing to the increasing prevalence of overweight and obesity. South African adolescents are physically inactive and obesity has become an alarming trend. Physical activity behaviours have multiple levels of influence that include predisposing factors, reinforcing factors and enabling factors. This study aimed to identify the predisposing, reinforcing, and enabling factors of physical activity and which ones were the strongest predictors of physical activity participation among adolescents in the Western Cape. The study sample was conveniently selected from two schools in the Metropole South Education District. Using the children’s physical activity questionnaire and the children’s physical activity correlates questionnaire, a sample of 348 participants completed the questionnaires. Demographic variables were analysed using descriptive statistics which included means and standard deviations. Pearson correlation and regression analysis were performed to determine the relationship between the variables and to determine the strongest predictors of physical activity overall. Parental influence (r=0.236, p<0.01), peer influence (r = 0.012, p<0.05), perceived physical activity self-efficacy (r=0.212, p<0.05) and perceived physical activity competence (r = 0.192, p < 0.05) were all strong predictors of PA. However, parental influence was the strongest predictor overall (r=0.236, p<0.01). Adolescents are more likely to participate in physical activity if their parents encourage, support and participate in physical activity with them.
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Rutherford, Zoe Hope. „School day intervention opportunities for increasing 7-11 year old children's moderate to vigorous physical activity“. Thesis, Liverpool John Moores University, 2011. http://researchonline.ljmu.ac.uk/6020/.
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The development and maintenance of healthy physical activity behaviours from an early age is a priority for public health in the UK. Schools provide a number of different opportunities (time inside and outside of the curriculum) and resources in the form of space, equipment and staff for children to learn and develop healthy behaviours, at a time when they are most receptive to behaviour change. The overall aim of the thesis was to identify the different opportunities within the school context whereby children could be physically active and use theoretically driven, whole school interventions to optimise and subsequently increase healthful physical activity. Study 1 demonstrated that primary schools wishing to use pedometers within their curricula can be confident that the EZ-V model is sufficiently accurate to measure physical activity in the form of steps taken (r=0.897). Using the EZ-V pedometer, Study 2 demonstrated that feedback from pedometers along with information on how children can be physically active during the school day, can significantly increase children's mean daily steps-min"' compared to feedback alone or control groups over the course of a school week. Furthermore, boys were significantly more active than girls across each treatment group. Study 3 explored the affect of the primary school travel plan (TP) on the moderate to vigorous physical activity (MVPA) of 7-11 year olds during the winter and summer season. In order to examine the impact of the TP, schools were separated into schools deemed to have an Established TP (implemented for at least 2 years) or `New' schools (i. e., had just drafted their TP and were in the first year of its implementation). Children in the New TP schools accumulated 7.24 (winter) and 24.11 (summer) more minutes of MVPA (5.2% and 15.66% respectively) throughout the day compared with those in the Established TP school children (F(1,35=) 0.955, p=0.207, d=0.33). Overall, children were more active during the summer by 7.81 minutes (F(I, 35) = 0.089, p=0.768, d=0.1). The final study examined the affect of a 12 week, multi-component, whole school intervention which aimed to increase children's school day MVPA. Following baseline physical activity measures via accelerometry, intervention components consisting of a Health Week, Playtime Pals and a Pedometer Challenge were delivered sequentially over the first 6 weeks. Subsequent accelerometer data were collected after each intervention was delivered at 2,4,6 and 12 weeks. Results showed that from baseline to follow-up, children increased their MVPA by 6.57 minutes during the school day, which according to the Q statistic was likely to be beneficial. Results from the Pedometer Challenge found that boy s' mean pedometer steps"day-' were significantly higher than girls' (F(I, 95)= 9.987, p=0.002, d=0.65) and overall, mean pedometer steps-day"' significantly increased from week one to week five (F(,, 93)= 5.845, p=0.018, d=0.24). When the lowest and highest active 50% groups were compared, children in the lowest active 50% group significantly increased their steps from week one to week five (F(l, 47)= 20.847, p=0.000, d=0.93), while the highest active 50% did not (F(1,47)= 0.000, p=0.990, d=0). Furthermore, boys in the highest active 50% group were found to accumulate significantly more steps than the girls, in the highest active 50% group (F(I, 46)= 14.701, p=0.000, d=0.81), while there was no significant difference between the boys' and girls' pedometer steps in the lowest 50% group (F(l, 46)= 0.456, p=0.503, d=0.14). The overall findings of the thesis suggest that schools can successfully optimise the different opportunities during the school day in order to increase children's physical activity, but that larger, controlled and longitudinally designed studies are needed to confirm cause and effect. Most importantly, these changes may have most impact in the least active boys and girls. Interventions such as this should therefore be targeted at the least active children to ensure that they benefit as much as possible from the opportunity to increase their daily physical activity.
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Diaper, G. R. „A comparative study of paired reading techniques using parent, peer cross-age tutors with second year junior school children“. Thesis, University of Kent, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.330228.
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Carey, Melissa Louise. „Mindful or mind full? : the effectiveness of a small scale mindfulness-based intervention in a mainstream primary school with Year Four children“. Thesis, University of Birmingham, 2017. http://etheses.bham.ac.uk//id/eprint/7898/.
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This research aimed to establish the effectiveness of a mindfulness-based intervention facilitated by a trainee educational psychologist and a class teacher, with a class of Year Four children. The study took a pragmatist approach to research, whereby a mixed method approach was considered the best way to address the study’s research questions. The Year Four children in a mainstream primary school participated in a six week mindfulness-based intervention, with activities from ‘60 Mindful Minutes’ (The Nurture Group Network, 2014). Quantitative data were collected and analysed in relation to the children’s social and emotional well-being, levels of mindfulness, and observable behaviour (peer relationship difficulties, prosocial behaviour, conduct problems and hyperactivity and inattention) at four time-points. Qualitative data was collected at follow-up: the class teacher was interviewed and the children were asked to provide written feedback. Both the quantitative and qualitative data indicated that the children became more “mindful” after completing the intervention. Additionally, positive effects for their social and emotional well-being were found. The intervention was well-accepted by the children and their class teacher, and evidence was found at follow-up for the maintenance of mindfulness practices. The findings provide positive implications for practice, in regards to educational settings and educational psychologists.
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Ngai, Kam-tao. „An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary school teachers in Hong Kong“. Hong Kong : University of Hong Kong, 1986. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18035450.
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Wood, Patricia Loretta. „Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting“. Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.
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Cumming-Potvin, Wendy M. „A socio-cultural analysis of language learning and identity transformation during a teaching experiment with primary school students /“. [St. Lucia, Qld.], 2001. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe16168.pdf.
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Nabuco, Maria Emilia Monteiro. „The effects of three early childhood curricula in Portugal on children's progress in the first year of primary school“. Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020289/.
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Nomikou, Erfossini-Frosso. „Young children reading in context : case studies of five to eight year olds reading in the primary school classroom“. Thesis, University of East Anglia, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279999.
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The present study investigates children's behaviour and attitudes to reading in the primary school classroom. In attempting to examine children's reading behaviour, this study probes classroom practices concerning reading and also examines children's views and preferences. A Case Study approach was adopted for its capacity to explore the complexities of human behaviour and of the classroom context, and to generate hypotheses and explanations - The Case Study approach involved naturalistic observation of five primary school classes in three different schools in East Anglia. The professional and social settings of classroom activities were taken into account. Interviews with children and teachers provided additional data on the participants views, opinions and beliefs, which enhances data from observation. The investigation focused upon the children's perspective. The thesis intends to illustrate the broad argument that the complex context of the primary school classroom, in which children learn to read and are expected to become readers, has influence upon their reading behaviour in the classroom and their attitudes to reading. This is suggested by the issues which are generated from analysis of the collected data. The study sheds light on the topic of young children's notions of reading and attitudes to books within the classroom reading context. It indicates the kinds of support required by young children so as to become 'real' readers, who derive pleasure as well as information from books.
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王佩雯 und Pui-man Jennie Wong. „Learning English as a second language: the strategies of primary six students in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958321.
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De, Villiers Suzette Uvalde. „A task-based syllabus for English in South African primary schools / Suzette Uvalde de Villiers“. Thesis, Potchefstroom University for Christian Higher Education, 1997. http://hdl.handle.net/10394/10128.
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English is the second language of almost 89,9% of all South
Africans (Bull, 1990:3). A concern about the low levels of
proficiency in English in South African primary schools prompted
this study. The majority of pupils (both in schools that use
English as medium of instruction and schools that offer English
as a subject only), as well as many teachers of English are not
proficient in English. The aim of this study is to design a task-based
syllabus for English in South African primary schools that
will address this problem through its potential to provide
extensive support for the teaching and learning of English.
The syllabus is the single most influential document all English
Second Language (ESL) teachers receive, as it directs and guides
teaching. In order to propose a syllabus for ESL in primary
schools, the following aspects were investigated in this study:
the teaching and learning of ESL in the primary school
approaches to syllabus design, task-based approaches to syllabus
design, current language syllabuses and the present situation in
South African primary schools.
Task-based approaches to language learning are increasingly
proposed as a viable option for syllabus design. There is a firm
theoretical rationale for task-based approaches to language
learning. Task-based models proposed by Prabhu, Breen and Candlin
and Long and Crookes have been influential in the design of task-based
syllabuses for language learning.
A survey was undertaken to ascertain to what extent language
syllabuses from various countries can be regarded as task-based,
and what information they specify. Seven representative task-based
syllabuses were studied, namely Graded Levels of
Achievement for Foreign Language Learning (GLAFLL), the Alabama
Course of Study - English Language Arts and the Alaska Model
Curriculum Guide: Language Arts (both for English as L1), and the
Dutch Syllabus for ESL, the Botswana Syllabus for ESL, the
Australian Language Levels (ALL) Project and the Target
Oriented curriculum (TOC) of Hong Kong.
The Target Oriented Curriculum (TOC) of Hong Kong is regarded as
the most suitable model on which to base a task-based model for
language teaching and learning in South African primary schools.
Not only does it provide firm support for classroom practice in
a teacher-friendly and concise manner, but it also provides
examples of how the various components of the syllabus can be
integrated in the planning of a scheme of work.
A core task-based syllabus for English in South African primary
schools is proposed. It consists of a situation analysis, the
aims and objectives of the course, its content, teaching-learning
opportunities and guidelines for assessment.Proefskrif (PhD (Vakdidaktiek))--PU vir CHO, 1997
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Andersson, Emelie. „Teachers' Attitudes Affect Students : A Study of Swedish Primary School Teachers' Attitudes towards CLIL“. Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29832.
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Teachers play an important role in teaching English as a second language. Since many studies of students’ attitudes towards leaning English already exist this study aims to compensate the lack of studies examining teachers’ attitudes towards methods of teaching English as a foreign language. The main focus of the study is on Content and Language Integrated Learning (CLIL). The definition and effects of CLIL are presented and discussed as well as pedagogical implications about teaching English as a foreign language. Via an online survey questionnaire, this study examines the attitude towards CLIL of ninety-seven teachers in the Swedish primary school’s preschool class to grade three. Findings of this study implicate that teachers in general have a positive attitude towards a content integrated approach to teaching English as a foreign language. Finally, suggestions for future research are presented.
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Ngai, Kam-tao, und 魏錦圖. „An evaluation of course effectiveness by final-year teacher trainees pursuing an in-service teacher education course for primary schoolteachers in Hong Kong“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1986. http://hub.hku.hk/bib/B31955599.
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Selemani, Chisomo Kimberly. „A Comparison Of Language And Literacy Training Programs In Children In The First Year Of Primary School In Lusaka, Zambia“. Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1406728953.
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Fields, Melanie. „Transfer From a UTeach Replication Site to the Classroom: A Study of First and Second Year Instructional Practices“. Thesis, University of North Texas, 2015. https://digital.library.unt.edu/ark:/67531/metadc799531/.
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Concerns based adoption model (CBAM) instruments were used to examine instructional practices of six graduates from a highly stylized, inquiry-based secondary math and science preparation program. Teachers were in the first or second years of teaching mathematics in six different secondary settings, ranging from poverty to wealthy schools. CBAM assumptions were tested. The primary assumption about concerns was that new teachers’ highest concerns would be within the self and task dimensions. According to Hall and Hord, it was assumed that the levels of use are typically in the orientation and preparation stages as a new teacher begins to implement an innovation, in the case of this study, inquiry-based instruction. All three instruments of the CBAM model were used for data collection and included: the Survey of Concerns Questionnaire, Innovation Components Configuration Map, and Levels of Use matrix. Teachers were observed, interviewed, and surveyed, three times each, across a five-month period. The findings from this study showed that the teachers had similar concerns and levels of use, which supported the assumptions outlined by the CBAM principles. Across the six teachers, the self and task concerns were high, aligning with the assumptions. However, unrelated and impact dimensions were noted, in opposition to the assumption. Likewise, assumptions of the levels of use were upheld in the orientation and preparation levels of use noted in the observations. Some mechanical levels of use were observed for a few of the teachers, an anomaly to the assumption.
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Mona, Elmon Henis. „An application of multimedia in English Second Language mathematics and science classroom at George Mhaule Primary School in Mpumalanga Province“. Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1776.
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Souter, Colin W. „Developing the reading comprehension skills of English second language primary school teacher trainees at an Afrikaans-medium college of education“. Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/17184.
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Bibliography: pages 78-90.There is evidence that many primary school teachers of English Second Language (EL2) are inadequately equipped to teach reading comprehension skills. They test their pupils on literal, at the expense of inferential, reading skills. This investigation therefore sought to test the literal and inferential reading comprehension skills of a group of Afrikaans-speaking EL2 teacher trainees and to design a reading comprehension programme which would improve their thinking skills over a period of nine months. The students were also instructed in a programmed reading course (the SRA Reading Laboratory) to determine its efficacy in improving their thinking skills. A further objective was to establish whether a programmed reading course or the author's cognitive reading development programme benefitted high-status (proficient in English) more than low-status (less proficient) EL2 students and what effects the two different programmes would exert on their reading comprehension skills a year after formal instruction in reading comprehension ceased. It was found that specific sequences of the two different instructional programmes were associated with significant changes in the students' reading comprehension scores. It was also found that, while high-status students benefitted sooner from the author's cognitive reading comprehension programme, that approach was also ultimately beneficial for low-status students. It is suggested that cognitive reading development programmes be implemented at primary, secondary and tertiary institutions where language skills and levels of meaningful reading need to be raised.
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Tangen, Donna Jean. „A contextual measure of teacher efficacy for teaching primary school students who have ESL“. Queensland University of Technology, 2007. http://eprints.qut.edu.au/16514/.
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The current research utilised a modified cyclical model of tracking teachers' efficacy beliefs from their source through to their implementation in teaching strategies. Key inclusions to the model were four factors (personal efficacy, teaching efficacy, classroom management efficacy and outcome efficacy) of teacher efficacy and four contextual considerations (culture load, learning load, language load and cognitive load) in relation to teaching students who have ESL. Data were collected through three studies, ultilising both qualitative methodologies (focus groups, hypothetical teaching scenarios) and a quantitative methodology (researcher-generated survey). Results revealed a two-factor model of teacher efficacy (not a four-factor model) with the two factors being personal efficacy (general teaching abilities) and teaching efficacy (overcoming environmental factors such as home life). Culture load and language load were significant contextual considerations given to teaching students who have ESL. Results of the research suggested that specific teacher training needs to focus on how to adapt curriculum to meet the needs of a diverse group of learners, emphasising in particular why chosen strategies should be used. More training is needed which involves learning how to include parents and other community members as valuable resources in the learning processes of the classroom.
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Ling, Shu Li, und 徐麗玲. „The sense composition pedagogy for second year of the primary school“. Thesis, 2007. http://ndltd.ncl.edu.tw/handle/bgaz32.
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碩士國立臺北教育大學
語文與創作學系語文教學碩士班
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“The sense composition pedagogy for second year of the primary school” is a method using the sense of curiosity of young students. The principal axe is to teach students by designed activities that allow students to explore with their different senses. With this method, students can use optimally the sense of seeing, hearing, touching, tasting and smelling while collecting materials for composition The common writing competencies are implicated in this method at the same time in order to create short article with complete structure. The first step of this study collects researches and studies relative on the basic competencies that the first two years primary school students should have, the adapted writing teaching methods and principals for students of that age. In addition, the 3 sense composition elements, observation, imagination and thinking, are discussed separately. Both quantitative and qualitative analyzes are utilized as major methods during the study. The expecting objective of using this progressive sense composition pedagogy is to inspire different senses for the second year primary school students; to train their observed competency structurally; to improve the imaged and logical thinking competency; to allow better expression while writing composition and finally to improve the whole writing competency of students. In order to achieve the above objectives, 15 units of sense composition pedagogy activities and charts of the learning are designed. The teaching program has been given to a second year class of 35 students in a primary school in Taipei County. These students’ writing skill evaluation has been done before and after giving teaching program according to the sense composition pedagogy score scale. The results after analyzing different sample groups (low, fare and high performance groups) are: 1.The quality of the article of each group improved. The development of the low performance group is the most observed, followed by the high performance group and the fare performance group. 2.The total words of the article written by students of each group increased. The increase in term of the number of words in the article for the low performance group is the biggest. The increase of the fare performance group is the less important. 3.After the sense composition pedagogy program, students gain their self-recognition while writing, students are more ambitious and the composition learning interests better students. 4.The sense composition pedagogy offers students an efficient writing strategy and improves the planning and reviewing capacities of students from fare and low performance group while writing.