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1
Wong, Gunter. „Visual orthographic skills in Hong Kong primary school students with spelling difficulties“. Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.
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2
Wong, Gunter, und 黃冠德. „Visual orthographic skills in Hong Kong primary school students with spelling difficulties“. Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.
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3
Giannouli, Vasiliki. „The development of reading and spelling in Greek preschool and primary school children“. Thesis, Royal Holloway, University of London, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299948.
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4
Kirkbride, S. H. M. „The role of analogy in spelling in English primary school children - a partial intervention study“. Thesis, Aston University, 2003. http://publications.aston.ac.uk/12259/.
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The English writing system is notoriously irregular in its orthography at the phonemic level. It was therefore proposed that focusing beginner-spellings’ attention on sound-letter relations at the sub-syllabic level might improve spelling performance. This hypothesis was tested in Experiments 1 and 2 using a ‘clue word’ paradigm to investigate the effect of analogy teaching intervention / non-intervention on the spelling performance of an experimental group and controls. The results overall showed the intervention to be effective in improving spelling, and this effect to be enduring. Experiment 3 demonstrated a greater application of analogy in spelling, when clue words, which participants used in analogy to spell test words, remained in view during testing. A series of regression analyses, with spelling entered as the criterion variable and age, analogy and phonological plausibility (PP) as predictors, showed both analogy and PP to be highly predictive of spelling. Experiment 4 showed that children could use analogy to improve their spelling, even without intervention, by comparing their performance in spelling words presented in analogous categories or in random lists. Consideration of children’s patterns of analogy use at different points of development showed three age groups to use similar patterns of analogy, but contrasting analogy patterns for spelling different words. This challenges stage theories of analogy use in literacy. Overall the most salient units used in analogy were the rime and, to a slightly lesser degree, the onset-vowel and vowel. Finally, Experiment 5 showed analogy and phonology to be fairly equally influential in spelling, but analogy to be more influential than phonology in reading. Five separate experiments therefore found analogy to be highly influential in spelling. Experiment 5 also considered the role of memory and attention in literacy attainment. The important implications of this research are that analogy, rather than purely phonics-based strategy, is instrumental in correct spelling in English.
5
Herold, Marina. „The use of word prediction as a tool to accelerate the typing speed and increase the spelling accuracy of primary school children with spelling difficulties“. Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-09232004-105149.
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6
Robinson-Kooi, Sally Louise. „Growing phonological and morphological knowledge and improving spelling outcomes in Year 2 primary school children through Explicit Instruction and contextualised dictation“. Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2219.
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Using Explicit Instruction (EI) to teach spelling is controversial because teaching approaches vary considerably in the contemporary classroom. Teachers may privilege visual over linguistic strategies and include target words based around themes, rather than the phono-morphological structures of words. There is also little current research about the benefits of using sentence dictation to practise taught spelling skills and thus to increase the likelihood of developing spelling automaticity. Spelling automaticity is important because it complements crucial reading and writing skills. Developing fluent spelling through EI, followed by sentence dictation, was a specific focus of this study.
Two primary schools in rural NSW and a total of 30 teachers were involved in this mixed methods research. One of the schools was used as a comparison school and the other was the intervention school. All 30 teachers involved in the study completed a knowledge survey about the components of the English spelling system considered essential to teach spelling explicitly. From this data, the specific knowledge of the teachers involved in the Year 2 intervention, the Learning Support Teacher and the Acting Principal, was extracted. The two Year 2 teachers in the comparison school received professional development on meaning-based approaches to spelling, whereas the five teachers at the intervention school received professional development on EI techniques and word level components of the English spelling system. Mid-intervention teacher interviews gathered data about their feelings on implementing EI techniques in practice. Post-intervention quantitative tests and interviews allowed in-depth and rich understandings of aspects that either enabled or hindered implementation of the intervention.
The spelling competence of 60 students at the two schools was also assessed before any intervention took place. The 35 Year 2 students in the two classes at the intervention school received EI in the phonological and morphological aspects of words, editing, and contextualised sentence dictation during Term 3. The 25 students in the Year 2 class at the comparison school continued their established literacy routine. Interviews with randomly selected students from both schools facilitated an exploration of their feelings about spelling approaches used during the term.
The findings showed that spelling results in both schools improved as expected. However, overall the intervention school had superior results to the comparison school; one class in the intervention school consistently outperformed all other classes in word spelling and dictation assessments with moderate to large effects. Many of the teachers demonstrated an increase in morpheme knowledge, but not in word structure.
In this study the EI spelling Lesson elements were reinforced by teaching strategies that included contextualised editing tasks and daily sentence dictations. These tasks were embedded in the term science theme of Insects, which was chosen in collaboration with the intervention teachers. The dictation component, a previously underutilised tool, involved students writing two lines from a contextualised poem, each day. In Australia, current methods of teaching spelling remain varied and contentious. Teachers who are engaged in improving spelling knowledge may find that using EI strategies reinforced by contextualised dictation can improve outcomes for all students.
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Holz, Heiko [Verfasser]. „Design, Development, and Evaluation of Research Tools for Evidence-Based Learning : A Digital Game-Based Spelling Training for German Primary School Children / Heiko Holz“. Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1223451437/34.
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8
Laarmann-Quante, Ronja Maria [Verfasser], Stefanie [Gutachter] Dipper und Eva [Gutachter] Belke. „Prediction of spelling errors in freely-written texts of German primary school children / Ronja Maria Laarmann-Quante ; Gutachter: Stefanie Dipper, Eva Belke ; Fakultät für Philologie“. Bochum : Ruhr-Universität Bochum, 2021. http://d-nb.info/1239418841/34.
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9
Xu, Ying. „The use of romanized Chinese by first- and second-grade pupils : challenges in learning pinyin“. Thesis, University of Oxford, 2016. https://ora.ox.ac.uk/objects/uuid:dce6195c-f7b4-4988-a95d-79fbb822e593.
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The challenges in learning pinyin, the romanized Chinese orthography, faced by 5-to-7-year-olds, have received little attention. This study represents an attempt to better understand learning an alphabetic writing system from the viewpoint of the alphabetic principle, in the context of the Chinese language, by examining both reading aloud and spelling, with a particular focus on spelling. To detect the challenges, a pinyin syllable-type test (STT) was developed, in which syllables were classified into seven spelling types guided by the alphabetic principle, where there is a letter-sound correspondence. Syllables of all the lengths under each type of spelling pattern were given to two age groups, 6-year-old first-grade pupils and 7-year-old second-grade pupils, at the start of their school year. The sample consists of a total of 192 pupils. In spelling, the STT reveals that challenges appear when the spelling type departs from the alphabetic principle. The results show that the hardest type of spelling is not the type containing the longest syllables, but a type one-half of that length, for which the correspondence between letters and sounds is abridged, but explicitly taught. In contrast, the latter type poses no problem in the reading-aloud test, where the results show little variation between the spelling types. Comparing the students' performance on the STT shows an order of challenges among the seven types emerging in the first grade. This order is confirmed in the second grade in some types but not others. The pupils' raw data reveal not only what is challenging but also why it is so. Along with an indication of the influence from the local speech, the data also point to the effect of the teaching method, which is more or less uniform all over China. Thus, there is a possible application of the findings to a larger population.
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FARINA, ELISA. „Il dettato nella scuola primaria. Analisi di una pratica di insegnamento“. Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/39279.
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The study, which examines the practice of dictation in the first classes of primary schools, is divided into two parts. The first, which is purely historical, investigates the presence of dictation, as an educational practice, in ministerial programmes and scholastic journals from the Unification of Italy through to the present day. The second presents an empirical research carried out in the first classes of thirteen primary schools in order to describe, analyze and understand how and why teachers dictate.
Data collected and analysed for psychogenetic research into the acquisition of written language, and research into dictation carried out by Emilia Ferreiro in Mexico in the 1980s, show how dictation is a practice that is perpetuated in schools without the teachers really being able to justify its use.
Examination of the data gathered has made it possible to detect a number of limitations in the practice of dictation as observed. First of all, there is no apparent consistency between the purpose for which teachers use dictation and the methods of dictation analysed: the continual instructions that the teachers give their pupils during dictation are hard to reconcile with the aim of verifying their acquisition of the relationship between phonemes and graphemes. Secondly, the texts used for dictation are poor in terms of lexicon, syntax and morphology: this limitation is even more evident when the content used by the teachers is compared with what the children write spontaneously.
Lastly, this practice, which the teachers consider as useful for “teaching how to write” – in other words, indispensable for conveying the relationship between phonemes and graphemes – proves to be of little effectiveness for children in difficulty who, at the start of the year, still have not grasped this relationship.
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Ching, Yee Amelia Tse. „A quasi-experiment investigating the impact of letter bingo on Hong Kong junior primary school students' spelling performance with reference to perceptions of motivation in learning English as L2“. Thesis, University of Leicester, 2013. http://hdl.handle.net/2381/28186.
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This quasi-experiment investigates the impact of Letter Bingo (a modified Bingo game encompassing phonics instruction) on the spelling performance and perceived motivation in learning English of 27 Hong Kong Primary 3 students. Three volunteer groups (Experimental Group, n=8; Placebo Group, n=9; Control Group, n=10) participated over one school term. Quantitative data for measuring spelling performance were drawn from 5 sets of dictation scores and qualitative data for measuring motivation were drawn from 3 interviews with students, parents and teachers. Unexpectedly, all groups experienced a decline in spelling performance over the duration of the study. For the Experimental Group, findings drawn from the quantitative data show no positive impact of Letter Bingo on spelling performance and findings drawn from the qualitative data reveal that some students perceived a positive impact of Letter Bingo on their spelling performance and motivation (however, this finding is not supported by parent and teacher perceptions, and more importantly, is not supported by the quantitative data). Noting that in this quasi-experiment, the quantitative data are the main data and the qualitative data are interpreted in the context of the quantitative data, the qualitative data alone might suggest that limited positive impact is rendered unreliable by the power of the quantitative data. Caution is needed when interpreting findings of this study because of the methodological concerns including the small sample size, the lack of randomization and breadth of interview questions as well as data relating to the perceived motivation of the Control Group. It is firmly concluded that the efficacy of Letter Bingo has not been robustly demonstrated in this study. Acknowledging that generalizations of the findings to the wider population are limited and are not the objective of this study, this quasi-experiment demonstrates some methodological insights into the investigation of using games in educational settings thus providing groundwork for further research on the impact of learning games particularly with language learning.
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Tallet, Christine. „Mots-outils homophones hétérographes. Leur enseignement à l'école primaire“. Thesis, Paris 3, 2012. http://www.theses.fr/2012PA030182.
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L’objectif de cette recherche est d’étudier le comportement orthographique des élèves de l’école primaire face à l’hétérographie, réalité linguistique difficile à acquérir. Les différentes ressources du système graphique pour distinguer, à l’écrit, ce qui se confond à l’oral constituent un confort pour le lecteur mais une difficulté pour le scripteur, surtout pour les mots grammaticaux les plus fréquents. Pour produire les graphies normées de a/à, la/là, ou/où, et/est, son/sont, on/ont, mes/mais, ce/se, les élèves doivent apprendre la polyvalence des graphèmes et s’affranchir de la correspondance phono-graphologique. La difficulté n’est pas la même pour chaque paire d’homophones. Ces mots-outils sont enseignés par paires formées sur le critère de l’identité phonique. La méthode utilisée en classe repose sur deux grands principes, les procédés de substitution et leur application dans des exercices. Chaque paire a son propre procédé. Les productions écrites et les commentaires métagraphiques recueillis auprès d’un échantillon de 240 élèves scolarisés du CE2 à la 6ème ainsi qu’une enquête auprès des enseignants et l’examen de manuels scolaires ont permis de mettre en regard les méthodes d’enseignement et l’interprétation que les élèves en font. Les résultats de l’analyse témoignent de la difficulté des élèves à mettre en œuvre les procédés appris, en fonction des contextes. Si les élèves sont capables de citer les paires apprises, leurs emplois en production écrite révèlent une insécurité linguistique. Les conclusions de ce travail permettent de formuler des propositions didactiquesThe aim of this research is to study the spelling practice of primary school pupils facing the heterography of homophonic words, a linguistic reality difficult to acquire. The different resources of the graphic system to distinguish, in writing, what is confused orally, constitute a comfort for the reader but a difficulty for the writer, especially for the most frequent grammatical words. To produce the graphics for a/à, la/là, ou/où, et/est, son/sont, on/ont, mes/mais, ce/se, pupils have to learn the polyvalency of the graphemes and get away from the phonographological connection. The difficulty is not the same for each pair of homophones. These tool words are taught in pairs based on identical phonics. The method used in class rests on 2 main principles, the process of substitution and their application in exercises. Each pair has its own process. Written work and metagraphic commentaries taken from a sample of 240 pupils aged 8-12 as well as a survey of teachers and a study of school textbooks allow us to focus on the teaching methods and pupils’ interpretations. The results of the analysis demonstrate the difficulty pupils have putting learned procedures into practice, in keeping with the context. While the pupils are able to quote the learned pairs, their use in written work demonstrates a linguistic insecurity. The conclusions of this work allow us to formulate some didactic proposals
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Slusarczyk, Bernard. „Etudes longitudinales du lien entre performances rédactionnelles et performances orthographiques dans les productions écrites d'élèves du CE2 à la 6ème“. Thesis, Grenoble, 2011. http://www.theses.fr/2011GRENH001.
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La thèse concerne l'étude de la relation entre les performances rédactionnelles et orthographiques dans le cas spécifique de la rédaction effectuée, en classe, par des élèves, au cours de leur scolarité du CE2 jusqu'à la 6ème de collège. Notre but est de vérifier si, dès le CE2, la relation entre les performances orthographiques et rédactionnelles est identique en langue française à celle évoquée dans la littérature anglo-saxonne pour la langue anglaise (McCutchen, 1995 ; Berninger, 1999 ; Fayol, 1999 ; Graham, 1999). Les modèles théoriques mobilisés sont ceux de la psycholinguistique développementale (modèles structuraux et fonctionnels de la rédaction), de la psychologie cognitive (théorie capacitaire) et de la linguistique (plurisystème graphique de l'orthographe française). La partie empirique est composée de deux études longitudinales. La première compare les productions écrites, à 3 ans d'écarts, de 79 élèves scolarisés en CE2 en 2001 puis en 6ème en 2004 ; la seconde étudie l'évolution des productions écrites de 173 élèves répartis sur 18 classes durant deux années scolaires, du début CE2 en 2006 à la fin du CM1 en 2008. Les résultats, reposant sur l'utilisation de méthodes d'analyse de corrélation, de régression, de modèles de croissance et de modèles multiniveaux montrent qu'au CE2, contrairement aux résultats concernant la langue anglaise, la performance rédactionnelle (qualité de texte) n'a pas de lien avec la quantité de texte et les performances orthographiques n'ont de lien avéré ni avec la quantité ni avec la qualité des récits produits. Ce lien se tisse seulement au cours de l'année de CE2. La partie prospective de notre étude montre que les pratiques d'enseignement du français dans les classes de CE2 entrent comme l'une des explications de la nature du lien entre performances lexicales et rédactionnelles (quantité de texte)The thesis concerns the study of the relationship between writing performance and spelling performance in the specific case of writing done in class by pupils from their third year in primary school to their first year in secondary school. Our aim was to determine whether, by the third year of primary school, the spelling and writing performance was the same in French as that reported for English in the English-language literature (McCutchen, 1995; Berninger, 1999; Fayol, 1999; Graham, 1999). The theoretical models used were those of developmental psycholinguistics (structural and functional models of writing), cognitive psychology (capacity theory) and linguistics (graphical plurisystem of French spelling). The empirical part comprises two longitudinal studies. The first compares written production collected at a three-year interval from 79 pupils first in their third year of primary school in 2001 and then in their first year of secondary school in 2004. The second studies the evolution of written production from 173 pupils in 18 classes during two school years, from the start of their third year in primary school in 2006 to the end of their fourth year in primary school in 2008. The results, based on the use of correlation and regression analysis methods and on growth and multilevel models, show that at the third year of primary school, unlike reported English language results, writing performance (text quality) was not linked to text quantity, and spelling performance was not demonstrably linked to either the quality or the quantity of the writing produced. This link forms only during the course of the third year of primary school. The prospective part of our study shows that how French is taught in the third year of primary school helps to explain the nature of the link between lexical performance and writing performance (text quantity)
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Combalier-Combaz-Champlaine, Catherine. „De la variabilité du rapport des enseignants de l’école primaire à l’orthographe appréhendée comme une norme sociale : discours et pratiques“. Thesis, Cergy-Pontoise, 2017. http://www.theses.fr/2017CERG0880.
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Notre recherche étudie le rapport des enseignants de l’école primaire française à l’orthographe appréhendée comme une norme sociale à travers leurs propos déclaratifs et à travers leurs pratiques enseignantes. En France, l’orthographe revêt des enjeux sociaux d’importance. Si l’orthographe est un ensemble de règles provenant du système linguistique, elle est aussi une pratique sociale qui s’impose à tous les utilisateurs. Elle appartient dès lors aux normes culturelles d’une société donnée. C’est pourquoi, nous avons cherché à apprécier l’adhésion des maitres à cette norme et à savoir s’il existait, entre eux, une certaine variabilité dans cette adhésion. Pour ce faire, nous avons opérationnalisé le concept de norme sociale. Nous avons mené 30 entretiens semi-directifs auprès d’enseignants de CM1 et CM2. Leurs réponses ont été analysées grâce à une analyse de contenu thématique et à une analyse statistique. Cela a permis de dégager cinq profils ortho-normatifs qui témoignent d’une variabilité du rapport des maitres à cette norme sociale orthographique et d’établir une typologie. Puis, nous avons cherché à percevoir ces rapports ortho-normatifs lorsqu’ils enseignent en classe auprès de leurs élèves pour éprouver les propos de Jaurès « on n’enseigne pas ce que l’on sait ou ce que l’on croit savoir : on enseigne et on ne peut enseigner que ce que l’on est » et apprécier la présence de leurs logiques d’arrière-fond (Bucheton, 2011). Chaque enseignant montre sa façon singulière d’incarner son profil ortho-normatif et de rendre présente cette norme sociale lors d’une séance d’enseignement d’un point particulier du système linguistique. Ce faisant, il construit le curriculum caché des élèvesOur research studies how French primary school teachers deal with spelling considered as a social norm through their declarative words as well as their teaching practices. In France, with spelling, important social issues are at stake. If spelling is a set of rules linked to the linguistic system, it is also a social practice which is imposed on all users. As such it belongs to the cultural norms of a given society. That’s why we tried to estimate teachers ’adhesion to this norm and see if there was a certain variability to it among them.In order to achieve this, we operationalized the concept of social norm. We led 30 semi-directive interviews with 4th and 5th year primary school teachers. Their answers were analyzed thanks to both a thematic content analysis and a statistical one. The result highlighted the existence of five “ortho-normative profiles” which shows a variability in the relationship teachers have to this social spelling norm and enabling us to establish a typology.Then, we tried to grasp these “ortho-normative relationships” when they teach in class to test Jaurès ‘s words : “we don’t teach what we know or what we think we know, we teach and can only teach what we are” and thus estimated their background logics (Bucheton, 2011). Each teacher showed his personal way to embody his own “ortho-normative profile” and made this social norm present during a teaching session of a particular point of the linguistic system. In doing so, he builds the pupils’hidden curriculum
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MacDougall, Lisa Kathryn Denham. „Building spelling concepts through word study“. CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1518.
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Waugh, David George. „Primary schools at the crossroads : a study of primary schools' abilities to implement educational change, with a particular focus on small primary schools“. Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:11286.
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This thesis addresses the issue of primary schools' abilities to implement educational change and focuses, in particular, on small primary schools. A comparison is made between small and large primary schools, in order to determine whether there are differences between the ways in which each have adapted to and implemented changes. Whilst a series of educational changes since the Second World War have affected primary schools the thesis takes 1988 as a watershed date, since the Education Reform Act of that year made considerable statutory demands upon primary schools. The thesis examines, in particular, the ability of small schools to implement changes effectively, since this was questioned following the Act, and it seemed that this might precipitate closures and amalgamations at a faster rate than had previously been the case. The thesis is based upon research over an eight-year period, involving three postal surveys, a series of structured interviews, and a review of relevant literature. The focal point for much of the research is the headteacher, with all of the empirical work being focused on heads, since they have been central to the management of change in schools. Attention is also given, mainly through reviews of literature, to the role of the class eacher and the way in which this has changed in relation to that of the head. The thesis may be divided into two sections. In the first, the scene is set through an examination of the position of primary schools in general, and small primary schools in articular, before the Education Reform Act. This is followed by a review of published research and the author's empirical studies, in order to gain an understanding of the way n which schools have coped with the implementation of the Education Reform Act. The thesis ends with conclusions and recommendations which are based upon the research findings.
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Strange, Mandy Lea. „The most effective way to teach spelling“. CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2825.
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The research in this project shows that spelling needs to be taught through patterns, rhymes and the use of analogies. Weekly spelling tests are effective to assess spelling patterns, instead of useing a pre-determined collection of random words. Additionally, spelling needs to be taught within writing, not as a completely separate subject.
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O'Brien, Terence. „The reading/spelling connection : case studies of readers and spellers“. Thesis, Federation University Australia, 2000. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/165009.
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"The thesis argues that reading and spelling are interdependent and complex processes, and that "good" readers. but "poor" spellers, read in ways which do not assist in their developing spelling repertoires: their reading behaviours contribute to overall text meanings wihout contributing to individual word knowledge. As well, their writing behaviours do not allow for this knowledge to be used, practised, or displayed."Doctor of Philosophy
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Wilks, Patricia A., und n/a. „Teacher morale in A.C.T. primary schools“. University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.
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This study investigates morale as perceived by primary
school teachers. A survey was administered to level 1
teachers in A.C.T. government schools. Of the 280
surveys distributed 165 returns were able to be
processed, a 59% response rate.
Teacher morale has an effect on the quality of teaching
and hence student outcomes and is currently an
important aspect of the education debate. Teacher
stress, a product of low morale, has been of concern to
teacher unions and to education departments across
Australia.
Morale, for the purpose of this study, is defined as
a confident and forward looking state of mind relevant
to a shared and vital purpose.
The survey used in this study was a modified version of
Smith's Staff Morale Questionnaire. This instrument
identifies three factors of morale : "Cohesive Pride",
"Leadership Synergy", "Personal Challenge". Responses
relating to these factors were analysed with respect
to age, gender, years of experience, school in which
the teacher is employed and type of teaching duties.
Results indicated that school attended has an influence
on the level of "leadership synergy" and gender has an
influence on the level of "personal challenge".
This research may have implications for school
leadership and professional development programs and
policy.
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McCreanor, Sheila J. „Ethnic identity in Catholic primary schools /“. Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.
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Partasi, Evgenia. „Multiculturalism in primary schools in Cyprus“. Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.544456.
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Brown, A. „Implementing performance management in primary schools“. Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.596986.
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This thesis has three general objectives. The first concerns the development of a critique of the assumption that the various ideas and philosophy underlying performance management (PM) can be successfully applied to the context of England’s primary education system. The second objective is to provide a detailed account of the ways in which PM is being implemented in primary schools. The third is to suggest ways in which the effectiveness of the Performance Management in Schools initiative might be improved in primary schools. The principal research method used to pursue the objectives comprised a series of semi-structured interviews with primary school heads, teachers and governors who are the key stakeholders associated with the performance management process. A second research method involved documentary analysis of various books, research reports, official government publications and internal school documents. Additionally, a decision to become a school governor allowed a variety of activities associated with the PM process to be observed. The thesis concludes by arguing that PM can help teachers to: focus on particularly important aspects of their work; improve their professional development arrangements; feel more appreciated and valued; and become more reflective and self-evaluative about their work. Performance management can also: help improve communication between heads and their staff; facilitate the implementation of whole school strategy; and ultimately, as a consequence of these six benefits, lead to improvements in pupils’ academic progress. However, performance related pay appears to be inappropriate for the context of primary schools and very few, if any, advantages seem to have accrued at either an organizational or individual level from headteachers’ PM arrangements.
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Dhasmana, Lakshmi. „Asian mothers' involvement in primary schools“. Thesis, University of the West of England, Bristol, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410139.
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Chumun, Seeookumar. „Classroom assessment in Mauritian primary schools“. Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5154.
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This thesis explores teachers' current knowledge and practice about classroom assessment processes in the Mauritian primary schools and reports the results of a case study, the data of which were collected during the three terms of the school year in 1998 from four primary schools that included thirty-five teachers. The interest of the case study is not to appraise the teachers' work or the school in any way; rather it is to accurately describe classroom assessment practices within the context of Mauritian primary schools. The research addresses three main questions: why teachers conduct classroom assessment, how it is conducted and what is assessed. The findings of the study indicate that teachers assess their pupils for three main reasons: providing feedback to the pupils and to themselves, reviewing the teaching methods and for diagnostic purposes. Another minor purpose noted is for communicating information to Parents. Questioning and observation are the two methods most common in the conduct of classroom assessment. Questioning techniques are mostly closed ones, with a view to seeking a specific answer from the pupils. Teachers interpret the information collected with reference to three general standards: criterion -referenced, norm-referenced and self-referenced. In general, the findings indicate that teachers' practices are oriented more towards the traditional pedagogy in terms of emphasis on the lower level objectives, whole class teaching and focusing on the product. No provision is made for the able or the less able. All the pupils are treated the same and are given the same tasks. Almost a decade after the introduction and implementation of the Learning Competencies and the scheme for Continuous Comprehensive Evaluation, it is found that Mauritian primary teachers do not have the relevant training in assessment to fully apply the progressive reforms. Despite the education system being very centralised, it seems that teachers assess their pupils independently and without any support from the government. There is no monitoring, moderating or policing of policies. Assessment practices are derived from their habit and ideology rather than from the official directives.
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Eke, Richard James. „Children's media learning in primary schools“. Thesis, University of Reading, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311630.
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Fyfe, Alexander Matthew. „The European dimension in primary schools“. Thesis, University of Southampton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.283377.
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Zaoura, Alexandra. „Parental involvement in Cypriot primary schools“. Thesis, University of Warwick, 2013. http://wrap.warwick.ac.uk/57980/.
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The study investigated parental involvement in children’s learning in Cypriot primary schools. It aimed to describe and analyse processes of policy-making and capture meanings, interpretations and reported practices of major stakeholders through document analysis, survey and interviews with élites, teachers, parents and children. The policy trajectory framework of Bowe et al. (1992) identified three interactive contexts influencing the stages of development, interpretation and enactment of policy. The adoption of this framework as a tool of analysis, contributed to the significant findings of the study. Indeed, investigation of the parental involvement policy-to-practice process provided the opportunity to identify both facilitating factors and obstacles restricting its development. Overall, the study identified the sheer political challenge associated with setting up a new educational system, translating new ideas and conceptions into an agreed text and practical challenges related to lack of professional teacher development in parental involvement, as well as ideological tensions related to relinquishing traditional professional boundaries set by teachers and psychological barriers associated with perceived threats from parental interference. The study indicated that the Cypriot educational system is in the early stages of developing parental involvement policy. It identified a weak interaction between policy contexts. The absence of mechanisms for transmitting new policies to practitioners, lack of guidance on implementation or monitoring of this process allowed headteachers and teachers to determine the type and extent of parental involvement practised. Even though findings indicated that there was an implicit recognition from teachers, parents and children of Cypriot parents’ central role in their children’s education and development, there was a lack of explicitly promoted parental involvement practices. The mismatch between policy intention, text and practice allowed the emergence of a dominant parent group whose disproportionate influence through Parent Associations seemed to be derived from the particular social and cultural capital background they occupied.
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Mavrommatis, Ioannis. „Classroom assessment in Greek primary schools“. Thesis, University of Bristol, 1995. http://hdl.handle.net/1983/5a055807-d52e-4432-8c14-3c4aa27050ec.
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Leonard, Thelma M. „The effects of explicit spelling lesson programs on performance outcomes of upper primary students“. Thesis, View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/32923.
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The study is concerned with improving the spelling performance of below average spellers in an upper primary mainstream classroom setting. The main target group is children who do not qualify for learning support resources yet have difficulty thriving in the literacy area of spelling. It was expected that lessons designed to expand students’ knowledge about words and the English language system would generate a greater student facility with learning spellings. A quasi-experimental methodological approach was taken which also has features of a controlled trials study. Four spelling intervention lesson programs were designed and each has a different pedagogic emphasis: 1) Metacognitive and multisensory learning strategies 2) Teacher-Best-Practice 3) Teacher designed inquiry-based group work 4) Learning with a computer-based Team Learning System. The study design is both practical and pragmatic in that only resources already available to the schools were utilised; lesson formats and teaching practices can be easily replicated; and the spelling programs are compatible with NSW curriculum directives. The intervention lesson program took place for one hour per week over a two-term period and involved four schools situated in the outer areas of Sydney, Australia. Students and teachers in nine upper primary classrooms took part in the study, five of which were intervention classes and four were non-intervention classes. The classroom teachers were an important factor in the program presentation and lessons with an explicit focus on words were conducted from a constructivist perspective. Results indicate that when spelling becomes an instructional focus, substantial progress in performance levels can be made in both intervention and non-intervention classrooms. Discussion of the findings examines how pedagogic factors influenced learning outcomes for all ability groups in the literacy area of spelling. Particular attention is given to the progress in spelling age made by below average performers, as determined on pre-testing, and students with lower than normal cognitive ability. It is considered that the more interactive approach to teaching spelling, plus a high level of congruence with the Quality Teaching model (NSW DET, 2003) elements of Engagement, High-order Thinking, and Substantive Communication, assisted these target groups of students in the intervention classes. The principal conclusion that can be drawn from the findings of the study is that minimal modifications to teaching practices can bring about improvement in students’ spelling performance levels. It illustrates the capacity of children to advance their learning outcomes when lessons are designed and delivered in a manner that encourages engagement and interactive support. Such a conclusion directs the responsibility for students’ learning outcomes to their classroom teachers. The study identifies that there are implications for the providers of in-service and pre-service professional development of teachers situated in upper primary mainstream classrooms, and the pedagogic aspirations of the primary school community.
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Leonard, Thelma M. „The effects of explicit spelling lesson programs on performance outcomes of upper primary students“. View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/32923.
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Thesis (Ph.D.)--University of Western Sydney, 2007.A thesis presented to the University of Western Sydney, College of Arts, School of Education, in fulfilment of the requirements for the degree of Doctor of Philosophy. Includes bibliographies.
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Knutsson, Malin, und Sandra Köster. „Oral Corrective Feedback in Swedish Primary Schools“. Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28816.
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English as a Foreign Language (EFL) teachers use different strategies to support language acquisition when teaching. This study focuses on one particular strategy: Oral Corrective Feedback (OCF). It is provided to support learners’ oral language skills, and takes numerous potential forms which can either be implemented implicitly and/or explicitly. According to many studies, recast is the type of OCF most commonly used by EFL teachers. Studies demonstrate however, that recast is the least effective approach for EFL learners’ uptake. The aim of this research study is to investigate how Swedish EFL teachers provide students with OCF. In addition, the intention is also to explore teachers’ and students’ perceptions of the usefulness of OCF for their skills development in English. The focus of this research study is on Swedish primary schools of grades 4-6. Two types of data-gathering methods were used in this study: interviews and observations. The results confirm that both explicit and implicit OCF was provided when observing the teachers’ approaches and strategies in classroom settings. Surprisingly, this research study reveals that recast was not favoured by the Swedish EFL teachers as they considered other types of OCF to be more beneficial to EFL classroom settings.
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Timm, Victoria Margaret. „Behaviour problems in primary schools in Mamelodi“. Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11202008-182759.
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Dick, Sithembele Leonard. „Examining parental involvement in governance at primary schools : case study of three township primary schools in the Western Cape“. University of the Western cape, 2016. http://hdl.handle.net/11394/5566.
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Masters in Public Administration - MPAIn Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.
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Field, Eilis Ann Marie. „Small primary schools : should we have faith in theoir leadership?: An exploration of servant leadership in small Catholic primary schools“. Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.521490.
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Angelidou, Kakia. „Successful headship leadership in primary schools in Cyprus“. Thesis, University of Nottingham, 2010. http://eprints.nottingham.ac.uk/13044/.
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This research explored the nature and conduct of successful leadership in the context of Cyprus; how policy and school contexts and heads' experience influence headship leadership. The empirical findings of this study draw upon ethnographic methods rooted within the naturalistic paradigm in order to illuminate the complex and dynamic nature of headship leadership in a specific country context. A group often successful heads in urban primary schools of Cyprus was selected. Data was collected through observations, a review of a number of schools' documents and semi-structured interviews carried out with each of the successful heads and with people that had everyday conduct with them. The overall findings provided empirical evidence of the complexity of successful head teachers day-to-day practices and pointed to the positive and negative in themes of 'policy contexts', 'the values of society' and 'school and experience contexts'. These results support earlier evidence on successful leadership but also extend this. The evidence from this research has important implications for head teachers' learning and development and the role of the government in raising standards of schooling in Cyprus.
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Greenland, Emma Elizabeth. „Acoustics of open plan classrooms in primary schools“. Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
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Aquilina, Michael. „Physical education and the Maltese State primary schools“. Thesis, University of Sheffield, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.489080.
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This thesis is mainly concerned with the peripheral standing of Physical Education (PE) in Maltese state primary schools, presenting the first in-depth study of its type in this context. It draws upon the interpretive and critical approaches to qualitative research to portray the interpretations of various key stakeholders, and offer possibilities for change. 1 he study adopts a mixed-method approach that fit the purpose of the study.
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Boagey, Susan Barbara. „Musical composition in primary schools : Learning with learners“. Thesis, Open University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.536079.
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Motsiri, Tshigwane Elizabeth. „Managing conflict in primary schools / Tshigwane Elizabeth Motsiri“. Thesis, North-West University, 2008. http://hdl.handle.net/10394/1782.
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This research investigated the correlation between the principal's leadership style
and the school organisational climate. The literature study established the
importance of leadership in the context of an open and positive school
organisational climate. In this regard, it was found that a supportive principal
leadership style is positively related to an open and positive school climate,
where educators are engaged and enjoy high collegiality and intimate
relationships.
The school organisational climate as variously defined, relates to educator
perceptions of principals or school management behaviour and refers to how
educators experience, especially the management aspects that influence the
climate in the school. Thus, organisational climate is related to the quality of
experiences an educator has in the school, which is expressed in how he or she
experiences the school life.
The Organizational Climate Descriptive Questionnaire for Elementary Schools,
consisting of six organisational climate descriptive dimensions was used for data
collection. The dimensions describe the behavioural aspects of principal
leadership namely, supportive, directive and restrictive and educators'
behavioural aspects namely, collegial, intimate and disengaged. The behavioural
interactions of principals and educators provided the basis for the analysis of the
correlation between the principal's leadership style and the school organisational
climate.
It was established that there was a correlation between principals' leadership
styles and school organisational climates. It was found that the organisational
climates of the surveyed schools are characterised by principal leadership
behaviour that is high on directive behaviour, slightly below average on
supportive and restrictive. Educator behaviour was found to be slightly below
average on collegial behaviours. Educator behaviour scored below average on
intimate behaviour and scored slightly above average on disengaged behaviour.
Principal openness behaviour was found to be below average while educator
openness behaviour was found to be average which translate to school
organisational climates that are relatively closed, which actually indicates a
relationship between principal leadership style and school organisational climate.
This research therefore draws a conclusion that there indeed is a correlation
between school principals' leadership styles and school organisational climates.Thesis (M.Ed. (Education Management))--North-West University, Vaal Triangle Campus, 2008.
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Satchell, W. K. J. „Teacher preferences and environmental performance in primary schools“. Thesis, Cardiff University, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.370804.
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Phillips, Emma Caroline. „The work of teachers in small primary schools“. Thesis, University of Warwick, 1999. http://wrap.warwick.ac.uk/36382/.
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A review of the literature on small primary schools identified a number of problems: a lack of a definition of 'small', poor quality of evidence, a neglect of some important issues and the general picture of teachers in small schools having different work patterns from other teachers. This study was designed to test the hypothesis that the work of teachers in small schools was distinctively different from those in larger schools. Data were gathered which were used to portray the work of the Key Stage Two teachers in two small Warwickshire primary schools. Of the seven individuals studied, two were headteachers with a dual teaching and management role. Participant observation, time diaries, interviews and systematic observation techniques were employed in order to gain a full picture of their working lives and to allow for triangulation. Analysis of the data suggested that for the case study teachers, their work did not differ markedly from that reported in other studies of teachers in larger schools. This was true both in terms of the length and distribution of their time and the means by which they delivered the curriculum. Differences arose as a result of individual personalities and the proportion of a full-time teaching contract which each held. It was hypothesised that teachers working in small schools may have undergone the most intensification of their work; again, there was little to suggest that this was true for the teachers in this study. Despite limitations in the data collected, evidence of the headteachers' work suggested that again school size was not the main influence upon their work School status and individual personalities were influential in shaping their working patterns and priorities.
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Gifford, David Peter. „An investigation into distributed leadership in primary schools“. Thesis, University of Hull, 2007. http://hydra.hull.ac.uk/resources/hull:6503.
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This study investigates factors that help and hinder primary schools in their distribution of leadership in England. Distributed leadership is defined as collaborative leadership within a culture of shared action and interaction. The research extends beyond teacher leadership and delegated leadership, which are limitations of previous studies, whilst contributing to the developing knowledge of distributed leadership practice in the UK- about which little has been previously written. Ofsted reports and LA recommendations were used to select four primary schools within North East Lincolnshire. Schools selected were identified as good schools and believed to distribute leadership. Using a mixed methods approach, 53 questionnaires were analysed using SPSS, to screen two schools for further study. These schools were further investigated using a multiple case study design. Semi structured interviews were conducted with two primary headteachers, one deputy and one assistant head, two teachers and two teaching assistants, enabling the researcher to consider the interactions and analysis of leadership practice at group level, and the complexities of the situation. A narrow research focus on four primary schools, and subsequent interviews with eight stakeholders in two schools is a very small sample size, and indicative of further study. However, the study is apposite at a time of demographic crisis in teaching in England; with 40% headteachers in primary schools over fifty and likely to retire in the next decade, the increasing numbers of part time teachers, and the increased number and extended use of teaching assistants in primary education. The study provides a framework of thinking about distributed leadership in primary schools, which at a pragmatic level might help other schools in the development and sustainability of leadership. This framework includes: processes, school culture, structural organisation of schools, sources of leadership, and barriers to distributed leadership. Findings show that whilst all collaborative leadership is distributed, not all distributed leadership is collaborative. Distributed leadership was found to exist alongside other forms of leadership, and although it was frequently planned, it sometimes occurred by default or through desperation. It was particularly effective where schools invested in the leadership development of all stakeholders, and in a culture of trust, support and encouragement. The Senior Management Team was particularly influential within this. Barriers that inhibited distributed leadership included traditional structures and systems both within the schools and the local authority.
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Callender, Christine. „Black teaching styles in multi-ethnic primary schools“. Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.
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Ali, Sumaya Nader. „Reading ability and diglossia in Kuwaiti primary schools“. Thesis, University of Leeds, 2014. http://etheses.whiterose.ac.uk/7457/.
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This project investigated the relationship between children‘s reading ability and their phonological awareness, phonological short term memory and visual short term memory in a diglossic setting. The study was conducted in Kuwait where children grow up speaking a Kuwaiti local form of the Arabic language. This form of Arabic is linguistically distinct from the literate Arabic. The children also deal with another type of words, which are Kuwaiti shared words. The effect of these different types of Arabic words on children‘s reading ability and phonological sensitivity was investigated. Four measures were administered in both studies; single word reading ability, phonological deletion, phonological short term memory and visual short term memory. Two studies were conducted; a cross-sectional study and a longitudinal study using four measures. In the cross-sectional study, forty-nine 6 year-old students participated. Results indicated that all predictor measures, phonological awareness, phonological short term memory and visual short term memory, correlated with reading ability. But regression analysis showed that only children‘s phonological awareness uniquely predicted reading ability when controlling for age and Verbal IQ. Anova showed that there was also a significant effect of word type on children‘s reading ability but not their phonological awareness. So children found it easier to read the modern standard Arabic and shared words than the local dialect words. In the longitudinal study, all tasks were administered to participants three times; 85 children at the beginning of first grade, 81 children at the end of first grade, and 78 children at the start of second grade. All participants‘ reading abilities and both phonological and visual short term memory improved over time. Phonological awareness still uniquely predicted reading ability when controlling for age and Verbal IQ across all the time points. But there was a change in how word types affected phonological awareness. Very few studies have investigated reading ability in Arabic. This project helps further understanding about the unique contribution of the different cognitive skills towards reading ability. Also, it improves the awareness of Arabic children‘s needs and complications in acquiring a successful Arabic reading in a diglossic setting.
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Stacey, Alison Christine. „Bullying and peer relations in two primary schools“. Thesis, University of Cambridge, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.621551.
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Robinson, Janet Kathleen. „Leadership in small primary schools : the headteacher's perspective“. Thesis, University of Hertfordshire, 2011. http://hdl.handle.net/2299/6452.
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The aim of this research is to identify and scrutinise current aspects of leadership in small primary schools in order to generate a new context-appropriate model of headship. The research is an in-depth study of leading the small primary school from the perspective of headteachers. There is a dearth of literature concerning leadership that is specific to small primary schools, so this research has accordingly significantly enhanced that body of knowledge. It is also timely as the newly-appointed Government is reviewing the resourcing and management of schools in England. This study has drawn on the descriptive and interpretive aspects of a case study of all the small primary schools in one Local Authority. The resulting response sample was twenty-six headteachers. The study has identified possible changes to enhance educational policy at three levels: school, Local Authority and Central Government. The research is characteristic of the realist tradition, generating rich, qualitative data which have been gathered through the use of interviews, questionnaires, Ofsted reports and ‘naturally occurring’ material. The research identified that the leadership structure in small primary schools is of a flatter and more interlocking nature rather than having a hierarchy of leaders. The headteachers used a combination of leadership styles in order to share the leadership with other members of staff. Headteachers had a multi-faceted role which included a range of both leadership and management activities, and also retained a teaching role. These features of small school headships made them ‘first among equals’ (Ironside and Seifert, 1995) rather than elevated CEOs. A new model of Leadership in Small Primary Schools has been developed which arises from the identified needs of these headteachers with regards to the perceived deficits in training, support and expected school performance and targets. This is relevant not only to all headteachers of small primary schools but also, in particular, to policymakers and educationalists in England at a point when there is an increasing loss of headteachers to retirement and an extreme shortage of applicants for these vacant posts.
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Dixon, David. „Developing a Green leader model for primary schools“. Thesis, University of Lincoln, 2009. http://eprints.lincoln.ac.uk/2184/.
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This research developed the first ‘Green’ model for primary school leadership, which aimed to address some of the actual and anticipated environmental problems through the way schools operate in the context of Curriculum, Campus and Community. It emerged through an empirical investigative study of eight English primary school Head Teachers who are pioneering environmental sustainability. A Post-modern perspective influenced the research methodology and helped to take a fresh and sceptical look at the leadership aims of primary schools in relation to the education system and general society. This involved a critical examination of the National College of School Leadership’s ‘Leadership for Sustainability’ and literature from the ‘Green Movement’. The findings suggested that leaders are needed with a certain kind of ‘Green’ values, knowledge and skills. Questions arose about how a type of ‘Distributed Leadership’ might lie within the new model and whether the model is feasible, given that the pursuance of its main objectives are not currently the priority of most schools. The thesis pointed to the need for a radical revision of what it means to be a primary school leader, in order to assist with the imperatives of a green sustainable economy which promises a better quality of life for more people. This is a ‘Big Claim’ for a small-scale study. It is hoped, therefore, that this modest thesis could be a catalyst for more wide-ranging research and thinking in this most vital area, in terms of education leadership’s role in securing the viability of modern civilisation.
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Parag, Bishum Dasarathlal. „Leadership practices of principals of successful primary schools“. Thesis, University of Pretoria, 2014. http://hdl.handle.net/2263/44143.
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21st century schools have great expectations of generating individuals with refined knowledge, skills and values to make a positive impact on human existence. Paradoxically, the report of the Annual National Assessments paints a bleak picture of the quality of learner attainment in South African primary schools where basic skills in communication, problem solving and analytical thinking should take root. Fortunately, however, sporadic pockets of successful schools do exist. There appears to be an inextricable link between leadership and learner outputs, and learner attainment seems to fall squarely on the shoulders of the school principal. The purpose of this study was to investigate and unravel the leadership practices of principals of successful public primary school as they led in accountability- and standards-driven environments. The framework that guided this study was the four core leadership practices: setting direction; developing people; aligning the organisation for success; and leading and managing the instructional programme.
Valuable insights and a rich understanding of how successful primary school principals create, nurture and sustain the conditions and processes necessary for high levels of learner attainment and instructional improvement were generated via an inductive, qualitative study. Three successful schools in the Uthukela district of KwaZulu-Natal formed the purposive sample and data was gathered from each principal via direct interviews. Two focus group interviews and participant observation triangulated the data.
The findings revealed that in setting the direction for their school, principals focused on aligning and motivating their people towards a common vision that strongly correlated to personal aspirations. Principals engaged their staff in continuous professional development and were particular about the working milieus of teachers. They ensured that relationships were characterised by open communication, collaboration, democratic decision making and trust. Leadership was distributed and instruction was effectively led by principals working in close consultation with their management team. Due to extensive monitoring and evaluation, the status quo was often challenged and the curriculum adapted. The successful school principals adopted an inside-out approach to their leadership practices, and they resorted to match-fit and hierarchical breakdown.
The study recommends that all principals should align their personal vision with the organisational vision, teach human resource management to all line managers, and establish and foster professional learning communities.Thesis (PhD)--University of Pretoria, 2014.
tm2015
Education Management and Policy Studies
PhD
Unrestricted
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Walker, Trevor Charles. „Leading primary schools through and beyond special measures“. Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/10020516/.
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The status of special measures has been an outcome of school inspection for more than a decade. This study contributes to understanding the leading of primary schools through and beyond that outcome. Through self-perception, headteachers examine the relationship and interplay between their leadership and their schools' cultures. The study focuses on the agency of leadership through a process of change, so generating propositional ideas that extend the current theoretical framework. Two cultural typologies are identified that are specifically associated with this status. One is encountered at the outset of the journey of special measures and represents the root of the predicament. The other represents the cultural territory of schools that have moved beyond special measures. The study finds special measures to be an episodic journey of change. So doing it identifies three distinctive phases (the last divided into sub-phases representing an increasing complexity). In each the theme of culture and leadership is explored through the application of a conceptual model. These are configured to demonstrate the necessary dynamic for the formulation and transformation of schools' cultures. The differing and adaptive manifestations of phase-specific leadership are respectively described as: leading through cultural dissonance, leading counter-culturally, and leading through cultural congruence. The literature review identifies three conceptual orientations of leadership, each accordingly being related to special measures. These are technical-rational, transformational and critical forms of leadership. Each is seen as making a contribution at some point and to some degree through the course of the journey. The study, moreover, presents a conceptualisation of headship based on school context and circumstance - style, approach and theoretical positioning. This formulation emphasises the appropriateness of the leadership practice offered at given moments. However, the overall success of moving beyond special measures lies in each school's capacity for journeying through the phases to a position of cultural congruence.
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Bennion, Alice. „Continuity or change? : parents, teachers and primary schools“. Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019913/.
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