Dissertations / Theses on the topic 'Education, Primary Victoria Curricula'
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Borin, Meredith Dawn 1971. "A qualitative evaluation of multicultural art curricula at primary levels." Thesis, The University of Arizona, 1997. http://hdl.handle.net/10150/292021.
Full textLongobardi, Paul. "Religious education: Outcomes-based integration across the primary curriculum." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/735.
Full textFerris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
Full textVaníček, Jiří. "Introducing topics from informatics into primary school curricula : how do teachers take it?" Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6448/.
Full textCampbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textRisley, Robert Michael Kevin. "A proposal for using a literature-based functional curricula for primary moderate cognitively delayed learners." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1864.
Full textWise, Wendy E. "The Effects Of The Wise Self-Esteem Project Upon The Development Of Self-Esteem In Primary Grade Children." Scholarly Commons, 1985. https://scholarlycommons.pacific.edu/uop_etds/3474.
Full textKgohlo, Piet Maphodisa. "The evaluation of the implementation of the national curriculum statement (NCS) in a few selected grade 1 classrooms of the Limpopo Province." Thesis, Nelson Mandela Metropolitan University, 2007. http://hdl.handle.net/10948/690.
Full textLanders, Denise, and mikewood@deakin edu au. "Improving primary school health education through action research: A case study." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050915.102258.
Full textGibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.
Full textHogan, Alice Rosemary. "Education in the wetlands and wetlands in the education: a case of contextualizing primary/basic education in Tanzania." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003386.
Full textSwedosh, Philip, and mikewood@deakin edu au. "An Investigation into the skill levels achieved by mathematics students in the V.C.E. and the H.S.C. mathematics courses." Deakin University, 1994. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.153947.
Full textTatnall, Arthur, and mikewood@deakin edu au. "A curriculum history of business computing in Victorian Tertiary Institutions from 1960-1985." Deakin University, 1993. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051201.145413.
Full textNabuco, 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/.
Full textCampbell, Alistair B. "Using hypermedia to improve the dissemination and accessibility of syllabus documents with particular reference to primary mathematics." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1993. https://ro.ecu.edu.au/theses/1157.
Full textHo, Yuen-ching, and 何婉貞. "Value orientations in primary Chinese language curriculum of HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960893.
Full textBARREIROS, CLAUDIA HERNANDEZ. "WHEN DIFFERENCE IS A SOURCE OF TENSION: A STUDY OF THE CURRICULA BEING IMPLEMENTED IN INITIAL YEARS OF PRIMARY EDUCATION." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9293@1.
Full textNesta pesquisa de inspiração etnográfica, procurou-se conhecer e compreender de que forma o referencial teórico da diferença, trazido à escola e à formação de professoras via estudos sobre o fracasso escolar, foi incorporado nas práticas pedagógicas cotidianas de professoras dos anos iniciais do ensino fundamental. Foi investigada uma escola da rede pública municipal do Rio de Janeiro, localizada no interior de uma grande favela- bairro. O estudo contou com observações a reuniões de planejamento e centros de estudos, a aulas de quatro turmas e três professoras e também com entrevistas a essas três professoras e à diretora e à coordenadora pedagógica da escola. Considerou- se a princípio que a diferença é um tema que não exige apenas ações planejadas e conscientes, uma vez que também emerge em situações não previstas e que, quase sempre, implicam em tensão. Iniciou-se o estudo pela delimitação do que se entende por uma educação intercultural e, para isso, optou-se por tomar como autores/as de referência Peter McLaren, com seu multiculturalismo crítico e Vera Candau, com sua didática intercultural. Para compreender como as professoras constróem seus conhecimentos didáticos, optou-se por trabalhar com Maurice Tardif e sua noção de saberes docentes. Para lidar com a ação docente diante do inesperado e do imprevisto, escolheu-se Philippe Perrenoud e a noção de habitus profissional que ele aperfeiçoou. A partir daí, analisam-se o projeto pedagógico da escola apresentado pela equipe técnico pedagógica e discutido em algumas reuniões observadas, cenas do cotidiano da escola acompanhadas pela pesquisadora e as entrevistas feitas às professoras pesquisadas. Percebeu-se que a palavra diferença congrega variados sentidos e que alguns deles de fato estão presentes nessa escola e sendo enfrentados por essas professoras em suas atividades como docentes, mas que a perspectiva cultural abordada por McLaren, Candau e outros e procurada pela pesquisadora somente apareceu nos momentos de estudo do tema pelo grupo de docentes. Nesse sentido, acredita-se que ainda há muito o que investir em políticas de formação docente para que esse referencial, pelo seu viés cultural e numa perspectiva crítica, penetre as práticas pedagógicas.
In this study of an ethnographic nature, we have sought to understand how a theoretical framework based on the concept of difference and introduced in schools and teacher education via studies on school failure has been incorporated into the daily pedagogic practice of teachers in charge of initial grades in primary education. We focused our investigation on a public school located in a large shantytown in Rio de Janeiro. The study included observation of planning sessions and study centers, of lessons given to four different classes by three different teachers, as well as interviews with the teachers, the coordinator and the school´s headmistress. Our starting point was the idea that difference does not demand only planned, conscious action, once it also emerges in unplanned situations frequently generating tension. Another starting point is the concept of intercultural education. To this end, we have chosen to adopt Peter McLaren and his concept of critical multiculturalism as well as Vera Candau´s idea of intercultural teaching practices as major theoretical references. To understand how teachers build up their pedagogical knowledge, we have chosen Maurice Tardif´s notion of teacher knowledge. To analyse teachers´ ways of coping with the unexpected, unplanned-for situations in their lessons, we have chosen Philippe Perrenoud´s notion of professional habitus. From these theoretical perspectives, we have attempted to analyse the school´s pedagogic project presented by the school´s pedagogic team and debated at some staff meetings we had the opportunity to attend; some aspects of the school daily routine we were able to observe and the interviews with key staff. From these analyses, we have concluded that different meanings are attributed to the word difference, some of which are present in the school and are encountered by the teachers in their practice. However, the cultural perspective proposed by McLaren, Candau and other authors was only considered when it was the focus of a study group made up by the teachers. This observation led us to conclude that a lot of effort has yet to be invested into teacher education policies in order to promote the cultural and critical perspectives proposed by this theoretical framework so that it becomes incorporated into teaching practices.
Nel, Andri. "An intergrated learning programme for the Knysna Montessori school." Thesis, Nelson Mandela Metropolitan University, 2010. http://hdl.handle.net/10948/1142.
Full textO'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
Full textChan, Yip Ah-may Amy, and 陳葉雅薇. "A study of the curriculum development strategy for the certificate in primary education programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958576.
Full textWaldron, Peter. "Parish rationalisation : A case study of the effects the clustering of three Catholic parishes has had on the Religious Education Curricula of the parish primary schools." Master's thesis, Australian Catholic University, 2001. https://acuresearchbank.acu.edu.au/download/0200c0441c3c0d02dccae4008fc826361beccf016974927d37837dc8f7f0bf9e/4240363/Waldron_2001_Parish_rationalisation_a_case_study_of.pdf.
Full textWan, Wai-yan, and 溫慧欣. "Teachers' concerns about curriculum integration: a case study of a Hong Kong primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31963249.
Full textHarrison, Jo-Anne Elizabeth. "Perceptions of primary school teachers towards the South African Museum as an environmental education resource." Thesis, Rhodes University, 1994. http://hdl.handle.net/10962/d1003577.
Full textRyterband, Astrid. "The pros and cons of using technology in primary education." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2665.
Full textRulashe, Brenda Lavisa. "An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/231.
Full textHendricks, Paul Charles. "The role of physical education in South African primary schools." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
Full textLane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
Full textFiorillo, Risa Maree. "Music handbook for primary grade teachers." CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.
Full textNthulanyane, Malefa Regina. "Teacher receptivity of an integrated curriculum with special reference to the foundation phase of curriculum 2005." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/378.
Full textJeko, Ishmael. "An improved mentoring model for student teachers on practicum in primary schools in Zimbabwe." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1017553.
Full textVan, Niekerk Chantelle Emirina. "The effective establishment and functioning of the institutional level support team at primary schools in the Uitenhage district." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1020808.
Full textAnyolo, Eveline Omagano. "Investigating the incorporation of education about, in/through and for the environment in the Geography junior phase curriculum: a case study of three Namibian schools." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003476.
Full textBlum, Miriam Perez. "Using research based teaching strategies with bilingual students." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2460.
Full textPetrova, Irina School of Music & Music Education UNSW. "A comparative study of primary/ elementary school music curricula in Australia (NSW), in the UK (England), in the Russian Federation and in the United States of America." Awarded by:University of New South Wales. School of Music and Music Education, 2005. http://handle.unsw.edu.au/1959.4/23330.
Full textZaram, Gyang Nyam. "An experimental study of self-regulated learning with mathematically gifted pupils in Nigerian primary schools." Thesis, Nelson Mandela University, 2017. http://hdl.handle.net/10948/13381.
Full textStroud, Judith E. "Teacher opinions of the curriculum for a transitional grade between kindergarten and first grade." Virtual Press, 1988. http://liblink.bsu.edu/uhtbin/catkey/533886.
Full textDepartment of Elementary Education
Gobingca, Zameka. "Strategies employed by primary school teachers to support non-isiXhosa speaking learners in Mthatha education district." Thesis, University of Fort Hare, 2013. http://hdl.handle.net/10353/d1006250.
Full textCheung, Ngar-wing Anita, and 張雅穎. "Children culture of the visual: to what extent can the HK art curriculum address the intercultural diversityin art acquisition?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35329634.
Full textSetlalentoa, Wendy Ntebaleng, and W. N. Setlalentoa. "An ethnographic study of the implementation of whole school evaluation at selected primary schools in the Southern Free State." Thesis, Bloemfontein : Central University of Technology, Free State, 2009. http://hdl.handle.net/11462/54.
Full textHishmeh, Amber Lee. "Neurolinguistic programming as observational and mediational strategies in teaching primary-level English as a second language." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2882.
Full textSmith, Sue Erica. "To be wise and kind: a Buddhist community engagement with Victorian state primary schools." Thesis, 2010. https://vuir.vu.edu.au/15538/.
Full textTesta, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School." Thesis, 2010. https://vuir.vu.edu.au/16068/.
Full textSmee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.
Full textWallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full text"Environmental education in the primary curriculum in Hong Kong." Chinese University of Hong Kong, 1996. http://library.cuhk.edu.hk/record=b5888883.
Full textPublication date from spine.
Thesis (Ph.D.)--Chinese University of Hong Kong, 1995.
Includes bibliographical references (leaves 484-512).
Questionnaires in Chineses.
Abstract --- p.i
Acknowledgement --- p.iii
Table of Contents --- p.iv
List of Tables --- p.x
List of Figures --- p.xv
List of Appendices --- p.xv
Chapter Chapter One: --- INTRODUCTION
Chapter 1.1 --- Background of the Study --- p.1
Chapter 1.1.1 --- Emergence of environmental consciousness and environmental protection in Hong Kong
Chapter 1.1.2 --- Environmental education in the context of school curricula in Hong Kong
Chapter 1.1.3 --- The context of curriculum change -- primary education in Hong Kong
Chapter 1.2 --- Statement of the Problem --- p.7
Chapter 1.3 --- Purpose of the Study --- p.11
Chapter 1.4 --- Research Questions --- p.12
Chapter 1.5 --- Significance of the Study --- p.13
Chapter 1.6 --- Delimitations --- p.19
Chapter 1.7 --- Definitions of Terms --- p.19
Chapter Chapter Two: --- REVIEW OF THE LITERATURE -- ENVIRONMENTAL EDUCATION
Chapter 2.1 --- The Nature of Curriculum Change -- Environmental Education --- p.32
Chapter 2.1.1 --- Nature of environmental education
Chapter 2.1.2 --- Curriculum theorising and environmental education
Chapter 2.2 --- The Scale of Curriculum Change --- p.41
Chapter 2.3 --- Change and Curriculum Development Strategies --- p.43
Chapter 2.4 --- Status and Perceived Needs of Environmental Education --- p.44
Chapter 2.5 --- Analysis of Curriculum Materials with reference to Environmental Education --- p.49
Chapter Chapter Three: --- REVIEW OF THE LITERATURE -- CURRICULUM CHANGE
Chapter 3.1 --- Theories of Curriculum Change: The introduction of an innovation --- p.55
Chapter 3.1.1 --- General models of change
Chapter 3.1.2 --- Approaches to analysing educational change
Chapter 3.2 --- Teacher Change and Receptivity as an Area of Study --- p.64
Chapter 3.2.1 --- Technical perspective: Variables affecting teachers' receptivity to change
Chapter 3.2.2 --- Studies related to teachers' receptivity to and adoption of an innovation
Chapter 3.2.3 --- Receptivity and status risk theory
Chapter 3.2.4 --- An interpretive perspective: Teachers' voice in curriculum change
Chapter 3.3 --- Teachers' Stages of Concern as Perceptions of Curriculum Change --- p.91
Chapter 3.3.1 --- Concerns-based Adoption Model (CBAM)
Chapter 3.3.2 --- Studies related to Stages of Concern
Chapter 3.3.3 --- Stages of Concern and receptivity
Chapter 3.4 --- Research related to Adoption and Implementation of Environmental Education --- p.105
Chapter 3.4.1 --- Teachers' perceptions of environmental education
Chapter 3.4.2 --- Curriculum implementation of environmental education programmes
Chapter 3.5 --- Research related to Curriculum Change and Implementation in Hong Kong --- p.112
Chapter 3.6 --- Review of the Literature on Environmental Education and Curriculum Change -- An overview --- p.116
Chapter Chapter Four: --- RESEARCH DESIGN
Chapter 4.1 --- The Research Questions and Associated Research Methods --- p.121
Chapter 4.2 --- Methodological Issues --- p.125
Chapter 4.3 --- Questionnaire Surveys --- p.130
Chapter 4.3.1 --- Questionnaire design -- Instruments
Chapter 4.3.2 --- Pre-test phase for the second questionnaire survey
Chapter 4.3.3 --- Samples for the questionnaire surveys
Chapter 4.4 --- Case Studies and Case Study Approach --- p.148
Chapter 4.5 --- Methods of Data Analysis --- p.158
Chapter 4.6 --- Limitations --- p.170
Chapter Chapter Five: --- CURRICULUM DESIGN AND DEVELOPMENT OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS
Chapter 5.1 --- "The Nature of Environmental Education as Stated in the ""Guidelines""" --- p.174
Chapter 5.2 --- Nature of Curriculum Development for Promoting Environmental Education in Primary Schools --- p.200
Chapter 5.2.1 --- Responsibilities of curriculum development agencies at the central level
Chapter 5.2.2 --- Effort of the Education Department
Chapter 5.2.3 --- Effort of government departments and non-government environmental organisations in promoting environmental education in schools
Chapter 5.2.4 --- Other support provided to the primary teachers for implementing the curriculum change
Chapter 5.3 --- Conclusion --- p.218
Chapter Chapter Six: --- THE STATUS OF ENVIRONMENTAL EDUCATION IN PRIMARY SCHOOLS IN HONG KONG
Chapter 6.1 --- Official Information about the Status of Environmental Education in Schools in Hong Kong --- p.223
Chapter 6.2 --- The Status of Environmental Education in Primary Schools --- p.224
Chapter 6.3 --- Some Practices of Environmental Education in Primary Schools --- p.233
Chapter Chapter Seven: --- TEACHERS' PERCEPTIONS OF THE ENVIRONMENT AND ENVIRONMENTAL EDUCATION
Chapter 7.1 --- "Concepts of the Term ""Environment' and Environmental Education Objectives and Content Perceived by Primary School Teachers" --- p.264
Chapter 7.2 --- Environmental Education Needs Perceived by Primary School Teachers --- p.277
Chapter 7.3 --- Degree of Teachers' Environmental Concern --- p.280
Chapter Chapter Eight: --- TEACHERS' RECEPTIVITY TO ENVIRONMENTAL EDUCATION
Chapter 8.1 --- Teachers' Stages of Concern towards Environmental Education --- p.288
Chapter Chapter Nine: --- CASE STUDIES OF SCHOOLS ADOPTING ENVIRONMENTAL EDUCATION AND SCHOOLS WITH TEACHERS OF HIGH AND LOW RECEPTIVITY TO ENVIRONMENTAL EDUCATION
Chapter 9.1 --- Characteristics of the Case Study Schools and the Environmental Education Curriculum and Activities Adopted --- p.321
Chapter 9.2 --- The Adoption Process in the Case Study Schools Adopting Environmental Education --- p.344
Chapter 9.2.1 --- Reasons for initiation and adoption
Chapter 9.2.2 --- The importance of principal support and die-hard supporters in the adoption of environmental education
Chapter 9.2.3 --- Responses of teachers towards the adoption of environmental education
Chapter 9.3 --- Examples of Infusing Environmental Education in Teaching by Individual Teachers --- p.367
Chapter 9.4 --- Factors Influencing Teachers' and Principals' Receptivity to the Adoption of Environmental Education in Primary Schools --- p.369
Chapter 9.5 --- Perceptions of Approaches to Environmental Education --- p.397
Chapter 9.6 --- "Principals' and Teachers' Perceptions of Good ""Guidelines""" --- p.400
Chapter Chapter Ten: --- DISCUSSION OF FINDINGS FROM SURVEYS AND CASE STUDIES
Chapter 10.1 --- Comparison of Survey and Interview Findings --- p.411
Chapter 10.2 --- The Relation of the Present Findings with the Literature of Curriculum Change and Environmental Education --- p.422
Chapter 10.2.1 --- The importance of perceived 'practicality' of the innovation to teachers
Chapter 10.2.2 --- Elements for effective planning of the innovation
Chapter 10.2.3 --- Need for improvement in curriculum development in environmental education
Chapter 10.2.4 --- The linkage between teachers' receptivity and school adoption of environmental education
Chapter 10.2.5 --- The role of the principal and of 'critical mass' in the adoption of environmental education
Chapter 10.2.6 --- "A principal's leadership, contextual characteristics and teachers' receptivity"
Chapter 10.2.7 --- Teachers' perceptions of environmental education
Chapter 10.3 --- Towards a Framework for Studying Teachers' Receptivity to Environmental Education --- p.442
Chapter Chapter Eleven: --- CONCLUSION
Chapter 11.1 --- Summary of Findings and Implications --- p.459
Chapter 11.2 --- Relation of the Present Study to Existing Theories --- p.476
Chapter 11.3 --- Suggestions for Future Research --- p.479
Chapter 11.4 --- Concluding Remarks --- p.481
References --- p.484
Appendices --- p.513
Pillay, Vannessa Delphine. "Senior primary school educators' experiences of teaching functional and creative writing : a case study of a school in KwaZulu-Natal." Thesis, 2011. http://hdl.handle.net/10413/5686.
Full textThesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
Naicker, Rubandhree. "Exploring the fostering of values in a school's vision and mission through curriculum implementation in English." Thesis, 2011. http://hdl.handle.net/10413/5838.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
Govender, Selvanaigee Sagree. "Teaching across the curriculum - narratives of teachers' experiences in the primary school." Thesis, 2011. http://hdl.handle.net/10413/6117.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.
Mushere, Yishak Degefu. "A model for indigenizing the basic education curricula for the Gamo ethnic group in Ethiopian primary schools." Thesis, 2013. http://hdl.handle.net/10500/13376.
Full textCurriculum and Instructional Studies
D. Ed. (Curriculum Studies)
Todd, Ann. "An evaluation of the curriculum for senior primary students at a college of education." Thesis, 1991. http://hdl.handle.net/10413/3369.
Full textThesis (M.Ed.) - University of Natal, 1991.