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1
Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
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Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.
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Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
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This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
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Deenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.
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Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
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This thesis explores the question: how do Irish post-primary teachers conceptualise their own professionalism? The central aim of the research is to give teachers a voice in defining what it means to be a professional teacher, within the context of new challenges posed by neoliberal ideologies and practices, which are increasingly informing educational policy. A total of sixteen teachers participated in semi-structured interviews as part of the research. The research employed an interpretative methodology and thematic analysis to the emergent data which was generated by a semi-structured interview process. The theoretical framework used to frame the analysis applied the tools of post-structural social theory, specifically, Foucauldian conceptual propositions of social identity-formation, power and knowledge, to teachers’ experience of their own professional identity and professionalism. The analysis and findings of this small scale interpretative, qualitative research study on teachers’ professionalism, highlight that teachers are currently entrenched in a struggle for control over, how their professional identity might be constructed, and the standards by which their professionalism is assessed. Neoliberal concepts of performativity, standards and accountability have recently become embedded in reformed practices and seek to redefine teachers’ professional identity and professionalism. The research concludes by staking the claim that unless teachers actively engage in an interrogation of the discourses and influences which assess their professional contribution and performance, they will conform to a professional identity that privileges the demands and values of the market. The discretionary judgement of the teacher, as currently understood by those interviewed in this research, is consequently, greatly undermined by compliance to neoliberal values.
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Ó, Cuanacháin Colm. "Human rights education in an Irish primary school." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/27726.
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This thesis reports on an action research study conducted with teachers and pupils in one Irish primary school. It focuses on human rights education as a framework for a whole-school approach to participative learning that promotes citizenship, justice, and equality, in the classroom. As the principal teacher in the school, the author sought to develop a more effective, inclusive and democratic learning environment for children. The study was a response to opportunities presented for human rights education both in international human rights law, and in the Irish primary school curriculum. The needs analysis generated research aims that focused on developing a human rights school, monitoring its impact, and evaluating the outcomes. The process included the development of policies, programmes, and methodologies to achieve the identified aims. The change process ran over the course of one year, during which the children were engaged in participative learning about, in and for human rights. The praxis based implementation model involved a series of cumulative stages of action and reflection. Monitoring and evaluation methodologies included questionnaire based longitudinal cohort studies, formal and semi-formal meetings, and the use of teachers' diaries. The resultant data was analysed and interpreted with the participants, and resulted in findings across four areas: • The role and function of the school leadership in facilitating, and implementing a whole-school approach to human rights education. • Aspects of the curriculum, and the hidden curriculum, including participation, time, and evaluation. • Professional development, including pre-service, and in-service training. • Behaviour, and the framework for accountability, decision-making, transparency, and responsibility in the school. The resultant recommendations point to the need for the school partners to consolidate the human rights approach through the ongoing provision of resources and time to participative methodologies, and the responsibility on the Department of Education and Science to facilitate and support schools seeking to encourage democratic education.
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Ryan, Aine. "The road to democracy in Irish primary school education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7777/.
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This thesis explores the extent to which democratic values and ideals have informed Irish primary school education since independence in 1922. The examination reveals how undemocratic structures, principles and practices have been maintained in primary education by denying equality and freedom of conscience to those not of the majority Catholic faith. It describes how the unique predicament of religious hegemony has persisted because of legislative machinery which, by guaranteeing protection of religious ethos, allows discrimination in enrolment policies, employment practices of primary school teachers, indoctrination across the curriculum and religious control of all teacher training colleges. The social, cultural and political factors which have produced this anomaly of a democratic State having an undemocratic education system are examined, as well as why this situation persists. The possibility for evolution of the democratic discourse within education as well as the forces currently obstructing change is also considered. The arguments presented emerge from a critical policy analysis which draws on democratic theories. In particular, a historical account of Irish primary education is outlined which is informed by Dewey’s philosophy of education, theories referencing participatory democracy and those contemporary sociological concepts which emphasise the role of education in the process of social reproduction and transformation. Gramsci’s ideas on hegemony are applied to analyse the power structures controlling education and theories of selective knowledge, as propounded by Williams and Apple, are applied to the Irish context to highlight the political nature of the curriculum and how it is manipulated to exercise power. Contemporary schooling as a site of conflict and contest is analysed in the light of the potential of counter-hegemonic groups to challenge existing patterns and tradition. The main findings are that the grip which hegemonic forces have had on Irish society has produced a conservative culture contributing to a democratic deficit in terms of social reform and civic participation. Although the Irish social order has changed significantly there is still a mismatch between society’s expectations and the ideology and practice which defines primary schooling today. Education is not keeping pace with the requirements of contemporary Irish culture.
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Gleeson, James Philip. "Post-primary curriculum policy and practice in the Republic of Ireland : fragmentation, contestation and partnership." Thesis, University of East Anglia, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.323474.
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O'Flynn, Kim Lorraine. "Post-primary education in West Ham, 1918-39." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021607/.
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This thesis is concerned with post-primary education in West Ham 1918-39, with particular reference to secondary education. The realities of local educational experience are set against a background of educational acts an economies. The economic difficulties of the 1920s and the Depression of the 1930s were keenly felt in West Ham despite the efforts of the predominantly Labour council to mitigate poverty. A gap sometimes existed between the educational opportunities Labour councillors wished to provide and those they were able to provide. Generally a pragmatic approach was taken and certainly a secondary education was not seen as essential for all. Chapter One outlines West Ham's pre-1918 history and growth with reference to local politics and immigrant and religious groupings. West Ham's interwar history is told in greater detail. Chapter Two relates the difficulties encountered by the West Ham Education Committee in its decision to establish compulsory continuation schools, not least from the parents of West Ham. West Ham was one of the few areas in the country which succeeded in implementing compulsory continuation education albeit for a limited period. A section on technical education is also included in this chapter, although detailed treatment is hampered by a scarcity of records. Chapter Three examines West Ham's secondary school scholarships in the context of the national situation. West Ham's higher elementary/central school scholarships are subjected to the same scrutiny. Each of West Ham's secondary schools shared a broadly similar curriculum and ethos. Chapter Four highlights these similarities but also points out differences. Of the five interwar secondary schools, two catered for girls, one for boys and two were mixed. Two of the secondary schools were Catholic institutions, although both accepted non-Catholic pupils. Three of the schools were aided and two municipal. A section is included on West Ham's higher elementary/central schools but records are less full than those for the secondary schools. Chapter Five compares and contrasts West Ham's interwar secondary school system with that in East Ham, its sister borough. Chapter Six discusses both the economic and cultural factors underlying local attitudes to post-compulsory schooling. The main conclusions drawn relate to these attitudes which militated against any easy acceptance of such education as necessarily beneficial.
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Mas-Moury, Mack Vanessa. "Language attitudes of parents in Irish-medium primary schools in County Dublin." Thesis, Bordeaux 3, 2013. http://www.theses.fr/2013BOR30011/document.
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Cette étude de recherche s’intéresse aux attitudes envers la langue gaélique en République d’Irlande. Le gaélique, tout comme l’anglais, est la langue nationale officielle et est enseignée comme matière obligatoire de l’école élémentaire au lycée. Bien que le nombre de personnes utilisant le gaélique dans la vie quotidienne reste faible, il existe depuis les années soixante-dix une résurgence d’intérêt dans cette langue. Celle-ci se traduit, entre autres, par une demande croissante du nombre d’écoles d’immersion en gaélique, tout particulièrement dans les régions où le gaélique n’est pas pratiqué au sein de la communauté. Cette étude cherche à éclaircir ce phénomène en analysant les attitudes envers le gaélique des parents d’élèves d’écoles primaires d’immersion en zone urbaine, et plus précisément, dans le comté de Dublin. En effet, peu de recherches ont été effectuées sur les attitudes envers le gaélique au sein des familles ayant choisi une éducation par immersion pour leurs enfants.Les personnes participant à cette étude se composent de parents d’élèves avec une expérience plus ou moins longue de l’enseignement en immersion, ainsi que d’enseignants des écoles participantes. Les données recueillies pour cette étude proviennent d’un questionnaire auto-administré ainsi que d’entretiens suivis.La question sur la motivation des parents à choisir un enseignement en immersion est centrale au thème des attitudes envers le gaélique, puisque dans ce contexte, l’anglais est la seule langue utilisée dans la communauté ainsi que dans la plupart des foyers. Les résultats d’analyse révèlent que les parents participant ont choisi ce type d’éducation car ils considèrent d’une part que le gaélique est un marqueur d’identité culturelle voire ethnique pour certains, et d’autre part qu’il permet d’acquérir du capital culturel. En effet, les participants s’intéressent de près à la qualité de l’éducation de leurs enfants et valorisent le bilinguisme additif. Ainsi, ils attribuent au gaélique une valeur culturelle importante. Cette étude montre également que les parents d’élèves ont une attitude positive envers la langue gaélique. Ceci s’explique de par leur enclin naturel mais aussi de par leur contact avec ces écoles d’immersion, environnement dans lequel le gaélique est mis en valeur. Cependant, malgré les efforts des parents à intégrer la langue gaélique à la maison ou dans les activités récréatives de leurs enfants, ce milieu ne semble pas être déclencheur de pratiques bilingues au sein de la famille. Néanmoins, cette étude indique que les écoles d’immersion favorisent la création de liens entre quelques familles communiquant entre elles en gaéliqueThis study explores attitudes towards the Irish language in the Republic of Ireland. The Irish language—alongside with English—is the national official language and is taught in school as a compulsory subject from primary school through to the end of secondary level. Despite the low percentage of daily Irish-speakers in the country the demand for Irish-medium education as an alternative means of education has been growing since the 1970s, especially in English-speaking areas. This current study focuses on the language attitudes of parents whose child attends an urban Irish-medium primary school in County Dublin and analyses the reasons for choosing such an education. Although there has been a considerable number of research studies conducted on language attitudes towards Irish in the Republic of Ireland, very few have recently concentrated on families involved with Irish-medium education. Participants included parents with both short term and long term experience with immersion education through Irish. The main research instruments included a self-administered questionnaire and follow-up interviews with a sample of questionnaire respondents as well as teachers from the participating schools. One of the main focuses of this study is parental motivation for sending their child to an Irish-medium school. Results reveal that participants selected such education for their child for two main reasons: identity and cultural capital. Firstly, most participants regarded Irish as a strong cultural identity marker while others also considered the language as a strong marker of ethnic identity. Secondly and most importantly, participants expressed a strong interest in both education and additive bilingualism thus attributing a high cultural value to the Irish language. Findings also show that participants have very positive attitudes towards the Irish language. This is mainly due to their natural favourable disposition to Irish but also to their exposure to the Irish-medium school environment which tends to enhance this positive attitude. But despite participants' efforts to include some Irish in their child's life, either during recreational activities or at home, self-reports did not indicate the emergence of bilingual families. However, there is some evidence that the school facilitates the creation of Irish-speaking social networks between a few families
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Rooney, Kathleen. "The lived experience of higher education for post-registration Irish nurses : a phenomenological study." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10700/.
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The aim of this study was to explore Irish post-registration nurses’ experiences of higher education nursing programmes in terms of influences on their motives to engage and their participation in such programmes. The study is set against a backdrop of change to the entry level education for nurses in Ireland in 2002. The conceptual framework to inform this study was drawn from the community of practice theory described by Lave and Wenger (1991) and Wenger (1998) which provided a new perspective on the experiences of post-registration nurses’ engagement in higher education. Using a descriptive phenomenological approach, 17 post-registered nurses undertaking two different higher education programmes at one Institute of Technology in the North East of Ireland were interviewed using one-to-one semi-structured interviews. Two focus group interviews were also conducted comprising of nine post-registration nursing students in two Institutes of Technology in the North West and the West of Ireland by way of triangulating the findings. Giorgi’s (1985) framework of data analysis was used to extract the natural meaning units from the data. The findings in this study revealed that post-registration nurses’ motives to engage in higher education included: educational equality, knowledge acquisition, career advancement and morale enhancement. These motives were influenced by attitudes towards higher education for nurses, resources and supports. While the nurses engaged in higher education they experienced two main challenges: lack of time and lack of confidence to do the academic work. The nurses were resourceful in terms of implementing coping strategies to deal with these challenges. These experiences were influenced by practical college and clinical supports. The findings are discussed in light of the cited literature and concepts from the communities of practice theory. The findings in this study have implications for nursing education, practice, policy and research.
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McBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.
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Shaughnessy, Julie M. "Student experience of a Primary Post-Graduate Certificate in Education (PGCE)." Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298897.
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Stakelum, Mary Catherine Ann. "Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020498/.
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This study investigates how generalist primary teachers conceive of music, how they make sense of a prescribed music curriculum and how they teach it in the course of their professional practice in an institutional setting. Following an overview of the study in chapter one, the literature review is presented. Chapter two describes the framing of music education in the Irish primary school context. In chapter three, factors influencing teacher practice are identified as official policy, the ethos of the school and teacher beliefs. In addition, and taking a multi-faceted view of knowledge, the relationship between formative experiences and practice is examined. It is argued that teacher knowledge cannot be separated from the context in which it is learned and used. A synthesis of key points is presented in chapter four. The design and methodology are outlined in chapter five. A qualitative approach was adopted where interview and observation methods were used to gain access to the orientation to practice and to the curriculum emphasis of five respondents. Data from the fieldwork were organised into categories from which, in the case of each respondent, an interpretative account of their practice was compiled and is presented in chapter six. Analysis of the data is presented in chapter seven. In the case of the five primary teachers, the study has confirmed that, whilst there are commonalities among the respondents regarding transmission of aspects of performance and music literacy, there are differences too. It is suggested that differences in teacher practice can be defined in terms of the values teachers attribute to music in their own lives and in the lives of their pupils. In chapter eight, conclusions and implications for further research are presented. Significantly, the study has provided a framework for research on practice in which commonalities and differences may be examined.
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Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on: - a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
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Crowley, Michael. "School leadership : an examination of the role of the Irish primary school principal in a period of change and rationalisation." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5673.
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This thesis is set against a backdrop of major rationalisation in primary education in the Republic of Ireland which has heralded unprecedented change in the working lives of primary school principals. Anecdotal evidence suggests that the role of the primary principal, framed as it currently is in a historical context that, arguably, limits its potential, is becoming an unattractive one due to sustained societal, curricular and educational expectations. Principals may be coping with change, but, it is clearly not managed change and increasingly their frustrations at not being able to achieve professional selfactualisation in their careers are becoming evident. Therefore, the purpose of this thesis is to gather evidence in support of better working conditions for the Irish primary principal and, it remains the opinion of the researcher that, unless proper training and supports are offered, the latent leadership potential within our schools will remain untapped. This would be unfortunate as leadership may well be the single most important element in school effectiveness in the future. In this thesis, which adopts a quantitative approach with supporting qualitative and statistical triangulation, the perceptions of the principals with regard to some of the core skills and competencies of their work are analysed. In particular emphasis is placed on their skill levels, the source of these skills and their training needs. Arguments are subsequently developed in support of the need for planned systematic support for all primary principals. This would, ideally, replace the current ad hoc arrangements, which put all of the responsibility on individual principals in an educational environment where they are seen as 'first amongst equals' and where the autonomy of the individual teacher is traditionally guarded. The thesis is divided into six chapters. Chapter one gives a brief overview of the Irish primary school system and looks at the historical development of the role of the primary principal which still underpins their working lives. In Chapter two relevant literature is reviewed which explores aspects of leadership theory with the intention of facilitating the framing of any emergent theory within a relevant theoretical context and supporting the broad hypotheses of the research. Chapter three outlines the methodology involved in this research and explains the rationale behind the particular research approach in this thesis, i.e. quantitative analysis supported by qualitative and statistical triangulation methods. Chapter four presents the principal findings of the quantitative research which were analysed using SPSS and these results are discussed in the context of the literature as well as emerging theory in Chapter five of the thesis. In addition results are triangulated using qualitative follow-up group interviews and statistical reporting procedures. In Chapter six, which is the concluding chapter of the thesis, results are discussed in the context of optimum working conditions for the primary principal and suggestions are offered as to how the leadership potential of the current cohort of primary principals might be harnessed for the benefit of their schools.
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Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
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The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of the work is that the relationship between Ireland and England as portrayed in the purist texts is fundamentally different from the relationship portrayed in the moderate texts. Close examination of the texts revealed that the presentation of Irish history fell into three large divisions, military and revolutionary history, political history and social history. For this reason the thesis, apart from introductory and concluding chapters, is comprised of three large central chapters, dealing in turn with each of these three aspects of Irish history. Thus, Chapter II looks at the treatment of the military and revolutionary history in the texts. Chapter III deals with the political history of Ireland and Chapter IV treats of the social history of Ireland. Each of these three chapters elaborates on how the topics dealt with contribute to the overall portrayal of the relationship between Ireland and England, as presented in the texts. The thesis concludes that the relationship between Ireland and England portrayed by the purist texts is a negative and hostile one, while the relationship portrayed by the moderate texts is a positive one. Hence, a fundamental difference in the portrayal of the relationship between the purist and moderate texts is established.
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Kelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.
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This mixed methods research provides insights into the current statutory provision for Moving Image Media Education (MIME) in NI's post primary curriculum. The advocacy document which promoted its curriculum inclusion, lA Wider Literacy: The Case for Moving Image Media Education in Northern Ireland' (NIFTC/BFI, 2004), argued that moving image is crucial to our understanding of literacy in the 21st century, where print based literacies are being superceded by multiliteracies. This research illustrates how far the advocacy document has impacted on current curriculum practices by providing a snapshot of the existing provision and dissemination of MIME in NI's post-primary schools. The perspectives of teachers and other associated stakeholders, involved in the delivery of MIME, indicate that there are challenges and misconceptions associated with MIME as a new literacy. The research reveals eight enabling factors are pre-requisites to MIME becoming a curriculum imperative: (i) agreed pedagogy, (ii) agreed policy, (iii) research, (iv) strategic unity of purpose among stakeholders, (v) funding mechanisms, (vi) appointed post-holders inside and/or outside school, (vii) supportive senior management teams and (viii) ongoing CPD - pedagogical and technical training. 'A Wider Literacy' has had its successes. Northern Ireland is the only region in the UK to offer Moving Image Arts at GCSE and A Level, and to have MIME as a statutory part of its KS3 curriculum. However, it is clear it is not universally accepted as "applicable in all subjects" (NIFTC/BFI, 2004, p.5), as intended. Moreover, it seems unlikely that MIME will become a curriculum staple until it becomes a compulsory part of all initial teacher training courses and is officially endorsed by DENI as an essential teaching and learning strategy. Until then this multiliteracy will remain "contentious in terms of classroom practice and teacher education" (Carrington and Robinson, 2009, p.3).
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Nolan, Kathryn. "Biodiversity Education and Sustainability Consciousness : A study on the effect of biodiversity education on the sustainability consciousness of Irish Primary School Students." Thesis, Linköpings universitet, Institutionen för beteendevetenskap och lärande, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166398.
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As we come to the end of the decade declared as United Nations Decade for Biodiversity 2011-2020, the impact humans are having our planet is clear. The current primary school children are the future decision makers, consumers and electors; therefore, they must be exposed to approaches that can assist development that is sustainable and that will prevent further degradation of our planet. A key way to achieve this is to transform the education current and future generations of children will receive. Education must address sustainable development to support the formation of responsible citizens, eager to actively engage in decision-making processes, environmental issues and societal matters. This can be assisted through a focus on a specific approach to Education for Sustainable Development, Biodiversity Education. To add to current research about this approach to ESD, I investigated the effect biodiversity education had on the sustainability consciousness of primary school children. I chose a qualitative method of data collection and analysis through focus group, semi-structured interviews with 5th class students. The results showed that the participants' sustainability awareness, regarding two of the three dimensions of sustainable development, was highly developed; the environmental dimension and the social dimension. There was less evidence of a consciousness for the economic dimension of SD. Therefore, biodiversity education had a positive influence on the participants' sustainability consciousness, making them more aware of sustainability issues and action-oriented to address these issues. However, they lacked one dimension of sustainability; therefore, their sustainability consciousness was not fully developed. Further research is needed to analysis and interpret the rationale as to why the economic dimension was less developed in these participants who attended a school that promotes biodiversity education.
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Rose, Pauline Margaret. "Cost sharing in Malawian primary schooling from the Washington to the post Washington consensus." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250124.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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Caulfield, Ann. "The contribution of the practice of mindfulness to stress reduction among school teachers : a qualitative study of Irish primary teachers." Thesis, University of Lincoln, 2015. http://eprints.lincoln.ac.uk/19030/.
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The contribution of mindfulness towards occupational stress is an under-researched aspect of primary school teaching in Ireland and internationally. The purpose of this research is to investigate the consequences for teachers who practise mindfulness. A qualitative approach was used to explore the occupational stressors experienced by primary school teachers and the contribution that mindfulness makes toward stress reduction. The research, involving interviews with 20 primary school teachers in urban and rural schools throughout Ireland, was carried out in 2013. The research provides evidence of teachers’ ability to respond to occupational stress by internally regulating thoughts and emotions. The consequences of such internal self-regulation proposed by the study include the development of internal teacher attributes, a contribution to professional practice and significant classroom outcomes which contribute to teacher coping skills and resilience. The literature review exposed that there were few frameworks or models relevant to mindfulness and teaching. The ‘Mindfulness in Teaching Model’, which is presented in this thesis, addresses this gap. Few qualitative research studies have been conducted in Ireland or internationally on how mindfulness impacts on teachers’ lives. This thesis serves to illuminate, for the first time, how the practice of mindfulness affects the effectiveness and professionalism of primary school teachers in Ireland.
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Deeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
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McGlynn, Claire Wilden. "The impact of post primary integrated education in Northern Ireland on past pupils : a study." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342534.
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O'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
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The following study is based on the hypothesis that the setting up of student councils in second level schools in Cork will support the key considerations of quality, equality, partnership, pluralism and accountability as set out in the government White Paper on Education, 1995. To provide a general background to the research, the study starts by reviewing, in chapter one, the state of education in Ireland to-day. This will include a brief look at student councils in other countries e.g. the USA, England, Canada and Norway. The study will chronicle the path of the recent Irish Education Act from Green Paper to White Paper to Education Bill to Education Act in 1998. The second chapter will examine the literature on student councils in Ireland to date. It will then review the literature on the five key considerations of quality, equality, partnership, pluralism and accountability and state how the setting up of a student council might support these. Chapter three will outline the research methods of the study. A questionnaire will be created, the ftrst part of which will seek information regarding the present position of student councils in Cork second level schools. The second part of the questionnaire will solicit the respondents' perceptions as to whether a student council can help to deliver these principles and whether the present student councils are actually delivering within the schools. All second level schools in Cork will be asked to pat1icipate. The questionnaire will be directed at the teacher co-ordinator of the student councils. In the schools where there is no student council, the deputy principal will be asked to complete the survey. A second questionnaire will be assembled to solicit the perceptions of the students regarding the work of the councils. Chapter four will chronicle the administration of the survey and present its findings. Conclusions will be drawn and stated. Chapter five will discuss the findings of the research and present recommendations that will point the way forward for the Department for Education and Science, teachers and students.
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Cummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.
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DaSilva, Christian. "Youth Agency and the Efficacy of Basic Education in Tanzania: An Inquiry into Post-primary School Structuration." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33019.
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This qualitative study explores how youth in Tanzania, with low levels of basic education, manage their personal lives and seek opportunities in the workplace or in post-basic education training programs.
In Tanzania, Education for All (EFA) has served as a key focal point of coordination between the government and the international donor community. While substantial attention has centered on the challenges of ensuring the sustainability and quality of EFA, there is relatively little known about the socio-economic circumstances of young school leavers and their perceptions of education and its relation to their post-school life trajectories.
Using structuration theory as the theoretical framework to illuminate the dynamic interconnectedness of social structures and youth agency, I conducted semi-structured interviews with 14 young male and female school leavers. Disturbing patterns of social reproduction and a fundamental discontinuity between basic education and post-school challenges were revealed in the research. Yet, in view of their resilience, orientation to the future and entrepreneurial resourcefulness, findings suggest that despite profound qualitative shortcomings, aspects of basic education and the structuring effects of economic liberalization may be contributing to enhanced youth agency.
The dissertation contributes to the theoretical discourse in the study of youth phenomena by adapting and advancing Klocker’s (2007) use of the notion of thinners and thickeners of agency within structuration theory. Exploring factors like educational quality and attainment level, in addition to those already established by Klocker (tribe, gender, age, and poverty), my research shows how young people’s agency can be attenuated or accentuated in space and time. This dissertation contributes empirical, hermeneutic and narrative data to illuminate the educational experience and post-basic education realities for a group of Tanzanian youth, reducing what has heretofore been described as a paucity of such qualitative accounts of marginalized African youth and the challenges they face.
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Simpson, Audrey Ann. "A sociological analysis of the theory and practice of sex education in post-primary schools in Northern Ireland." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365939.
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Fitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.
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This research considers approaches to leadership and management in inclusive and special education in six mainstream post-primary schools in Ireland. It specifically explores the role of the Special Educational Needs Coordinator (SENCO), the teacher with responsibility for the day-to-day implementation of policies relating to the inclusion of learners with SEN from the perspectives of six SENCOs and their Principals. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. An interpretivist paradigmatic approach braids together individual and contextualised stories through qualitative research. Data were generated primarily from individual semi-structured interviews with five SENCOs, five Principals, one Principal SENCO and one Support Teacher. Findings reveal that SENCOs and their Principals were profoundly committed and personally invested in supporting students with SEN. While this study set out to explore factors influencing the ways in which schools led and managed inclusive special education, what it found was that the inherent relational nature of the SENCO role both supported and challenged SENCOs in equal measure. Human interaction in all its messiness enveloped the SENCO role in layers of complexity, which, when peeled back, identified at the core the inextricable link between SENCOs’ unwavering duty of care to students and the burden such commitment placed on their professional and personal lives. Furthermore, school context is a fundamental influence on SENCOs’ capacity to lead inclusive special education. Central to cultivating a culture which is inclusive, reflective, collaborative, responsive and flexible were Principals. Findings have implications for theorisation of the SENCO role, leadership in inclusive special education to facilitate collaborative approaches to change, and implementation of sustainable models of professional learning.
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O'Connor, Eileen. "'There is a lot to be learnt' : assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019858/.
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This thesis explores Assistant Principals' perceptions of their professional learning and learning experiences as Middle Leaders in Irish Post-primary schools. The purpose of the study is to gain insights into and an understanding of the key enablers and inhibitors of Assistant Principals' learning, an area hitherto ignored in the Irish education research context. The study aims to contribute to the qualitative knowledge base on Assistant Principals' learning and to inform Irish discourse and policy with regard to the continuing professional development of this group of educators in Irish post-primary schools. The literature called upon is found within the fields of teacher professionalism, adult learning, and continuing professional development. It serves the dual purpose of shaping the data generated in the study and of providing a theoretical lens through which data are interrogated. Using qualitative methodology, the empirical investigation is based on semi-structured interviews with 21 Assistant Principals, incorporating the range of Irish post-primary schools, both religious and state run, both genders and a range of experience in the role. With regard to this area of professional learning, the findings are significant in that they have disrupted a prevailing silence and have made overt issues hitherto neglected in the Irish education context. They pose a range of challenges to our understanding of the complexity of Assistant Principals' learning. They highlight that Assistant Principals' learning is haphazard, time-poor, emotionally charged and neglected both by themselves and the system. The roles of school culture, school leadership and emotions emerge as significant variables which impact on Assistant Principals' learning. The outcomes of the study are challenging for Assistant Principals as professional learners, for their school communities as enablers and supporters of their learning and for those charged locally and nationally with overseeing and developing a learning agenda for middle leadership in Irish post-primary schools.
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Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.
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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school.KMBT_363
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Shields, Kieran Patrick. ""Standing up not standing out" : an ethnographic study of the educational experiences of Irish Traveller children in their first year of primary education in rural Northern Ireland." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709818.
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This study explores the early educational experiences of a small group of Irish Traveller children as they transitioned into the first year of their formal primary school education in a rural primary school in Northern Ireland. Informed in part by some theoretical concepts associated with the work of Bourdieu, Jenkins and the sociology of childhood, the study aimed to better understand how young Traveller children lived out and experienced their first days of school. Using an ethnographic approach that involved some classroom observations of and interviews with Traveller children, the study highlights the interface between the school culture and aspects of the Traveller children’s culture and the challenges and complexities for both them and their teachers in finding an accommodation between the two. Through specific examples in the school setting the study shows the challenges and complexities for teachers as they strive to meet organisational imperatives while also attempting to attend to the individual needs presented by some Traveller children. The study also shows how normative school teacher practices, the school culture and ethos aim to support Traveller children and yet, sometimes in practice, can have unintended less positive impacts. The indicates a concern that the twin aims of inclusion, which is perceived and practiced as integration, versus respect for diversity and difference may appear incompatible and yet there are a number of small changes that could be made within the school setting to bridge the gap between these two positions. The thesis ends by outlining these suggested changes to policy and practice.
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Ribchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.
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Best, Michael J. H. "The changing role of the primary headteacher 1988 to 1993 : a post-Education Reform Act case study of a peer support group." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326951.
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Chabela, Adeline. "Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/9407.
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Includes bibliographical references.Globally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level.
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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
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Richert, Kira Elizabeth. "Pre and post field trip activities for the Big Morongo Canyon Preserve: An oasis in the desert." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2057.
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This teaching unit consists of pre and post field trip activities for the Big Morongo Canyon Preserve in Morongo Valley, California. The lessons provide background information to teachers and provide classroom activities on the desert and wetland environments. The lessons can be easily adapted for kindergarten through sixth grades.
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Ghannam, Yvette P. "Connecticut Primary Care Physicians and Chronic Lyme Disease." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7381.
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The prevalence of chronic Lyme disease (CLD) remains relatively unknown in Connecticut because there is not an agreement on what CLD is and how it should be diagnosed in addition to which pathological agent causes CLD. The aim of this quantitative study was to assess whether there were significant differences between two groups of primary care physicians (PCP) working in Connecticut from two different points in time regarding their knowledge in the diagnosis, treatment, and management of CLD. A knowledge, attitude, and practice model was used as the underlying theoretical framework for this study. A random cross-sectional survey was mailed out to the 1,726 PCPs found in the list of certified medical doctors in Connecticut of 2015. One hundred and forty-five PCPs responses (11.9% response rate) were received and compared to responses from previous data (a 2010 study) of 285 PCPs (39.1% response rate) from the list of certified medical doctors in 2006. The PCP estimated mean number of patients diagnosed and treated for CLD was not significantly different between 2006 and 2015. However, a significantly higher number of PCPs in 2015 reported knowing Lyme disease (LD) symptoms but not feeling comfortable diagnosing LD (� = 536.83, p < 0.001), and significantly more PCPs in 2015 reported knowing LD symptoms and feeling comfortable diagnosing CLD (� = 265.41, p < 0.001). This study can promote social change by encouraging Connecticut PCPs to recognize CLD as a diagnosis to enable the development of registries and case-control assessments. The findings of this study may also inspire future studies.
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Onsès, Segarra Judit. "Documentación visual en los fenómenos de aprendizaje con estudiantes de primaria. Una indagación rizomática difractiva desde las teorías ‘post’." Doctoral thesis, Universitat de Barcelona, 2018. http://hdl.handle.net/10803/663745.
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La presente investigación está vinculada al proyecto europeo Do It Yourself in Education: Expanding Digital Competence To Foster Student Agency And Collaborative Learning (DIYLab 543177-LLP-1-2013-1-ES-KA3MP). El objetivo del proyecto fue fomentar la competencia digital y un aprendizaje centrado en los intereses de los estudiantes mediante incorporar elementos de la cultura DIY (do it yourself, hazlo tú mismo) en contextos de educación formal. Participaron universidades y escuelas de primaria y secundaria de tres países europeos: República Checa, Finlandia y España. La investigación de la que da cuenta esta tesis doctoral se basa en el material registrado fotográficamente y videográficamente -tanto por la investigadora como por los estudiantes participantes-, durante la implementación del proyecto en la escuela española que participó. Esto es, de enero a junio de 2015, en una serie de sesiones semanales de trabajo con los dos grupos de quinto de primaria, indagamos sobre las potencialidades y posibilidades de la documentación visual en los procesos de aprendizaje.
Partiendo de la metodología del proyecto DIYLab, la investigación-acción colaborativa, esta indagación se desplaza notablemente y se construye en un marco teórico que cuestiona los modos de investigar y de aprender y, por ende, de pensar, actuar, sentir y vivir. Se introducen autores como Barad, Haraway, Deleuze y Guattari y Atkinson, construyendo una ontoepistemología basada en los nuevos materialismos y las teorías ‘post’ (postontología, posthumanismo, postestructuralismo e investigación postcualitativa).
Tomando el concepto de rizoma de Deleuze y Guattari, y el de difracción de Barad y Haraway, la tesis se desarrolla de forma rizomática y difractiva. En ella se exploran alternativas tanto en el campo investigativo como en el campo educativo, con la intención de huir del pensamiento dicotómico y la lógica representacional. Entendiendo el fenómeno investigativo y el fenómeno educativo como una maraña de sujetos, objetos, espacios, conceptos, tiempos y pensamientos que constantemente se afectan mútuamente, (re)configurando el propio fenómeno.
Desde esta idea, la tesis se presenta como un sistema abierto, es una tesis inacabada, en la que se apuntan futuras líneas investigativas a la vez que se deja espacio a la lectora para que siga reconfigurándola. Entendiendo que esta tesis y la indagación de la que da cuenta, seguirán afectando-a y siendo afectadas-por los sujetos, objetos, espacios, tiempos, conceptos y pensamientos que vayan encontrándose a lo largo de su vida.This research is linked to the European project Do It Yourself in Education: Expanding Digital Competence To Foster Student Agency And Collaborative Learning (DIYLab 543177-LLP-1-2013-1-ES- KA3MP). It is based on the recorded material -carried on both by the researcher and the students involved-, during the implementation of the project at the Spanish school. This is, from January to June 2015, working in weekly sessions with the two groups of fifth grade (10-11 years old students), explored the potentialitites and possibilities of visual documentation in learning processes. This inquiry moves remarkably from the methodology of DIYLab project, the collaborative action-research, and is build in a theoretical framework that questions the ways of researching and learning and, therefore, of thinking, acting, feeling and living. Theory from Barad, Haraway, Deleuze y Guattari y Atkinson, frames an ontoepistemology based on new materialisms and theories ‘post’ (postontology, posthumanism, postestructuralism and postqualitative research). Drawing on the Deleuze and Guattari’s concept of rhizome, and the Barad and Haraway’s concept of diffraction, this thesis is carried on rhizomatically and diffractively, whithin which alterna- tives in research and educational field are explored. The aim is escape from dichotomous thinking and representational logic, proposing instead the research and educational phenomena as an en- tanglement in which subjects, objects, spaces, concepts, times and thoughts affects and are affected constantly to each other, (re)configuring the phenomenon itself. Thus, this thesis is presented as an open system, it is an unfinished thesis, in which future lines of research are pointed out. In addition to this, it allows the reader keep reconfiguring the thesis and its contents, as this thesis will affect and be affected by the subjects, spaces, times and materi- als that come up to it during its life.
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Kaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
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The research question of the study asked "In the post 2010 earthquake, what are the conditions faced by Haitian immigrants in accessing primary public education in the Dominican Republic"? Within the context of primary education, the study takes place in the town of Comendador, the capital of the Elías Piña province in the Dominican Republic. Using a mixed methods approach, incorporating ethnographic methods and database analysis, the study documents the voices of Haitian and Dominican parents, Dominican school personnel, non-governmental organization (NGO) officials and community stakeholders. Within the construct of access, there are six areas of focus: educational policy, curriculum and instruction, professional development and resources, parent involvement, intercultural communications, and praxis. Data collection tools included field notes, participant observation, semi-structured interviews, analysis of the Latin American Opinion Project (LAPOP), and analysis of a household composition database. The findings of the study indicate six themes: (1) educational policy, Dominican law provides Haitian children with school registration, yet school officials are allowed the flexibility of adherence; (2) curriculum and instruction, using a national curriculum, teachers are not providing a comprehensible education to Haitian students; (3) professional development and resources, teachers recognized the need to make instruction meaningful for Haitian students; (4) parent involvement, undocumented Haitian parents did not feel safe at school sites; (5) intercultural communications (ICC), educators' behaviors towards Haitian immigrant children and parents demonstrated empathy, yet lacked more advanced levels of ICC and, (6) praxis, there was an absence of advocates for Haitian. In the case of stakeholders and educators in Elías Piña the study suggests that, for the most part, few had the experience and background to understand the complexity of Haitian immigrant students and families who expressed living in fear of the authorities, suspicion of who to trust, and despair with regards to living day to day. While education for their children was seen as a positive need for survival in the Dominican Republic, Haitians' lack of understanding of the Dominican educational system leads to the perception that Haitian immigrant parents were not engaged in the education of their children.
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Healy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.
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This thesis traces the origin and development of post-primary education in Ireland with specific reference to the different forms of post-primary school. It examines recent and current trends in relation to the number of, and enrolment in, these school types. This analysis, at national level, points towards a change in postprimary enrolment patterns. The implications of this change for Catholic schools is examined, as is the implications for the various Vocational Education Committees. Consequent to this changing enrolment trend, the process towards amalgamation and the consequences thereof are also investigated. Specifically, the five main towns in West Cork, that are serviced by more than one form of post-primary school. are examined and the educational provision in these towns is assessed in relation to viability and future educational provision. These towns are Bantry, Dunmanway, Clonakilty, Skibbereen and Bandon. The enrolment trends in each of these towns are examined and compared with both the national trend and the trend in the other four towns. This examination is achieved through an identification of the 'feeder' primary schools for each of these towns, the current transfer pattern of students in these schools to the various post-primary schools and an examination of current enrolment within the various year groupings of these primary schools. From this examination, a projection is made of future enrolment in each of the post-primary schools within the five towns. This, in tum, leads to an identification of future possible amalgamations and a justification of amalgamations already proposed by the Department of Education and Science. The thesis concludes by making several recommendations which would safeguard the ethos of Catholic schools in the light of a declining secondary school enrolment, a growth in amalgamations and an increasingly significant role for the VECs in the provision of post-primary education. These recommendations would also ease the process of amalgamations in schools that are not viable, either economically or in terms of curricular provision.
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Zimba, Anthony Andile. "A descriptive analysis of how primary health care services have developed in the Cape Metropolitan Area from the period: pre-1994 to post-2000 elections." Thesis, Stellenbosch : Stellenbosch University, 2002. http://hdl.handle.net/10019.1/52632.
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Assignment (MPA)--University of Stellenbosch, 2002.ENGLISH ABSTRACT: Primary Health Care (PHC) approach is currently receiving tremendous attention worldwide as a mechanism to ensure effective and efficient public health services. The concept has evolved from the Alma Ata conference (1978). Since then many countries began to reorient their health services to achieve the goals of availability, accessibility and affordability of health care for all citizens and a number of management issues came to the forefront. Therefore, the provision of comprehensive PHC services is the key aspect to improving health services. A district health system has been identified as an ideal model for comprehensive PHC services to all the citizens in South Africa. Public health services in the Cape Metropolitan Area are characterised by functional fragmentation. Two public authorities render Primary Health Care services, namely the: Provincial Administration of the Western Cape through CHSO, and the Municipal Health Department. The fragmented nature of the public health services, which result in poor coordination of service delivery between the two health authorities, compromises the quality of service delivery. Historically, PHC services in the Cape Metropolitan Area - and indeed in the whole South Africa - have developed in a skewed manner. This work is an attempt at conceptualising the implications and consequences of this skewed health development. South Africa is presently undergoing fundamental reform, which has brought the PHC into disarray of fundamental change. Since the South African health care system is a highly complex institution, attempts have been made to critically analyse those aspects and features of inequality, inaccessibility, and inequity. Among these is the historical and present development of Cape Metropolitan Area health care and the structural features it assumed with the passing of time, trends and characteristics. In order to examine the theory in practice, the evolvement of PHC in the Cape Metropolitan Area will be analysed. The analysis highlights how different political formations have affected the development of PHC services and points out obstacles and limitations throughout the process, which had to be dealt with. Transformation of the existing health services, based on the principles of PHC, requires the redressing the imbalances of the past. Therefore, the integration of the two health authorities into one entity would best achieve the principles of district health system and will ensure comprehensive PRe.
AFRIKAANSE OPSOMMING: Die Primêre Gesondheidsorg benadering geniet tans wereldwyd erkenning as 'n meganisme om doeltreffende openbare gesondheidsdienslewering te versker. Die konsep, wat ontwikkel en gegroei het uit die Alma Ata-konferensie van 1978, is reeds deur verskeie regerings ge-implementeer ten einde die doelwitte van beskikbaarheid, toeganklikheid en bekostigbaarheid van gesondheidsorg vir alle landsburgers te verseker. Die voorsiening van omvattende Primêre Gesondheidsorgdienste word erken as 'n noodsaaklike middelom gesondheidsorg te verbeter. Die Distrikgesondheid-stelsel is geidentifiseer as 'n ideale model vir die implementering van omvattende Primêre Gesondheidsorgdienste in Suid Afrika. Publieke Gesondheidsdienste in die Kaapse Metropolitaanse-gebied word gekenmerk deur die feit dat dit funksioneel gefragmenteer is. Twee publieke owerhede, te wete die Provinsiale Administrasie van die Wes Kaap en die Kaapse Stadsraad lewer Primêre Gesondheidsorgdienste, wat aanleiding gee tot swak koordinering met die gevolg dat dienslewering daaronder ly. Primêre Gesondheidsdienste in die Kaapse Metropolitaansegebied, soos in die res van Suid Afrika, het op 'n onlogiese, skewe manier ontwikkel Hierdie werk is 'n poging om die gevolge en implikasies van die onlogiese, skewe gesondheids-ontwikkeling te konseptualiseer. Daar is gepoog om die uiters gekompliseerde gesondheidsdiens-stelsel in Suid Afrika krities te analiseer met spesifieke verwysing na die kenmenrke van ongelykheid, ontoeganklikheid en onbillikheid. Dit sluit die historiese en huidige ontwikkeling van gesondheidsorg in die Kaapse Metropolitaanse gebied en die strukturele kenmerke in wat deur die loop van jare as gevolg van verskeie invloede en neigings sigbar geraak het. Die ontwikkeling van Primêre Gesondheidsorg in die Kaapse Metropolitaanse-gebied word ge-analiseer ten einde bogenoemde teorie in die praktyk te bevestig. Die analise beklemtoon die invloed van verskillende politieke rolspelers op ,die ontwikkeling van Primêre Gesondheidsorgdienste en bevestig die struikelblokke en beperkings wat deurentyd opgeduik het. Transformasie van gesondheidsdienste soos dit tans daaruit sien, gegrond op die beginsels van Primêre Gesondheidsorg, vereis dat die ongelykhede van die verlede aangespreek word. Die integrasie van die twee gesondheidsdiensowerhede sal die beginsels van die Gesondheidsdistrik-stelsel verwesenlik, wat daartoe sal aanleiding gee dat omvattende Primêre Gesondheidsorg 'n werklikheid word.
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Triplet, Anne-Charlotte. "Éducation et post-conflit : l’intervention des acteurs de l’aide humanitaire et du développement en Côte d’Ivoire." Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB136/document.
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Les crises politiques qui ont secoué la Côte d'Ivoire depuis la mort d'Houphouët-Boigny n'ont pas manqué d'impliquer directement l'éducation, et ce à plusieurs niveaux. Dans le même temps, l'éducation fut un enjeu politique direct et un lieu d'affrontement. Cette thèse s'intéresse à la perception qu'ont les acteurs de la demande et de l'offre en éducation sur le rôle de l'éducation et de l'intervention de l'aide internationale et locale dans le secteur. La démarche empirique adoptée repose sur la méthode de la triangulation qui combine l'analyse secondaire de données, les entretiens et les questionnaires récoltés entre avril 2013 et octobre 2014 à Abidjan, au centre et à l'ouest du pays. Les résultats de ces enquêtes montrent que les acteurs ayant été les plus affectés dans leur scolarité envisagent davantage l'École comme espace de socialisation et participent ainsi au processus de résilience. Par ailleurs, la présence des organisations internationales légitime les actions du gouvernement actuel. Ainsi, l'aide internationale est le plus souvent recherchée et même valorisée. La reconstruction du système éducatif, son développement et sa transformation se font donc sous influence internationale, sans que celle-ci soit perçue comme de l'ingérence par les acteurs de la demande et de l'offre en éducationThe political crisis that disrupted the country since Houphouët Boigny's death directly involved education on a number of levels. At the same time, Education also became a major political issue, opposing rival factions, and a collateral target of the actors of the conflict. This thesis focuses on the supply and demand education stakeholders'perception on the role of education as well as their representations on the international and local assistance in this domain. The chosen empirical approach uses the triangulation method which combines interviews, questionnaires and existing databases. All these elements were collected from April 2013 and October 2014 in Abidjan and in central and western Côte d'Ivoire. The results of this analysis show that the stakeholders who were the most affected through their schooling are considering School more like a socialisation space and thus participate to the process of resilience. Results also reveal how the presence of international organizations legitimizes the current government's actions. International aid is frequently sought out and highly valued. The education system has been rebuilt, developed and transformed under the influence of international organizations. The public authorities do not perceive this as a form of interference, and nor do demand and offer education actors
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Connolly, Barbara E. "The Irish Catholic church, primary education, and economic growth conflicting values and critical voices /." 2005. http://catalog.hathitrust.org/api/volumes/oclc/61208604.html.
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Thesis (M.A.)--University of Wisconsin--Madison, 2005.Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 76-78)
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Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
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One of the practices in post-primary schools of Leribe is teacher movement between schools (Teacher Mobility). This study was intended to determine factors influencing teacher mobility in Leribe post-primary schools in Lesotho. Random sampling of heads of department, teachers (transferred and not transferred), and parent representatives was carried out from the target population of all heads of departments, all teachers in different categories, head teachers, deputy head teachers, education officers and parents representatives in the Leribe district. Samples were made up 18 head teachers and 18 deputy head teachers, 36 heads of department, 144 teachers (72 transferred and 72 not transferred), 36 parent representatives and 8 education officers. Two leaders of teachers unions were part of the sample. The study used both quantitative and qualitative research techniques in collecting data. Questionnaires were used to collect data from head teachers, deputy head teachers, and heads of department, teachers and parent representatives. Education officers and leaders of teachers unions were personally interviewed because they were fewer in number. Statistical Package for Social Sciences (SPSS) was used to analyze the data and the following results were revealed by the study: The lack of facilities in schools and poor management of schools contributed to teacher mobility in the Leribe district. Teachers' preference of teaching near home and teaching in schools situated in urban areas. Unsatisfied teachers' needs and interests, lack of grants in schools and teachers' preference of teaching in better performing schools in examinations. Lack of co-operation among teachers themselves and between teachers and administration. The remaining teachers were negatively affected because of high teaching overloads. Disorganization of schools plans Students' academic performance was negatively affected. Respondents were aware of teacher mobility, however, they could not determine the extent at which it was happening. Suggestions by the respondents to address teacher mobility were as follows: Teachers must be involved in the affairs of the school and provision of equal facilities by stakeholders in all schools. Meeting teachers' needs and interests and creation of good working relationships in schools. Review of policies and rules in relation to teachers' transfers. From the findings it was noted that several factors contributed to teacher movements between schools in Lesotho and more particularly in the Leribe district. Teacher transfers were exacerbated by the teaching service regulation on transfer which allowed teachers to transfer to other schools whenever they deemed necessary. Recommendation for further research was that, research could be undertaken using a more qualitative approach in order to get in-depth information from the respondents. The further study could also be undertaken involving more than one district in the country to determine factors influencing teacher mobility in schools which the present might not have accomplished.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
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Kar, Karabi. "A study of the development of primary education in Goalpara District during post-independence period and its impact on society." Thesis, 1993. http://hdl.handle.net/2009/4217.
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Legodi, Manare Jeofrey. "Competence in english and afrikaans in black post primary schools with special reference to the Northern Transvaal." Thesis, 1992. http://hdl.handle.net/10386/2132.
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Sibiya, Nontuthuzelo Elizabeth. "Work integrated learning experiences of primary health care post basic nursing students in clinical settings." Thesis, 2014. http://hdl.handle.net/10321/1052.
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Submitted in fulfilment of the requirements for the Degree in Master of Technology: Nursing, Durban University of Technology, 2012.Background : Work Integrated Learning is an educational approach that aligns academic and workplace practices for the mutual benefit of students and workplaces. Work Integrated Learning like in any other nursing course is essential in primary health care as required by the South African Nursing Council. In the clinical setting, students develop clinical and diagnostic reasoning; they also learn how to make the appropriate clinical decisions which they need as qualified primary health care practitioners. This is achieved through instruction and guidance by lecturers, mentors and clinical staff. However it has been noted that the clinical learning environment confronts students with challenges that are absent from the classroom situation. So this study seeks to explore and describe the experiences of post basic nursing students in primary health care clinics so as to address the challenges that are faced within the clinical settings. Aim of the study The aim of the study was to explore and describe primary health care post basic nursing students’ experiences during clinical placements. Methodology : A descriptive exploratory qualitative approach was used to guide the study. In-depth interviews were conducted with ten primary health care post basic nursing students who were allocated for Work Integrated Learning at the clinics in District A and District B in 2011. The main research question for this study was asked: ‘What are the experiences of primary health care post basic nursing students regarding Work Integrated Learning?’ Results : The findings of this study revealed that Work Integrated Learning is vital for the development of clinical skills amongst primary health care post basic nursing students. However, shortage of staff, inadequate material/ non-human resources, lack of supervision in the clinical facilities, distant clinical facilities and insufficient practice in the clinical skills laboratory were identified as challenges that students experience during Work Integrated Learning placement.
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Greber, Amanda Carroll. "Proper Language, Proper Citizen: Standard Linguistic Practice and Identity in Macedonian Primary Education." Thesis, 2013. http://hdl.handle.net/1807/65507.
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This dissertation analyzes how the concept of the ideal citizen is shaped linguistically and visually in Macedonian textbooks and how this concept changes over time and in concert with changes in society. It is focused particularly on the role of primary education in the transmission of language, identity, and culture as part of the nation-building process. It is concerned with how schools construct linguistic norms in association with the construction of citizenship. The linguistic practices represented in textbooks depict “good language” and thus index also “good citizen.” Textbooks function as part of the broader sets of resources and practices with which education sets out to make citizens and thus they have an important role in shaping young people’s knowledge and feelings about the nation and nation-state, as well as language ideologies and practices. By analyzing the “ideal” citizen represented in a textbook we can begin to discern the goals of the government and society. To this end, I conduct a diachronic analysis of the Macedonian language used in elementary readers at several points from 1945 to 2000 using a combination of qualitative and quantitative methods. I catalogue and chart the frequency of certain linguistic forms and changes in their usage over time and contextualize these choices and changes within the greater changes of the narratives in the books. I conduct a similar analysis of the visual depictions of identity in these textbooks and the content of the textbooks with respect to notions of identity, nationalism, and other cultural factors.