Dissertations / Theses on the topic 'Lower post primary school'
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1
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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Kristoffersson, Cecilia. "Attitudes towards Multilingualism in the Lower Primary Years at the International School of Helsingborg." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4905.
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This essay focuses on attitudes towards multilingualism within the Lower Primary Years classes at the International School of Helsingborg. It examines the existing opinions and attitudes of students and teachers in grades Kindergarten up to grade two. The main aim of this study investigates the attitudes and feelings that the students themselves have towards the linguistically wealthy environment that surrounds them. In addition to this, this study will also focus on how teachers’ attitudes, beliefs and previously acquired knowledge influence the teaching methods used in the classes on a daily basis. Many educators see the difficulties in studying the views that young children may have towards their languages and this is certainly a challenge, however, even children of such young ages are able to reflect upon such matters if the approach is correct and age appropriate. All students and teachers participated in a survey which lays the foundation for this inquiry. This study also takes into consideration the International curriculum that guide this school and the effect this has on the school establishment as a whole. Results show that most of the target students have a positive approach towards multilingualism in general and that teachers at the International School of Helsingborg share this standpoint.
Keywords: Multilingualism, bilingualism, attitudes, internationalism.
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Nilahi, Crese Damas. "Work-related lower back pain among primary school teachers in Dar es Salaam, Tanzania." University of the Western Cape, 2014. http://hdl.handle.net/11394/4187.
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Magister Scientiae (Physiotherapy) - MSc(Physio)Lower back pain (LBP) is one of the most common work-related health problems in economically developed countries and the most prevailing musculoskeletal condition that causes disability in the developing nations. School teachers are susceptible to LBP due to the nature of their daily work routine which is physically demanding and include common activities such as long hours of sitting, standing and bending that have been identified as risk factors for LBP. The aim of the study was to determine the role of work-related activities in the prevalence of LBP amongst primary school teachers in the Dar-es-Salaam region of Tanzania. To achieve this goal, the study sought to meet the following three objectives: to determine the prevalence of LBP among primary school teachers; to determine the work-related physical activities contributing to LBP among primary school teachers, and to determine and explore the application of kinetic handling principles in their daily work environment. The study was conducted in eighty randomly selected primary schools from the Temeke, Ilala and Kinondoni districts. A sequential explanatory mixed method approach was utilised. A cross-sectional descriptive design was employed. A self-administered questionnaire consisting of three sections (socio-demographic information; the Nordic Back Pain Questionnaire and the Oswestry Lower back pain Questionnaire) was completed by two hundred and eighty six primary school teachers with a mean age of 41.2 years (SD=9.9), 78.7% female and 21.3% male. Thirty primary school teachers participated in the participant observation of the application of kinetic handling principles in their daily work environment and focus group discussions. Results of the study found that 17.1% of the teachers had LBP during the past week while 82.9% experienced LBP during the past year. In addition, 30.8% of the teachers had referred pain, mostly to the thigh area (43.9%). Less than fifty percent (43.5%) of the participants had severe pain in sitting (76 – 100mm on the VAS scale) while 26.9% was not able to sit for more than an hour while teaching due to LBP. A significant relationship was found for severe functional disability and gender (p=0.032). The study demonstrated poor application of kinetic handling principles at work. Factors impeding teachers’ efforts to implement best practices and back care techniques in their daily teaching activities were work environment (poor facilities and equipment; heavy workload and staff shortage) and uncertainty about desired practice. In order to address the higher prevalence of lower back pain the study recommended, inter alia, improvement of the work environment for teachers by providing proper office furniture, re-assessment of education standards such as students /class ratio, students/desk ratio and number of teachers for schools and lastly, the implementation of health education and health promotion strategies to prevent LBP amongst primary school teachers.
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Hughes, Sheila. "A study of progression in writing from upper primary to lower secondary school in Scotland." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432350.
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Hamukonda, Paulina. "Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003474.
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Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
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Wood, Rosemary Jane. "Community-clinical psychological consultation with teachers in an "African" lower primary school : discourses and future directions." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14401.
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Biliography: leaves 76-79.Following the action research tradition, a series of four workshops was conducted with 14 - 20 teachers at Songeze Lower Primary School in Guguletu. The workshops were in response to a preceding 'fact-finding' study as to the teachers' perceptions and attributions regarding common emotional and behavioural problems of pupils at their school. This pilot study arose from debate about the relevance of psychological practice in the South African context and in an attempt to identify feasible means of extending the services of the University of Cape Town's Child Guidance Clinic to "oppressed communities" in the Cape Peninsula. It was hypothesized that workshops would be a resource-efficient means of triadic, community - clinical consultation. This workshop series was negotiated with the teachers and comprised: 'Problem Identification and Assessment', 'Discipline', 'Listening Skills' and 'Referral Resources and Group Consultation'. During each workshop, didactic input was supported with hand-outs while large group discussion and problem solving was also stimulated. The last three workshops were quantitatively evaluated by the teachers and in a fifth meeting their qualitative feedback was elicited. An important variable in the above study involved its having been conducted by two researchers, one being "black" and the author being "white". Issues of language barriers, credibility, trust and differing perceptions and expectations between researchers and the participant teachers complicated the workshop process. The teachers' differential responses to the researchers, based on their 'colour', resulted in each experiencing and interpreting their role and relevance differently. It was found that the teachers' most pressing needs concern basic teaching skills and that clinical psychologists have a relatively minor contribution to make via simple, directive input along behaviour modification principles. Workshops were not found to be an optimal mode of intervention. It is suggested that inter-disciplinary team consultation, with clinical psychology interns playing a role in psychological and psychometric assessment and providing workshops on topics such as Discipline may be a more appropriate means of extending the Child Guidance Clinic's services to schools in the Guguletu community. A strong recommendation is made that the study of an "African" language be included in the Clinical Psychology training program. A further suggestion of exploring the need for, and feasibility of, interns conducting teacher support groups is also forwarded.
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Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.
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The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fulfilment and satisfaction enjoyed by our adolescents through music is not, however, reflected in the comparatively small number of students who choose or qualify to undertake music studies at high school. A study by the U.S. Department of Education (1988) cited by Patchen (1993, p.19) indicates that, while from Kindergarten to sixth grade 80% of students participate in music, in 7th and 8th grades this falls to 48% and by grades eleven and twelve only 9% of students participate in music classes.
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Granström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.
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The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.
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Ringsby, Jonna. "Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.
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This essay presents research on the usage of pedagogical translanguaging in the teaching of English in lower primary schools in Sweden (grades F-3). The focus of the study is to research if and how pedagogical translanguaging is used in English teaching. The data was collected using a qualitative method. Through classroom observations, findings showed that the use of pedagogical translanguaging was recurrent in all six observations. The most common method of pedagogical translanguaging was the use of the first language to enhance pupils’ understanding and code-switching. This paper might help teachers that are struggling to uphold the old paradigm of target language only in foreign language learning but also opens up for a multilingual approach in other subjects.
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Smith, Ruth Susan. "Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks." Thesis, Smith, Ruth Susan (1995) Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks. PhD thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/51438/.
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This thesis investigates textual practices including pedagogies which enable children to produce readings of gender from their interpretations of picture-storybooks. The thesis argues that particular textual practices produce readings which sanction specific knowledges of gender. It provides evidence that readings are produced out of a range of semiotic systems and, significantly, that these systems produce contradictory readings of gender.
Explicitly articulated readings of gender are typically unavailable through current pedagogies. This study made such readings available for analysis by teaching twelve seven-year-old children a critical literacy practice for articulating textual and social constructions of gender. The children learned to articulate the uses of stereotypes in the following ways: in names and pronouns; in the roles of characters; in the gendered relationships of stories; and in details and colours in the illustrations. Following the pedagogical phase, each of the children read a picture-storybook based on a feminist tale. Their readings and discussions were recorded, transcribed and analysed.
It was found that the children's readings demonstrated use of a range of semiotic systems including genres, narrative patterns, illustrations, gendered words and associated sociocultural discourses. Significantly, many of the children assigned gender to the protagonists in ways which contradicted the text's location of those characters as either 'male' or 'female'. These changes of gender indicate 'shifts' in the semiotic systems used for interpreting gender. These shifts produced by the children illustrate how readings are produced through accessing textual practices rather than attending to what is actually on the page.
This thesis has implications for literacy pedagogy, even in the formative first three years of reading instruction, in that it makes a case for examining reading practices in terms of their social, cultural and political dimensions.
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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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Carter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
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Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices.
The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori.
Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being.
How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.
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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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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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Pulsford, Mark J. "The emergence of the male primary school Special Educational Needs Coordinator : a relational materialist post-qualitative exploration." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16598/.
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This thesis reports on a study of the experiences and perspectives of four men working as Special Educational Need Coordinators (SENCos) in Primary schools in England, based on interviews between September 2013 and November 2014. Within their schools, SENCos have ‘day-to-day responsibility for the operation of SEN policy and co-ordination of specific provision made to support individual pupils with SEN’ (DfE, 2015, p.108). The role has an historic association with forms of motherly, selfless care and can be seen as a key site of tension as masculine-coded managerial and performative forces colonise SEN provision. There is currently no published research exploring men’s experiences of working as SENCos. The study adopts a ‘relational materialist’ ontology (Hultman and Lenz Taguchi, 2010), drawing on new material feminist (e.g. Taylor, 2013) and sociomaterialist (e.g. Fenwick and Edwards, 2013) approaches, and inspired by the work of Karen Barad and Gilles Deleuze. In line with this thinking, the research engages a ‘material storytelling’ sensibility (e.g. Strand, 2012) and is directed by a post-qualitative approach to data analysis (Lather and St. Pierre, 2013). This study pays close attention to how material objects folders, filing cabinets, suits and ties, photographs, desks, et al.) are entangled with discourses of gender, teaching and SEN with/in the men’s narrative becomings. Thinking with relational material-discursive assemblages allows a sense of how these men emerge as particular ‘male Primary school SENCo’ subjects that knot around rigid and mutually-informing axes of hegemonic masculinity, heteronormativity, and neoliberal and neoconservative policy imperatives. This has consequences for the iterations of professionalism and care that emerge simultaneously with this ‘male Primary school SENCo’, which has potential to affect/effect the becomings of pupils, colleagues, knowledges and practices within their orbit. The research contributes to and advances the study of male Primary school teachers, SENCos and SEN practice, and develops the use of relational/new materialist theories.
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Dohnalová, Martina. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216052.
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The diploma thesis is focused on building a school institution using contemporary information and trends. The corresponding plot is located in Ostrava near Black Meadow, a historic centre, Ostravice river and recently arising housing complex New Carolina. Therefore this locality is becoming a suitable place for building the school institution. The main idea was to build a school not only for children but also for general public. The centre of the complex is a yard and a vestibule, which divides the building site into private spaces used solely by pupils of the school (classrooms, storage rooms, buffet...) and spaces open to the public (gymnasium, fitness centre, climbing wall, school cafeteria, art studio, library...). Due to these public places the school is “alive” even in the afternoons.
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McEnery, Michael. "Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE)." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.
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The use of a Virtual Learning Environment (VLE) to support teaching and learning in a range of second and third level education contexts is increasing. The variety of elements included in the VLE and the extent to which it is integral to the course varies. While the use of the VLE may appear to have a number of benefits, in particular the promotion of independent learning, there is a need for empirical research in a range of contexts to establish an evidence base that will inform practice. This dissertation reports on a study of a General Certificate of Education (GCE) Advanced Supplementary (AS) Level Information Communication Technology Course (ICT) in a co-educational school with a mixed ability intake. The course models a 'blended' approach to the teaching, incorporating many of the Web 2.0 technology tools that comprise a VLE to support the students in their work and to encourage independent learning. The VLE is used along with the traditional teacher-led style of delivery outlining learning outcomes, directing learning and assessing progress. While numerous studies in this area have provided insights into the potential benefits of a VLE, many use third level institutions as a backdrop and focus on staff rather than pupil experiences. Students' perceptions and engagement is under researched. This study addresses the students' reasons for engagement with the VLE, their perceptions of this mode of delivery and the extent and nature of independent working promoted by this approach. The study showed that students saw the benefits of engaging with the VLE for ~he purpose of the course over and above those employed in other subject areas specifically in relation to student management and organisation of learning, absence from school, assessment feedback and belonging to a community of learners. The study also found that although the school made the development of the VLE a whole school initiative, for the majority of subjects its use was limited to an online resource storage area.
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Amukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
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This study focuses on the implementation of a thematic approach in the Namibian Lower Primary Phase of schooling. The purpose of the study is to investigate teachers’ perceptions and understanding of the thematic approach and also to explore how teachers plan and implement a thematic approach in their classrooms. It is argued that a thematic approach allows for a combination of subjects that integrate content across the curriculum in such a way that learners can see the relations among concepts and so build up their knowledge in a more meaningful way. The work was done in a qualitative paradigm using a case study approach. Findings reveal that the majority of teachers have a shallow conceptual understanding of the principles of a thematic approach and this causes difficulties in their practice. The investigation concludes that in order for teachers to deepen their conceptual understanding of the thematic approach, follow-up workshops are necessary to help them develop appropriate strategies for their classrooms.
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Arizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
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This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those childrens learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical models overwhelming dominance in both Education Queensland policy statements and the participants subject positions. This dominance shapes and informs the adult stakeholders subjectivities and renders the child docile and potentially irrational.
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Swincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
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There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007.Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
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Croft, Alison Mary. "Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249081.
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Calls to improve basic education, such as those made at the Dakar conference on 'Education for All' , now stress the need for increased quality and not only increased enrolment in education. Within primary education, many governments and donors suggest that teacher education to introduce new pedagogy will lead to this increased quality. Within the' school effectiveness' discourse dominant in international development, teacher education and qualified teachers are viewed as inputs to education. The quality of education is also narrowly defined by quantitative indicators. The thesis addresses the limitations of this perspective by looking in detail at the processes of education and educational reform. It also challenges the frequent reliance on universal recommendations on pedagogy that do not seem to take account of local contexts. The thesis raises several issues concerning the definition and development of appropriate pedagogy for rural lower primary classes in sub-Saharan Africa. The standard definition of learner-centred teaching is questioned by case studies of some experienced lower primary teachers and student teachers. These teachers work in challenging school conditions in Southern Malawi and the strategies they use within this context are described. The thesis suggests that indicators and interpretations of leamer-centred teaching that derive from Western cultures are not so relevant in Malawi, particularly in rural areas. Teachers' use of songs, and other aspects of oral culture, in their lessons show how they take account of the physical and socio-cultural context of the learners. The thesis argues for the need to broaden and localise conceptions of learner-centred education to take account of the cultural context. The strong focus on individual learners that has developed in individualistic Western societies is less useful in large classes in more collective cultures. Attention then turns to the processes that develop and define appropriate pedagogy for educational reform in countries struggling to include more children in formal schooling. The thesis argues that some teaching strategies that work well in these Malawian classrooms are omitted from, or even viewed negatively, in current teacher education reform in developing countries. The way different people's knowledge about pedagogy is used in Malawian teacher education programmes is described. Programmes with structures that allow local teacher knowledge to be shared and developed are contrasted with programmes that favour more universal prescriptions of the 'right way to teach'. The thesis concludes with a discussion of how intercultural analysis could help make explicit the assumptions and default decisions that are being made about pedagogy. Volet's work on pedagogical transfer is adapted to suggest a model of the dynamics of donor technical advice to teacher education reform in developing countries. This would enable the pedagogy of teacher education reform to take more account of local contexts, and hence make its contribution to improving teaching and learning in schools.
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Chilora, Henri Gadafulama. "Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7486.
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Includes bibliographical references (leaves 93-101).Studies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.
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Mehrotra, Shilpee. "An evaluation of the impact of introducing a breakfast club on nutritional status and cognitive function in lower social class primary school children." Thesis, Queen Margaret University, 2005. https://eresearch.qmu.ac.uk/handle/20.500.12289/7363.
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Breakfast has been shown to increase the supply of glucose to the brain which improves short-term memory. On waking hepatic glycogenolysis is the major buffer against short-term (12-18 hrs) fasting. The higher ratio of brain weight to liver weight in the child (1.4 - 1.6 versus 0.73 for the adult) and the 50% greater metabolic rate per unit brain weight in the child, places a greater demand on the child's glycogenic stores during a short fast as compared to the adult. Few school breakfast studies have examined the effect of different breakfasts on cognitive performance. This study investigated the nutritional differences of a habitual breakfast consumed at hom (NBC) and breakfast served at a breakfast club in (BC) school and the effect of these breakfasts on cognitive performance. Subjects were primary school children aged 7-11 years old in Scotland. When baseline cognitive performance scores were compared to scored at data collections 2,3 and 4 there were more significantly pronounced improvements for the NBC group than the BC group (p < 0.001). There were significantly greater numbers of children eating a cooked breakfast in the BC group and significantly higher numbers of children eating a cereal breakfast in the NBC group. As a result breakfasts of the BC group were higher in fat (MUFA and PUFA) (p < 0.01) and lower in percentage energy from carbohydrate than the NBC group. Positive correlations existed between percentage energy from carbohydrate and percentage energy from starch and cognitive test performance (p < 0.01). This suggests that a breakfast higher in % energy from carbohydrate such as a cereal breakfast benefits short-term memory, by supplying the brain with readily available supply of glucose it's primary and preferred fuel. This results of this research provide evidence for the requirement of guidelines to ensure that breakfasts served at school will both assist learning in morning lessons and be in-line with healthy eating recommendations.
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Mouratoglou, Vassilis M. "A longitudinal study of primary lower-limb amputees : inter-relationships and predictive abilities of pre-operative psychological, physical and social variables on amputees' post-operative rehabilitation characteristics." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/844230/.
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The nature of, indications for, and aims of amputation and prosthetic rehabilitation are described. The influence of those procedures on patients' physical, psychological and social states are examined over time. Psychological theories of the coping techniques of surgical patients are used to develop an understanding of the influence of patients' pre-surgical characteristics on their post-operative rehabilitation. The Roehampton Functional Assessment Scale has been developed and validated on three separate samples of primary lower-limb amputees. The developmental sample consisted of 121 patients, the reliability sample of 50 amputees and the validity sample of 25 patients. The 10-point Body Barrier Test, Family Environment Scale, General Health Questionnaire, Multidimensional Health Locus of Control, Minnesota Multiphasic Personality Inventory, State-Trait Anxiety Inventory and the Roehampton Functional Assessment Scale were used to assess patients' pre- and post-operative physical, psychological and social parameters. 109 patients were assessed before their amputation, whom were re-assessed six months after amputation, and 27 followed-up at eighteen months or more after their operation. The results indicated that patients' psychological profiles differed at each assessment stage, and the changes observed were not always in the same direction. Patients appeared to suffer from worse physical symptoms, sleep disturbances, State Anxiety and body-image before their amputation than after, while still functioning independently from their family environment. At the first post-operative assessment, amputees wore found to fare better than at any other assessment stage. Nevertheless, inter-personal difficulties, indicated by reduced Individuality scores, became evident at this stage. At the final stage, amputees appeared to continue physically and psychologically functioning on levels similar to the previous stage, except for significantly increased Trait Anxiety scores. The three pre-operative variables accounting for most of the variance in the first post-operative assessment variables were Trait Anxiety, Anxiety and Dysphoria and Sleep Disturbances [the later two are subscales of the General Health Questionnaire (GHQ)]; while for the second post-operative assessment the variables were State Anxiety, Somatic Symptoms (a subscale of the GHQ) and Chance Locus of Control. Male and non-vascular patients and those with below-the-knee amputations achieved the best physical rehabilitation and lowest levels of psychopathological disturbances at both re-assessment stages. Additionally, younger patients were found to do better that older amputees at the first post-operative assessment. This clear age difference was not maintained at their second post-operative assessment. Explanations of the possible relationships of the results obtained and a comparison with the results of previous research studies are provided. Clinical applications and recommendations for future research are also included.
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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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Ncula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.
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Raiker, Andrea. "The role of linguistics in the learning, teaching and assessment of mathematics in primary education : a case study of a lower school in the United Kingdom." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134963.
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This doctoral research was concerned with the role of language and its implications for the learning, teaching and assessment of mathematics for children aged 4-9 years. Earlier research by the author had established language and assessment as bridges enabling learning although they had the potential to increase the divide between teacher and learner. Reflection raised the question on how children achieved in mathematics despite potential difficulties with language and assessment. Review of the literature concluded that resources and sociocultural norms were also bridges between learner and teacher. A model was established of the relationships and processes between all perceived variables that provided an external, theoretical structure to be evaluated against structuralist, pragmatic and integrational linguistic approaches and empirical outcomes. The overarching approaches adopted were institutional ethnography and case study. An appropriate methodology was devised whereby sophisticated ICT equipment captured all visual and speech events during classroom interactions. Frequency analysis at word level, content analysis at utterance level and discourse analysis at total speech level triangulated with content analysis of interviews and evaluation of documentation completed the empirical research. Data analysis revealed five registers of children’s talk. Evidence suggested that the peer-peer ‘conditioned talk’ used in focused group work was the most effective for learning as it enabled them to discern the small steps in the inferential leaps in discourse made by their teachers, work out problems together, inform their peers, share findings and reinforce each others’ learning. Learners’ language showed aspects of structural, pragmatic and integrational linguistics, confirming a conclusion of the literature review that the various linguistic approaches discussed should be used to support and not exclude each other. The contribution made to knowledge is the ethnomethodology provided by the model, ICT resource and the five registers of talk revealed by the linguistic approach to discourse analysis. Teachers would be able to understand nuances of language used by their pupils and acquire essential skills and tools to put into effect the personalised learning agenda. Peer-peer observation of teachers would be an appropriate platform for the observation of the different registers used by learners, the resources that generate those registers, and their most effective use to close the gap between natural language and the subject specific language of mathematics.
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Salgado, Madalena Pires Lopes. "A transição do 1º para o 2º ciclo do ensino básico: um estudo num agrupamento de escolas do Alentejo, envolvendo alunos, pais e professores." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14171.
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É consensual entre muitos autores que as transições entre ciclos de
ensino são momentos marcantes na vida emocional e social dos alunos, pais e
professores, constituindo mesmo pontos delicados nos currículos escolares.
O objectivo central deste estudo consistiu, assim, em conhecer como era
perspectivada e vivida num Agrupamento de Escolas do Alentejo a fase de
transição (e adaptação) do 1º para o 2º Ciclo do Ensino Básico. Neste sentido,
julgou-se importante investigar de que forma a Escola e os seus actores –
alunos, pais/encarregados de educação e professores – perspectivavam,
preparavam e vivenciavam essas fases e que expectativas e preocupações
lhes estavam subjacentes.
Para obter evidência empírica sobre os aspectos supracitados, optou-se
pelo método do inquérito por questionário, pelo facto de o mesmo permitir que
todos os potenciais participantes pudessem efectivamente ser envolvidos na
investigação. Os questionários foram aplicados em duas fases diferentes:
Junho 2009 (pré-transição), aos alunos de 4º ano e aos respectivos
pais/encarregados de educação e professores; e Dezembro 2009 (póstransição),
aos alunos, pais/encarregados de educação e professores de 5º
ano, tentando-se, o mais possível, abranger os mesmos participantes.
Considerando a natureza e o objecto do estudo, apontou-se para uma
metodologia globalmente híbrida, mas de forte preocupação qualitativa e
interpretativa, tendo o estudo de caso funcionado como grande estratégia de
suporte à componente empírica da investigação.
Dos resultados obtidos foi possível inferir que no Agrupamento alvo do
estudo a transição parecia ser preparada de forma sustentada, que nem
sempre as percepções e preocupações de pais e professores correspondiam
às dos alunos e que estes se sentiam maioritariamente felizes e confortáveis
com a transição; ABSTRACT:
Transition from Primary School to lower Secondary School:
Case study in a School Group in Alentejo, involving Students,
Parents and Teachers
There is a consensus among many authors that the transitions between
school levels are meaningful moments in the emotional and social life of
students, parents and teacher; they are, indeed, milestones in school curricula.
Thus, the core objective of this research is to find out how the transition
and adaptation stage between primary school and lower secondary school is
seen and perceived in a school group in Alentejo. In this sense, it was
considered important to establish how the school and its actors (students,
parents and teachers) saw, prepared and experienced that stage, as well as
their underlying expectations and worries.
In order to get empirical evidence about the topics above, this research
chose to use questionnaires, given the fact that in that way all possible actors
might take an active role in the research. Questionnaires were administered in
two different moments: June 2009 (before the transition, involving 4th grade
students and their parents and teachers) and December 2009 (after the
transition, involving 5th grade students, parents and teachers). The same
participants were targeted, as much as possible.
Taking into account the nature and object of this research, we aimed at a
hybrid methodology, stressing quality and interpretation. The case study was
the major strategy underlying the empirical research.
From the results, it was established that in this school group the
transition appears to be prepared in a sustained fashion; that the perceptions
and worries of parents and teachers are sometimes different from those of
students; and that the latter feel, for the most part, happy about and comfortable
with the transition.
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Petersson, Malin, and Caroline Bäckström. "How does a Government Lower Primary School in India work with mathematics? - A study on how the teachers’ mathematical beliefs affect the norms operating in the classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35819.
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Denna studie beskriver hur en kommunal grundskola i sydvästra Indien undervisar matematik.Vår frågeställning var: Hur fungerar en indisk statlig grundskola arbetar med matematik? Vilka är lärarnas uppfattningar om skolans sätt att undervisa? För att ha möjlighet att fördjupa oss i frågorna undersökte vi även Hur lärarnas föreställningar om matematik påverkar normerna i klassrummet utifrån ramen av Yack och Cobbs normteori. Det är en kvalitativ studie där vi utförde observationer av undervisningen och intervjuer med lärare och rektorn på skolan om deras syn på matematikundervisningen, under tre veckor. Vi samlade också information om och dokumenterade deras matematikverkstad.Utifrån våra intervjuer och observationer kunde vi dra slutsatsen att samtliga på skolan arbetade med en aktivitetsbaserad undervisning där matematik lärs med hjälp av manipulativt, laborativt material. De arbetade tillsammans i ett arbetslag med en strävan att uppfylla läroplanens mål och med en gemensam arbetsmetod. Vi fann också att lärarnas värderingar och föreställningar om hur matematik ska läras ut, påverkar de normer som verkar i klassrummet.Denna studie kan inte generaliserbar eftersom detta är en fallstudie på denna skola. Dock förespråkar den indiska läroplanen att undervisningen ska ske utifrån elevnära aktiviteter, men matematikverkstaden på denna skola var speciell och utvecklad på denna skola.For our study, we visited a Government Lower Primary School in India to inquiry about how a school in another schooling context teaches mathematics. Our research questions were: How does an Indian Government Lower Primary School work with mathematics? What are the teachers' perceptions of the school’s teaching approach? In addition to these questions and to inquire deeper into this subject, we also investigated How do the teachers’ perceptions and method of teaching connect to Yackel and Cobb’s framework of the different kinds of norms operating in the classroom?We did a qualitative study, staying at the school for three weeks to interview teachers about their method of teaching mathematics as well as observing how they were teaching mathematics and the norms that operated in the classroom. We also gathered information about their mathematics laboratory. During our interviews and observations we came to the conclusion that the school worked with activity-based learning by using manipulative materials. All teachers as well as the principal cooperatively strived to meet the curricula objectives, with the same teaching approach. We also found that the teachers’ values and beliefs about how mathematics should be taught, affect the norms operating in the classroom.This study cannot be generalised for all schools in India or even in this area. This study is a minor study which only considered one particular school which used an interesting teaching method, activity-based learning with manipulatives.
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Sandin, Lars. "Några grundskollärares uppfattningar om kulturell mångfald, värden och kunskap tolkade som ideologi." Thesis, Mid Sweden University, Department of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11588.
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Abstract
In this study, the conceptions of a number of teachers in the Swedish primary and lower-secondary school about cultural pluralism, the values connected to this pluralism by the Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre, Lpo 94, and the possibilities for pupils to gain knowledge about these values, were studied. The conceptions of the teachers were regarded and interpreted as ideology, since the study was made from a point of departure containing an assumption about how the content of the curriculum is of importance for the development of relations of power and dominance between different groups in society. The purpose of the study was to interpret the statements of a limited number of teachers about cultural pluralism, values and knowledge, regarding the ontological, axiological and epistemological assumptions and conceptions expressed therein. The empirical data of the study was gathered through qualitative interviews with eleven teachers working in six different primary and lower-secondary schools in the Mid-Sweden region. The conceptions expressed in the statements given by the respondents were categorized. These categories were then interpreted through a typology containing four different types of ideology, here called restorative (implying a return to a social order of the past), transmissive (implying a conveyance of existing values, relations and conditions), moderative (implying short-term adjustments of existing institutions and conditions) and transformative (implying long-term and radical change) ideology. This interpretation showed that only fragmentary parts of the restorative and transformative types of ideology were expressed through the different assumptions and conceptions, while distinct and substantially developed expressions of transmissive as well as moderative ideology could be interpreted. This was discussed with reference to three different themes: the connotations conveyed by the concept of culture, the ideological content of official and semi-official documents of the curriculum – mainly Lpo 94 and the report (Skola för bildning) of the Committee of Curriculum – and the historically strong progressivist tradition in the Swedish school system.
Keywords: conceptions, cultural pluralism, curriculum, ideology, knowledge, primary and lower-secondary school, teachers, values.
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Carlsson, Maria. "Elevers rimlighetsbedömning när de löser olika typer av problemlösningsuppgifter." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56741.
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Den här studien har för avsikt att ta reda på hur olika typer av problemlösningsuppgifter påverkar elevernas förmåga att rimlighetsbedöma sina lösningar och svar. Studien syftar också till att ta reda på hur elever relaterar till verkligheten när de löser olika typer av problemlösningsuppgifter. För att uppnå syftet med studien genomfördes en undersökning i flera elevgrupper i årskurs två (ålder 8 år). Resultatet på undersökningen visar att olika typer av problemlösningsuppgifter påverkar hur eleverna resonerar kring rimlighet. Resultatet från undersökningen visar också att olika typer av uppgifter påverkar hur mycket eleverna reflekterar över verkligheten. Det har även framkommit under studiens gång att det är väldigt viktigt att kunna uppfatta det muntliga resonemanget som eleverna för att kunna bedöma hur eleverna kommer fram till lösningar och svar. Mycket av förmågan att bedöma rimlighet framkommer endast genom muntliga resonemanget och är därför väldigt svårt att se i skrivna svar.This study aims to find out how different types of problem solving tasks affect students’ ability to plausible evaluate their solutions and answers. The study also intends to find out how students relate to reality when solving different types of problem solving tasks. In order to achieve the purpose of the study, a survey was conducted in several classes with grade two students (age 8). The results of the survey shows that the type of problem solving tasks can partially affect the students’ ability to assess plausibility. The results of the survey also shows that different types of problem solving tasks, affect how much the students reflect to reality. During the study it also became clear that the oral reasoning is crucial to perceive in order to be able to assess how students come to solutions and answers. Much of the ability to assess plausibility emerges through oral reasoning and is therefore very difficult to detect in written answers.
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Madden, Emma. "School bullying : victim perspective past and present : an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551568.
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One of the main aims of this research was to determine the perceived long-term consequences of bullying behaviour in schools. Furthermore, this study examined individual's recollections of the nature and prevalence of bullying and experiences of other forms of violence throughout their life-course; in doing so the reliability of individual's retrospective accounts were also assessed. Further still, school pupil's experiences of bullying and exposure to violence and trauma was also examined, as were their typical behavioural responses to scenes of school bullying. This thesis presents the findings of three studies, focusing on individuals experiences of bullying in school, in a sample of undergraduate university students and post- primary school pupils. In Chapter One, a review of the literature surrounding bullying behaviour research is presented, in addition to an overview of the 'cycle of violence' hypothesis, which permeates all aspects of this research. Chapter Two provides an outline of the continuing debate concerning the use of retrospective in bullying behaviour research and a detailed review of all the scales utilised in the first study. The results of Study One are presented in Chapter Three, in which a short-term longitudinal study assessed the reliability and stability of participants (N = 824) memories, the nature of their life-course victimisation experiences and perceived negative consequences of such experiences. A qualitative approach was adopted in Study Two, involving a series of in-depth interviews with self-reported victims (N = 13) of child abuse, bullying in school and domestic violence, all of whom had previously taken part in the first quantitative study; the results of which are presented in Chapter Four. In Chapter Five, the questionnaire booklet was administered to a sample of post-primary pupils (N = 213), within the local area, to assess their experiences of bullying in school and evaluate their perceived 'rules' for behaviour according to their status group. Finally, a summary and discussion of the results are presented in Chapter Six. Results suggest that 31.1 % (N = 256) of university participants recalled having been bullied in school at some point, and a further 11.9% (N = 98) acknowledged having actively taken part in victimising other pupils at school, with individuals most commonly citing verbal bullying (i.e. name calling). Just over two in five victims (44%) stated that they attempted suicide, with the majority reporting more than one attempt. It was determined that 43.0% of victims reported having experienced abuse during childhood (i.e. physical abuse/neglect, sexual abuse, etc), 35.9% indicated that they had experienced bullying in later-life (i.e. workplace harassment); resulting in one in five participants (N = 53; 20.7%) revealing that they had experienced both abuse and further victimisation. Measures in the questionnaire booklet revealed that participants were more likely to experience depression, anger and hostility, compared to those with no experience of bullying in school. Over one in three 'victim only' participants reported a 'fearful' relationship style, and moreover reported the lowest mean scores relating to same and opposite sex self-esteem, but the highest levels regarding emotional loneliness and social isolation. Further still, symptornology analogues with PTSD were found in 11 % of victims. Finally, reliability analysis revealed that individual's recollections were both accurate and stable across the three data collection point (initial, 6 months post, and 12-14 months post). Reponses from the face-to-face interviews supported these findings with participants expressing how their experiences of bullying in school have affected many aspects of the adult life. Results from the schools based research revealed that 18.8% of pupils reported to be 'victim only' and a further 6.6% stated that they were both the victim and a perpetrator of bullying in school, with name calling and exclusion the most commonly cited forms of behaviours reported. With regards to pupil's experiences of violence, individuals reported experiencing 'vivid memories' recollections and feelings of distress in situations which remind victims of their experiences, leading to outbursts of anger and a general sense of wariness. Furthermore, 'bully only' pupils reported the highest overall mean on a measure of aggression, and on a measure of parenting style reported the highest means relating to 'indifference', 'over-control' and 'abuse'. Self- identified victims reported lowest levels of both same and opposite-sex self-esteem and general self-esteem; and highest levels of both emotional loneliness and social isolation.
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Hill, Marie Joyce. "An evaluation of how classroom assistants are mediating the learning of pupils with Special Educational Needs (SEN) within a mainstream post-primary school within Northern Ireland." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695368.
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Background: Previous research has argued that classroom assistants (CA) need training which is purposely aimed at enriching their pedagogical role with regards to CA-pupil interactions (Blatchford et al., 2009a; Blatchford et al., 2009b; Webster et al. 2011; Webster et al., 2013). Aim: To evaluate how CAs mediate the learning material to the pupil they support before and after training in MLE. Sample: Two CA-pupil dyads were recruited from one post-primary grammar school in NI. Methods: A one group pre-test post-test mixed method design using observational measures (video recording) was used. CA-pupil dyads were video recorded before training and four weeks after training. Training consisted of one day on mediated learning experience (M LE). The quantitative analysis was informed by the principles of content analysis whilst qualitative analysis was informed by the principles of conversational analysis. Results: The frequency and quality of mediation behaviours, for both CAs, changed after training. Prior to training CAs' MLE behaviours hindered the pupil from learning. After training, both CAs demonstrated facilitation of the pupil's learning by eliciting meta-cognitions and by working within their zone of proximal development (ZPD). Conclusions: Training in MLE increased the CAs understanding of the needs of the pupils they support by working more within their ZPD, which improved the quality of the mediation to the pupils they supported.
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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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Sudarshan, P. V. "Quantification of motor monitoring factor in lower primary school children." Thesis, 1998. http://hdl.handle.net/2009/1444.
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Chen, Yi-Ching, and 陳一菁. "A Study of Moral Emotions Teaching for Primary-School Lower Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54820156574932919341.
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碩士國立臺北教育大學
課程與教學研究所
96
This study aims to develop the teaching programs of moral emotions for primary-school lower graders. Contrast to traditional teaching, the programs enhance children’s experience of moral emotions and break through difficulty of cognitive-orientation instruction. The main purposes of the study are: (1) developing appropriate strategies for moral emotions teaching; (2) understanding how children express their moral emotions in their daily life. This study utilizes qualitative action research for 6 months. The subjects are 31 lower grade children from one of primary school in Keelung. The study focuses on students’ learning process, their behaviors in classroom and their interaction with teachers. The methods utilized for collecting ample information include observation, interview, document analysis, discussion. According to the results of study, our findings can be used as a reference of moral emotions education and future study.
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"Psychiatric morbidity among lower middle social class primary school in Hong Kong." Chinese University of Hong Kong, 1990. http://library.cuhk.edu.hk/record=b5895363.
Full textAbstract:
by Chung-Kwong Wong.Thesis (M.D.)--Chinese University of Hong Kong, 1990.
Includes bibliographies.
Title Page
Dedication
Table of Contents --- p.iii
Abstract --- p.ix
List of Pictures and Figure --- p.xiii
List of Tables --- p.xiv
Acknowledgements --- p.xviii
Statement of Originality --- p.xxi
Chapter PART I --- INTRODUCTION AND BACKGROUNDS TO THE STUDY
Chapter CHAPTER ONE --- INTRODUCTION AND OVERVIEW OF THE THESIS --- p.2
Chapter CHAPTER TWO --- CHILD PSYCHIATRIC EPIDEMIOLOGY: CONCEPTUAL AND METHODOLOGICAL ISSUES --- p.7
"Definition of ""Caseness""" --- p.7
Classification of Specific Psychiatric Syndromes --- p.9
Sampling --- p.12
Sources of Information --- p.13
Data Acquisition Through Questionnaires --- p.16
Data Acquisition Through Interviews --- p.17
The Multi-stage and the Multi-method Approach --- p.19
Statistical Presentations --- p.20
Summary --- p.20
Chapter CHAPTER THREE --- PREVALENCE OF CHILD PSYCHIATRIC MORBIDITY： A CROSS-CULTURAL PERSPECTIVE --- p.22
Some Earlier and More Problematic Studies --- p.22
Some Earlier and Better Designed Studies --- p.24
Chapter (1) --- The Buffalo Study (U.S.) --- p.24
Chapter (2) --- The Isle of Wight and London Studies (U.K.) --- p.25
Chapter (3) --- The Newcastle Studies (U.K.) --- p.26
More Recent Studies --- p.28
Chapter (1) --- The Ontario Child Health Study (Canada) --- p.28
Chapter (2) --- The Queensland Study (Australia) --- p.29
Chapter (3) --- The Dunedin Study (New Zealand) --- p.29
Chapter (4) --- The North Troendelag County Study (Norway) --- p.31
Chapter (5) --- The Puerto Rico Study (U.S.) --- p.32
Chapter (6) --- Other Studies --- p.33
Summary --- p.34
Chapter CHAPTER FOUR --- THE PURSUIT OF AETIOLOGICAL FACTORS --- p.35
The Search for Aetiological Factors - General Conceptual Issues --- p.35
The Search for Aetiological Factors ´ؤ General Methodological Issues --- p.41
Normal and Psychiatrically Disturbed Children 一 a Comparison of Their Families --- p.42
The Search for Aetiological Factors - the Life Event Approach --- p.45
Summary --- p.48
Chapter CHAPTER FIVE --- THE PREVALENCE OF PSYCHIATRIC MORBIDITY AMONG CHINESE CHILDREN --- p.50
Psychiatric Morbidity among Chinese Children --- p.50
Summary --- p.54
Chapter CHAPTER SIX --- CHILD PSYCHIATRY IN HONG KONG: HISTORICAL AND CLINICAL PERSPECTIVES --- p.55
A Historical Perspective of Child Psychiatry in Hong Kong --- p.55
The Child and Adolescent Psychiatric Unit at The Prince of Wales Hospital --- p.58
Chapter (1) --- Clinical Practice --- p.60
Chapter (2) --- Undergraduate Teaching --- p.66
Chapter (3) --- Postgraduate Training and Training of Other Professional Disciplines --- p.67
Chapter (4) --- Research --- p.67
Summary --- p.68
Chapter PART II --- THE STUDY: PSYCHIATRIC MORBIDITY AMONG CHILDREN FROM A PRIMARY SCHOOL IN A LOWER MIDDLE SOCIAL CLASS AREA IN HONG KONG
Chapter CHAPTER SEVEN --- "THE STUDY: THE RESEARCH HYPOTHESES, THE SAMPLE AND THE METHOD" --- p.70
The Research Hypotheses --- p.70
Description of the Sample --- p.71
The First Stage of the Study --- p.73
Chapter (1) --- The Design of the Multiple Criterion Screening Procedures --- p.69
Chapter (2) --- The Individual Components of the Multi-component Scale --- p.78
Chapter (3) --- The Cut-off Point on the Aggregate Score of the Multi-component Scale --- p.81
Chapter (4) --- The Specific Probing Questions --- p.82
Chapter (5) --- Missing Cases --- p.83
The Second Stage of the Study --- p.84
Chapter (1) --- The Second Stage Sample --- p.84
Chapter (2) --- The Diagnostic Interview --- p.84
The Third Stage of the Study --- p.86
Chapter (1) --- The Third Stage Sample --- p.86
Chapter (2) --- Interview by Medical Students --- p.86
Aspects of Diagnosis --- p.87
An Appraisal of the Method --- p.87
Summary --- p.88
Chapter CHAPTER EIGHT --- ASSESSMENT OF THE SCREENING PROCEDURES --- p.89
"Definition of ""Caseness""" --- p.89
An Overall Evaluation of the Screening Procedures --- p.90
An Evaluation of the Individual Components of the Screening Procedures --- p.95
Constructing Simplified Screening Procedures --- p.104
Discussion --- p.108
Chapter (1) --- An Overall Appraisal of the Performance of the Screening Procedures --- p.108
Chapter (2) --- A Cross-Cultural Comparison of the Screening Procedures --- p.109
Chapter (3) --- Simplified Alternatives of the Screening Procedures --- p.112
Chapter (4) --- Alternative Research Approaches to Designing Child Psychiatric Screening Procedures for Hongkong --- p.113
Summary --- p.114
Chapter CHAPTER NINE --- THE PREVALENCE OF PSYCHIATRIC MORBIDITY --- p.116
Aspects of Diagnosis --- p.117
Chapter (1) --- Classification of Specific Psychiatric Syndromes --- p.117
Chapter (2) --- The Level of Adaptive Functioning --- p.121
Chapter (3) --- The Duration of Morbidity --- p.122
Calculation of Prevalence Rates and Confidence Limits --- p.123
Prevalence Rates of Specific Psychiatric Syndromes --- p.125
Discussion --- p.131
Chapter (1) --- An Appraisal of the Method --- p.131
Chapter (2) --- The Cross´ؤCultural Similarities --- p.135
Chapter (3) --- The Controversial Case of the Hyperkinetic Syndromes --- p.137
Chapter (4) --- The Cross-Cultural Differences --- p.139
Chapter (5) --- The Subclinical Cases: Implications for Preventive Psychiatry --- p.140
Chapter (6) --- Representativeness of the Sample and the Generalizability of the Results --- p.141
Summary --- p.142
Chapter CHAPTER TEN --- ASSOCIATED ABNORMAL PSYCHOSOCIAL SITUATIONS --- p.144
Definitions of the Psychosocial Aetiological Factors --- p.145
Statistical Approaches --- p.148
The Psychosocial Aetiological Factors in the Sample --- p.150
Discussion --- p.162
Chapter (1) --- An Appraisal of the Method --- p.162
Chapter (2) --- Abnormal Psychosocial Situations in Emotional Disorder and the Two Conduct Disorders in Boys --- p.166
Chapter (3) --- Abnormal Psychosocial Situations in Conduct Disorders and the Hyperkinetic Syndromes in Boys --- p.168
Chapter (4) --- Current Abnormal Psychosocial Situations and Emotional Disorder in Girlsi The Gender Factor --- p.171
Chapter (5) --- Abnormal Psychosocial Situations and Subclinical Cases --- p.172
Chapter (6) --- The Chinese Approach to Parenting and Socialization - the Influence of Culture --- p.173
Summary --- p.175
Chapter CHAPTER ELEVEN --- IMPLICATIONS FOR THE DEVELOPMENT OF CHILD PSYCHIATRY IN HONG KONG --- p.177
Treatment of Psychiatrically Disturbed Children --- p.177
Prevention --- p.178
Undergraduate Medical Education --- p.180
Research --- p.180
Child and Adolescent Psychiatry as an Independent Subspecialty in Hong Kong --- p.181
Summary --- p.182
Chapter CHAPTER TWELVE --- CONCLUSION --- p.184
Methodology --- p.184
Salient Aspects of the Results --- p.186
Implications for the Future --- p.187
References --- p.189
Chapter Appendix --- Selected Publications by the Author --- p.215
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Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. （1）The experience in the college period is positive to post-bachelor primary school teacher professional socialization. （2）Working experience increases post-bachelor primary school teachers’ professional abilities. （3）The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords：Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
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Yen, Tsui-Ying, and 嚴翠嫈. "Action Research on a Class-Reading club Developed for Lower Grade of Primary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13235937489156833046.
Full textAbstract:
碩士國立臺北教育大學
課程與教學研究所
96
The purpose of this study is to analyze the course and result of the administration of a class-reading club in lower grade of primary school through action research. The analysis revealed the following findings: 1. The effective operation of a class-reading club consists of 5 steps: Preparation stage(select reading books, design a book list, develop the PPT of books, and search relevant information on the Internet), Warm up stage(use playing games or telling stories to inspire students’ ambiance and reading interest), Introduction stage(using role playing, reading or quizzing about the story to guide children into reading activities), Brainstorming stage(design the questions relevant to the content of selected books and use teamwork as the way to discuss problems in multiplex methods, such as personal presentations, group discussion, and interlaced or simultaneous team competition) and Extend stage(let students understand and build new knowledge by role playing, paint creation, and stories adapting and also show the creations of the whole class to increase the opportunities of viewing and emulating). 2. Students changed from passive couplers to the persons participating in studying actively via team discussion of class-reading club. Besides, the students’ interest of reading was obviously been increased in the comfortable and warm reading atmosphere and also showed the unexpected improvement in paint creation and color combination. 3. In the implementation of the class-reading club, teacher’s teaching style changed from a guide role to a study ambiance maker and the interaction between the teacher and students. And the relationship was transferred from one-way and serious between teacher and student to two-way and lively ambiance in the classroom. 4. Fourth, the major difficulties of the implementation of class-reading club are about the process of discussion, the habits of paying attention to listening to others, course progress and time limit and not all participation. Finally, according to the findings, the research provided suggestions to the teachers, school administration and the future researchers.
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Hong, Sue-Min, and 洪淑敏. "The Study of the Lower Graders’ Sex Roles and Stereotypes in a Primary school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/65793695565399915601.
Full textAbstract:
碩士國立中山大學
教育研究所
91
The Study of the Lower Graders’ Sex Roles and Stereotypes in a Primary school Sue-Min Hong Abstract The purpose of this study is to explore the lower graders’ views on sex roles and stereotypes. In addition, this study aims to explore whether the attitudes of parents have influence on children’s views on sex roles and stereotypes. And the research problem intends to examine the differences of boys’ and girls’ views. The subjects are twelve 2nd grade children (6 females, 6 males). The author would like to understand the lower graders’ views on sex roles and stereotypes which relate to infer the correlation of parents and children in order to offer some implications on children’s sex education in the future. The study adopts individual interview and focus group interview to collect data. The former of which is to use “Pilot Questionnaire” to know individuals, and the latter of which is to employ “Focus Group Interview Outline” after children have read picture’s books on sex stereotypes. In addition, there are six mothers who are interviewed (3 females, 3 males). The final conclusions as following: (1) the lower graders don’t think sex roles as distinctive in nature, which might be influenced by adults attitudes and their experiences of life; (2) the stereotypes of lower graders whose personality traits reveal frankly and strong for boys and dependent for girls; and children’s interests are differently among both sexes; and in achievements boys are better than girls and girls catch hardly; (3) the relation of children’s views on sex roles and stereotypes to those of parents reveals that parents’ image is the best teaching materials, then the deviation leads children’s stereotypes; (4) in comparison with boys’ and girls’ views, they tend to obey the adult’s rules, and focus not alike as growing up in different world, and obtaining modification of behaviors and beliefs after reading. As for sex stereotypes, boys tend to be difficult to escape and girls intend to counter gender’s bounds. This study offers some suggestions on children’s sex education and future research.
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HUANG, SHU-CHEN, and 黃淑貞. "Action Research on Knowledge Construction in Food and Agriculture Courses for Lower Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/f95ks4.
Full textAbstract:
碩士國立屏東大學
社會發展學系碩士班
107
In recent years, the incidence of cancer in Taiwan has risen every year, while the age of cancer onset has shown a decreasing trend. These health issues have resulted from many different factors. For instance, environmental pollution, food safety issues, and the pressures of modern life are all factors of importance. The school where this researcher is currently teaching—Gaolang Elementary School—is located in an agricultural village in Yanpu Township, Pingtung County, Taiwan, where most parents are engaged in farming. With the most common crops being wax apples and jujube, the spraying of pesticides is relatively frequent in the village. The increasing cancer cases in the area over the past few years has caused grave concern to the researcher, who, as a second-grade teacher, intended to help children develop the ability to consume a healthy diet (knowledge) by introducing food and agricultural education from a young age, practising simple and easy organic farming (skills) in the vacant spaces on campus, and eventually establishing a friendly connection between humans and food (affect) through ‘local dining’ activities. This study employed an action research approach targeting a class of second-grade students as the research subjects. The results showed that second-grade nutrition education must be designed based on specific, well-defined activities and avoid the excessive use of abstract concepts, as second-grade students have difficulties understanding imperceptible subjects such as ‘food additives’ and ‘food miles.’ A farming experience course allowed rural students to gain better insight into their parents’ farming work. Although the school is situated in an agricultural village, most farmer-parents do not ask their children to help in the field. Through hands-on experience in weeding, regular watering, harvesting, and packaging under the scorching sun, the students realised that food comes from hard work. They learnt to cherish food and became more empathetic towards the toiling farmers. However, the students were all very fond of the cooking lesson. Despite the seemingly chaotic process, all the children were able to acquire cooking skills during the lesson, regardless of their ability. This action research sparked interest in food and agriculture courses at the school level, leading to the establishment of a food and agriculture education society and school-wide food and agriculture courses. The greatest challenge encountered during the research was in planning and arranging the venue for the farming experience course. The tillage process at the start of each term has also proved to be considerably challenging to the students.
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ZHONG, YARU, and 鍾雅如. "A Study on Integrating Interactive Whiteboard on Lower Grade Primary School Students’ Reading Achievement." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k4st6a.
Full textAbstract:
博士大葉大學
資訊管理學系碩士班
107
The purpose of this study was to investigate reading achievement on lower grade primary school students with intergrating whiteboards. This study had adopted the quasi-experimental method to teach lower grade students’ reading achievement, including five chapters during ten weeks. The education method of the experimental group adopted learning method with interactive whiteboards, the control group adopted the traditional education method. Reading comprehension tests was used to test the students of both groups as the learning results. Besed on the results, the major findings of this study were summarized as follows: 1.The students exposed to the intergrating whiteboards instruction performed better on the reading comprehension tests. 2.The students exposed to the intergrating whiteboards had a positive attitude on the reading instruction. 3.The intergrating whiteboards instruction enhanced the teacher’s reflectionsand professional teaching on reading. Based on the findings, some suggestions were offerd for the teachers future studies.
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Lin, Ting-Ting, and 林亭廷. "Post-Occupancy Evaluation of the Clustered Classrooms Space Planning in Primary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/90999954523660000199.
Full textAbstract:
碩士國立臺灣大學
土木工程學研究所
89
A new chance of the transformation of school buildings was created, which followed the educational revolution. The planning of the teaching area in the primary schools has been transformed from isolated and normal classroom style to multiple classrooms, which form a group called ‘clustered classrooms’. For the new space style of the late constructed school buildings, this study adopts the method called ‘post-occupancy evaluation’ (P.O.E) to examine the real situation and the effects of the clustered classrooms on teaching. We wish to know about the effects using the clustered classrooms, and to study the recorded results to check out what item is worthy to be adopted and what topic is necessary to be improved. Furthermore, we proceed the advanced research and analysis in the relevant topics of the clustered classrooms. We apply many methods in order to integrate the quantitative and qualitative methods, which estimate and present the fact of clustered classrooms in a deeper and more precise way. Through our research, we make some conclusions and propose some suggestions to the educational bureaus, school preparatory offices, architects, school managers and users as following: Conclusions 1.Clustered classroom is a self-sufficient space with various functions of living and teaching activities. 2.Multipurpose learning space is good for the teaching supplements, the extracurricular activities and the living education. 3.The arrangement of the multipurpose space is closely related to the way of its utilization. Suggestions 1.The scale of a clustered classroom is better to be limited within two to four classrooms, such that it provides enough space and to reduce the interference. 2.A good use of mobile boards, and an adjustment of course content and teaching methods can reduce the generation of interference inside the clustered classroom. 3.The present and the future new-typed schools should be evaluated periodically, which can help us to discover the problems and deal with them earlier.
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Chang, Pi-Shan, and 張碧珊. "An Action Research of Literature-Based Instruction – lower level primary school classes as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/62741651575815596407.
Full textAbstract:
碩士國立臺北教育大學
語文與創作學系碩士班
97
This action research is targeting lower level primary school using Literature¬-Based Instruction to promote student’s reading and writing ability. Through teacher observation, data will be collected and evaluated. The methods used will be “reading and writing strategy, curricular model for integrated language learning, whole language theory, reader’s response theory”. The focus is to integrate reading and writing using literature as the core element. The focus of this research is to understand how to integrate reading and writing in to a Literature¬-Based Instruction, the teacher will use various teaching strategies, to balance these three language areas. The teacher will have to evaluate each teaching strategy through experiences and choices, to assertion the best teaching strategy for the students according to the reactions and results. Here are some examples of evaluation and or observation: 1. explaining the how to the students is helping the students to understand better 2. the students learn to express their opinion and thoughts through a writing program 3. literature responses using different approaches and techniques 4. by using various reading and writing strategies, the students develop reading and writing skills. Evolution strategies to be confirm. 5. a teacher who continues to develop their Literature¬-Based Instruction continues to develop their professional growth 6. a teacher’s belief in teaching might be altered by continued implementation of a strong Literature¬-Based Instruction the research shows that students who have followed a strong Literature¬-Based Instruction have more developed skills in these areas. They had more choices and more time to explore these skills with this program. A teacher interested in exploring a Literature¬-Based Instruction, should look into the possibility of using this program.
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TSENG, HSIAO-TING, and 曾筱婷. "Integrating Motion Detection Game into the Reading Education of the Lower Grades of Primary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/54616213165786818149.
Full textAbstract:
碩士開南大學
資訊學院碩士在職專班
104
In the era of knowledge explosion, one’s reading ability has become his/ her competitiveness due to the advances in technology and the rapid flow of information. The elementary schoolchildren convert reading aloud to reading silently at second grade, hence, improving their reading abilities at this stage is a way to form the habit of reading. However, the traditional forms of reading methods are tedious and cannot be applied to every students. Schoolchildren tend to be not only less effective on reading but also lacking of reading incentive if taught by traditional forms of reading methods. In addition, the traditional ways of reading assessment mostly have evaluation mechanism deficiency, which means, we have no idea whether the students really understand what they’ve read or not. Therefore, this study integrates the most popular motion detection technology into the reading instruction for schoolchildren of lower grades. It’s designed to explore and to study whether motion detection game can cause their motivation in reading and interest in learning. Furthermore, it aims to help students understand the basic structure of the article quickly and accurately through the well- designed reading tests. Finally, the proposed amendments to teaching education and specific recommendations will be made based on the research results above. The results show that students learn to master the key points of articles and understand the basic structure accurately by integrating the motion detection game into teaching education. It also boosts students’ learning motivation and interest in reading. The use of motion detection game is helpful for not only the reinforcement of students’ reading comprehension, but also the effectiveness of teachers’ teaching education.
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陳建旭. "A case study of school building Post-occupancy Evaluation for Hsinchu County Hsing Lung Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/92553097358766327618.
Full textAbstract:
碩士國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
104
The purpose of this study is to explore the Post- occupancy Evaluation of school building of Hsing Lung Primary School in Hsinchu County. The status which including user satisfaction , the efficency of teaching and the space usage condition within middle and high graders ,teachers, staff and partial parents. The study propose findings and suggestions for the future use and improvement. After recovering the questionnaires from 330 students and 77 teachers and staff, the data obtained underwent statistical analysis and processing using mean, standard deviation, t-test, one-way ANOVA analysis, Pearson’s product-moment correlation analysis.We compare the user satisfaction , the efficency of teaching and the space usage condition within students in different genders,grade and in using of different level of the building. We also compare the user satisfaction , the efficency of teaching and the space usage condition within teachers and staff in different gender, position,age,seniority,the level of education and teaching different graders. Generalized conclusions: 1. The satisfaction of students, teachers and staff show medium-high degree . The teachers and students are satified with the classroom of school building. 2. Teachers and students show medium- high degree of efficency of teaching. They think the classrooms are the most useful stucture. 3. Teachers and students show high level of using rate on the structures of scool building. Among these structures that teachers and students using the most is auxiliary facility. 4. It shows higher degree of user satisfaction, the efficiency of teaching and using rate in students in middle level, middle graders and female students. 5. Staff and male trachers show higher degree in user satifaction. 6. The male teachers show higher consciousness in efficiency of teaching. 7. 36 to 40 year old teachers and staff, teachers with administrative work and teachers that teach high graders show high degree in using rate of school building. 8. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within students of Hsing Lung Primary School. 9. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within teachers and staff of Hsing Lung Primary School. 10. There were suggestions to the Post-occupancy Evaluation of school building from students, teachers, staff and interviewers. According to the findings and conclusions of the study, the suggestions were as followed: 1. To the authority of education: choose and plan the land of newly-built school. Prepare abundant budget. Important instuction engineering should be planned as a whole by county government. Recruit students after the school was completed. Choose the architect with educational philosophy and school-building experiences. 2. To architect: give suggestions about funds, qulity and progress of work. 3. To school: Invite users to participate in the plan of school building. Communicate and coordinate with professional staff. Set up a management system of using. Develop school-based curriculum and improve school building. 4. To the follow-up study: give suggestions on the scope of investigation, content, methodology and objects of study.
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Liang, Heng-Yi, and 梁恆毅. "Biomechanical Analysis of the Lower Extremity during a Drop Landing Task in Senior Primary School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16970936541999659557.
Full textAbstract:
碩士國立東華大學
體育與運動科學系
99
Purpose:This study will focus mainly on the differences between ground reaction force and lower extremity stiffness adjustment by the study of drop landing task. Specifically, this analysis will further to compare the characteristics of lower extremity during drop landing between male and female senior primary school students. Methods: Subjects must not have been participated in any sports-related team at school, and those who have been injured in the lower limbs during the past six months will be eliminated from this research. Finally, 11 male students and 10 female students from both Ming Yih and Chung Yuan Primary School in Hualien are the qualified study group. They will be asked to drop from a stage which is 40 cm above the ground and two-footed landing symmetrically. The AMTI force plate and MegaSpeed high speed camera were time-synchronized. Kwon 3D motion analysis system and KwonGRF system will be used. All data were analyzed using the individual t-test to evaluate whether the test variable differed significantly between the two groups. The significance level was set at α = 0.05. The data were analyzed using the Statistical Program for Social Sciences 17.0 for Windows package program. Results: The male students had a significantly larger knee angle upon initial foot contact with the ground, a significantly larger knee flexion angle, and a larger CG downward displacement during landing in comparison to female students. The male students had a significantly larger second peak value of vertical GRF in comparison to female students. The duration from initial foot-ground contact to the second peak vertical GRF appeared was significantly shorter in the male students in comparison to the female students. The male students had a significantly larger passive impulse, loading rate, and vertical stiffness in comparison to the female students. Conclusions: In the drop landing task from 40-cm drop height we infer that: 1. senior male students have a higher risk of lower extremity injury during landing; 2. at the instant of landing, male students are generally landed with a straight-standing position to increase the landing impact; 3. senior female students have a smaller vertical stiffness, this characteristic might to reduce the landing impact.
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Wang, Hui-Ling, and 王惠玲. "Action Research on the Integration of Primary School Lower-Grade Campus Environmental Education into Life Curriculum." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08182598220924545994.
Full textAbstract:
碩士國立屏東教育大學
教育學系
100
This study adopted the cycle of planning, acting, observing and reflecting which the action research method proposed. With the first grade life curriculum as its framework, this research took campus environmental education as its theme and initiated teaching activities from which it collected data for analysis from classroom observation reports, interviews and student works. This study’s purpose was to develop into the feasibility of integrating first grade campus environmental education into the life curriculum, as well as probe the teaching process that may arise as a result of it, students’ ability to acquire new knowledge concerning environmental education after teaching activities, and the researcher’s personal growth after participating in instructional design and implementation. The conclusions of this research are as follows: 1. It is feasible to integrate campus environmental education into the life education curriculum by understanding the proper objectives and capability indicators of environmental education. 2.Student-oriented curricular design can improve learning effectiveness. 3.The campus is an excellent space for first graders to receive environmental education. 4.The application of multiple teaching strategies, combined with information technology in imparting environmental education, can enhance students’ learning interest and motivation. 5. Students’ individual growth shows that the awareness and sensitivity after the teaching activities have been improved. They become equipped with a greater understanding of environmental concepts and knowledge, which helps them build positive environmental ethics and values. Students also become better able to apply acquired skills regarding the environments, and have greater environmental hands-on action experiences. 6. Researcher’s personal growth The integration of campus environmental education into life curriculum can enhance the researcher’s curricular design and field trip activity teaching capabilities, and the action research process can help solve difficulties that arise in teaching.
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Mthembu, T. P. "The gendered perceptions of women in management positions in a primary school in the KwaDukuza (Lower Tugela) region." Thesis, 2007. http://hdl.handle.net/10413/1388.
Full textAbstract:
This study explores how women in management are perceived especially in a Kwa-Dukuza Lower Tugela primary school (with the pseudonym, Mbonisweni). Mhonisweni is situated 5 kilometers away from my school. I was motivated to conduct this study by the negative perceptions of women in management positions that I detected in my own school (with the pseudonym, Vela). Vela is a new primary school, which was established as a result of overcrowding at Siyathuthuka senior primary school, which was at first a combined primary school. I was interested to see if a similar situation pertained at Mbonisweni and to find out what might he the reasons for any negative perception of women managers. Data for this study was collected through semi-structured interviews with eight educators from Mbonisweni Primary, including the principal of the school, 4 management team members and the 4 educators (two females and two males). The study found that evidence of some negativity towards the school
principal and in some cases such negativity was based on gender
stereotyped attitudes. The situation was not, however, simple. Prior to
conducting the research I had anticipated that there might be strong support from female HODs and educators for the female principal (manager) but this was not uniformly the case nor was it the case that all males in the study were opposed to the female manager. The situation was more complex. Three quarters of the males interviewed supported the female management although their support did not mean that male teachers were in necessarily in favour of gender equity more broadly nor did it preclude some men from
expressing view that could be seen as sexist. While three quarters of the females interviewed also supported the female management it was clear that no encompassing bond of sisterhood exited by which women automatically supported the females in the school's management team.Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.
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Pearce, Linda. "How primary schools really work: Architecture, use, and perspectives." Thesis, 2016. http://hdl.handle.net/2440/129933.
Full textAbstract:
Redacted version only, full version is under permanent embargo.Schools are an important class of architecture. This is for many reasons, not least because primary schools are the first public buildings that most children inhabit for a significant amount of their waking hours and are, thus, their first experience of what should be quality built environment design. To ensure this quality, occupied building evaluation should be an important endeavour in architectural practice. Recent school building performance evaluations have been undertaken from the perspective of facilities management, or building-science, using 'expert' judgement to assess the used built environment. This presents two concerns. First, these techno-economic positions assume that behaviour of users is predictable and logical over the life of the school building, and omits the variety of users, activities, and experience of the 'Architecture'. Second, by using so-called professional 'experts', building performance often omits the voice of users (staff and students) who are expert in their own environment. The primary objective of this inquiry was to, first, establish architectural research methods suitable for including primary school users in building performance evaluation and, second, apply it to investigate the context and user perspective of their school built environment. Five primary schools, located in the Adelaide, South Australia, were selected for recognised heritage, architectural, and educational facility values, and recruited to participate in a mixed-method case study inquiry, as critical cases. Because school architecture and school occupants form a building-occupant system, this inquiry needed a range of data collection methods to capture the system. Architectural assessment, physical (environmental monitoring) and social science (surveys, visual ethnography) data collection methods were integrated to create rich case study interpretations of the schools, at school and classroom units of analysis. It was observed that the building fabric, regardless of age or design intentions, was modified to introduce contemporary permanent technological and sustainability innovations, and also for transitory occupational needs. Data triangulation found that user perspectives of the primary school architecture differed between staff and students, and this difference was aligned with each cohort’s active use of different school facilities. Exploratory Principal Axis Factoring using student participant responses resulted in five factors loaded on variables grouped around wellbeing, smell, acoustics, vision, and satisfaction, in order of their contribution to variance. This suggests that their environment quality is particularly important to primary school students. This finding was confirmed when triangulated against the qualitative data collected. Given this, and the emergent findings from the triangulated staff perspectives with other methods, it was deduced that user perspectives could be grouped into four themes: Place/Architecture, Functionality, Wellbeing, and Environment. These are proposed as a new quality framework and used to as a lens to review the success of recent school technological and sustainability innovations. This research suggests that omitting user voices from building performance evaluation omits important sources of knowledge and design learning since, even with the best intentions, non-occupants, expert or not, cannot speak on behalf of primary school users. This flexible, technosocio paradigm also offers a framework for interdisciplinary research that integrates the knowledge of other disciplines into future architectural inquiries.
Thesis (Ph.D.) -- University of Adelaide, School of Architecture and Built Environment, 2016