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Lambert, Pamela. "Supported playgroups in schools and parent perspectives on children’s play." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/0bc84b16a32aa73ea05d543f0dc60675ec711ca32ad5270437033038128cc09f/1764567/Lambert_2015_Supported_playgroups_in_schools_and_parent_perspectives.pdf.
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This research thesis examines the establishment of Supported Playgroups in Schools (SPinS). The aim of the project was to examine SPinS as an under-researched area of early childhood education, involving parents, children and schools promoting children’s access to play. Children’s access to play is important because play in the early years is known to increase children’s later learning outcomes (Roberts, 2010). A sociocultural approach to this study was used to understand ways in which parents learn. This thesis explores parents’ participation in SPinS and the influence of this participation on parents’ perspectives of children’s play. The research was framed by one research question: What influence does participation in a SPinS have on parent perspectives of children’s play at home and in a playgroup setting? A key focus of the study understood the provision of SPinS to support parents to engage with their children during a play-based program, and how parent engagement in children’s play was transferred to the home. In Australia, many families attend playgroups in their local communities for the purpose of play and social engagement (Playgroup Victoria, 2012). These playgroups are self- managed and run by the parents attending. A key role of supported playgroups is to engage families in the community who do not attend community groups. These groups are funded by the State Government and employ a trained playgroup coordinator. The key focus is usually to deliver a service that supports the parent role and promotes children’s learning through play. This project reports on a new initiative of providing supported playgroups in local primary schools to establish and extend on partnerships between early years services, community organisations and parents. Research on supported playgroups is limited and much of the work in Australia has been conducted by only a few researchers (Matthews, 2009; McArthur et al, 2010 and Jackson, 2011b). The research conducted so far has been on supported playgroups, but not supported playgroups located in schools. Existing research suggests that parent support is a major component to improving educational outcomes of children by promoting quality Home Learning Environments and play-activities in the home (Sylva et al., 2014). Support for parents is achieved by providing access to “high quality learning environments that encourage parents to engage in conversations about children, children’s play and children’s development (Jackson, 2010, 2012). The research reported in this thesis therefore focussed on the influence participation in a Supported Playgroup in a School (SPinS) had on parents’ perspectives of children’s play at home and in the playgroup. This was to expand on existing research regarding supported playgroups and to also better understand if SPinS could be used as a parent support or intervention approach for promoting children’s play at home. To conduct the research informing this thesis I used a sociocultural framework that informed social interactions were vital to support learning through guided participation. Rogoff, Matusov and White (1996) investigated a model of learning where learning is described as a process of transformation of participation in sociocultural activities within communities rather than the transmission of knowledge. The focus of learning was parents’ perspectives on play in the home and the playgroup during their participation in SPinS. A sociocultural theoretical perspective explored the perspectives about play parents derived from their participation in SPinS and how they applied these perspectives in the home and at playgroup. A qualitative research design using a single case study methodology was employed in this research. This approach was well suited to the chosen epistemology because it allowed direct interaction with the participants and represented their views and perspectives. Focus groups were conducted at each of the primary school sites during a SPinS session. The participants were parents attending the SPinS with their children living in the local area. Purposive sampling was chosen for this study because it involved understanding the opinions of a predefined group or target population that was easily accessible. The data analysis was conducted using an inductive approach. This was because there was not pre-determined, well established research in the area of investigation. The purpose of inductive analysis is to allow research findings to be generated from significant themes in the raw data. This allows for the development of a model or theory for explaining the structure of experiences. (Thomas, 2003). The results suggested participation in SPinS positively influenced parents’ perspectives of play at home and in the playgroup. These perspectives included how they viewed play at home and at the playgroup. A third finding considered the importance of the social connections established by parents during their participation in the SPinS. This finding was consistent with existing research that shows that supported playgroups provide opportunities for families with children under five years old to learn new parenting skills, as well as building social networks (Jackson, 2011a). The primary outcomes reported by Hancock et al., (2011) suggest that playgroup participation improves children’s developmental outcomes, particularly disadvantaged children. The findings were used to propose a new model for educators to understand how parents learn about children’s play through supported playgroups. This new model was called The Cycle of Intent Engagement (Lambert, 2015). The Cycle of Intent Engagement Model (Lambert, 2015) was created from Rogoff’s (2003) theories on transformation of participation to show how parents’ perspectives of play were influenced by their participation in the SPinS. The Cycle of Intent Engagement Model (Lambert, 2015) focuses on empowering change through collaborative engagement. This investigation identified the necessity for further research into the way parents engage in their children’s play during SPinS and at home. Findings from this study may be used to inform early childhood professionals, families, schools and governments by expanding their awareness of the benefits associated with supporting families to participate in supported playgroups in the community, especially local primary schools.
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Sterman, Julia. "Outdoor play decision-making by families, schools, and local government for children with disabilities." Thesis, Australian Catholic University, 2018. https://acuresearchbank.acu.edu.au/download/091654faf0fe100563a693295e747e980729c348ac21a14be0232f2f777fac60/6769224/STERMAN_2018_Outdoor_play_decision_making_by_families.pdf.
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Introduction: Play is a right for all children and an essential childhood occupation. Yet, children with disabilities experience exclusion from outdoor play participation. How children’ skills interact with the environment in which they live, notably their family, school, and community, shapes their play choice.
Aim: The aim of this study was to understand outdoor play decision-making at family, school, and local government levels for primary school-age children with disabilities. Method: A multiple-perspective case study allowed for comprehensive understanding of the phenomenon of outdoor play decision-making. Data collection included: interviews with five parents of children with disabilities, four teaching assistants, three special education teachers, one vice principal, four local government employees, and two employees of not-for-profit organizations within one culturally and linguistically diverse local government area; one week parent survey of their child’s play the day before; observations at school and community playgrounds; document review; and video-assisted recall with four school employees. Analysis was guided by cross-case analysis, interpretive description, and analytical deduction and involved first understanding individual perspectives, and then considering similarities and differences within and between stakeholder groups. Discussions are considered through the application of the capabilities approach.
Findings: Families valued and planned for play within the context of their child’s interests and abilities and their family’s needs. Schools had low play expectations and considered the children’s presence on the playground sufficient. When considering playgrounds, local government focused on meeting minimal requirements and physical access rather than social inclusion. School and local government’s predominately-negative perception of children with disabilities and their families affected meaningful engagement.
Conclusion: Children experienced greater play choice within their families than at school or in the community. Families should continue to value play as a means and ends, and plan for play based on their values and their child’s interests. To increase play choice and inclusion, the school needs to increase play expectations for children with disabilities and better support the play environment. Local government must increase meaningful engagement with families, and consider how to support the entire family’s playground inclusion. Finally, inclusive language should be modelled across ecocultural levels.
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Geswindt, Paul Gustav Garnett. "The role alumni can play in the development of disadvantaged schools." Thesis, Nelson Mandela Metropolitan University, 2013. http://hdl.handle.net/10948/d1012202.
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The majority of South African public schools are not performing well considering the overall learner success rates in specifically so called disadvantaged schools. Many factors contribute to this situation, however, all education stakeholders contribute in some way to the success or failure of schools. In this regard alumni of disadvantaged schools in South Africa have not played an active role in supporting their alma maters. This research sought to identify the various roles alumni can play in the development of disadvantaged schools. As innovative strategies to the public education crisis in South Africa are required, one such strategy is to involve a neglected stakeholder group such as alumni to share their skills and resources towards improving the different aspects of school development. There are very few examples of functioning alumni associations at previously disadvantaged schools in the Eastern Cape. Sharing information on a study of two selected schools with already established alumni associations could be of value to other schools in the establishment of their own alumni associations in order to support school improvement and development initiatives. Therefore, based on the findings of this study and from evidence in literature, the researcher concludes that alumni associations can play a meaningful role in developing and transforming disadvantaged schools in a young and developing democracy as in the case of South Africa. This study looked at, amongst other aspects, at the roles and contributions that alumni may play in the development of their alma maters and finally offer guidelines in the establishment of alumni associations.
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Vickrey, Jaime. "Hybrid learning landscape framework: holistic high performance schools for comprehensive learning and play." Kansas State University, 2011. http://hdl.handle.net/2097/8783.
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Master of Landscape ArchitectureDepartment of Landscape Architecture/Regional and Community Planning
Mary C. Kingery-Page
School environments of today’s urban children are generally inflexible, restricting and uninspiring places for learning and exploration that are disconnected from their surrounding community and nature. Facilities and teaching methods do not keep pace with the evolving needs of the workforce and varying child learning styles (Stanbury 2009). Organized sports, limited free time and standardized testing steal the zest out of childhood discovery once felt by children who grew up with a connection to their surroundings, especially nature. Many adverse effects are seen as a result. “Nature-deficit disorder describes the human costs of alienation from nature, among them: diminished use of the senses, attention difficulties and higher rates of physical and emotional illnesses,” (Louv 2008, 36). Children are left to face the world’s escalating environmental dilemmas with hindered social and cognitive skills, diseases related to association and disassociation from nature and an impaired relationship with their extended community. Programs like University Colorado Denver’s Learning Landscapes and California’s Collaborative for High Performance Schools (CHPS) and have individually worked to improve learning facilities, reconnect students with outdoor curriculum-based learning and establish a bond with their communities. But implemented designs reveal unmet potential, calling for advancement and further evolution of the school learning environment. MontClair Elementary in Oakland, California is a typical urban school with paved schoolyard, restricted boundary, weak link between curriculum and schoolyard, disconnect from the community and disassociation from nature. New CHPS verified facilities are being implemented on their existing campus to accommodate an increase in student population but the link between schoolyard and curriculum has only been minimally addressed in the proposed design. Integrating Learning Landscapes with the Collaborative for High Performance Schools to create a hybrid learning landscape framework will reconnect MontClair Elementary with the surrounding community and nature. Advancement of the CHPS program, through adaptation of their existing scorecard, will allow Hybrid Learning Landscape Framework to be quantitatively applied to MontClair Elementary.
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Lee, Tsz-ho Elvis. "A boarding school for autistic children." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949512.
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Cardenas, Nancy. "Play therapy interventions and their effectiveness in a school-based counseling program." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2839.
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The purpose of this study was to add to the limited amount of information on the effectiveness of play therapy interventions in a school-based counseling program. The study focused on examining the reasons why clients were referred to counseling, the frequency and duration of their behavior, the clients' academic performance at the beginning and end of treatment, the total number of sessions received, and the type of play therapy that was used to determine how effective play therapy interventions were during treatment.
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Silva, Inajá Zaem da. "O espaço do brincar em uma escola municipal." [s.n.], 2011. http://repositorio.unicamp.br/jspui/handle/REPOSIP/251239.
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Orientador: Elisa Angotti KossovitchDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação
Made available in DSpace on 2018-08-18T09:22:22Z (GMT). No. of bitstreams: 1 Silva_InajaZaemda_M.pdf: 36898026 bytes, checksum: c9aa6a170a29363e0d4d458cc755f945 (MD5) Previous issue date: 2011
Resumo: Esta pesquisa investiga o brincar e sua ocupação no espaço escolar em uma escola municipal de ensino fundamental. Para tanto tem como questão central: como promover o uso dos espaços abertos para as brincadeiras na escola fundamental? As bases teóricas que fundamentam a pesquisa estão alicerçadas em autores como: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, entre outros. O objetivo é desvelar a relação das crianças, de professores, pais e funcionários com os espaços abertos da escola fundamental e com o brincar nesses espaços. Foi realizada uma pesquisa etnográfica, em uma escola de ensino fundamental da cidade de Campinas (SP), nos anos de 2008 e 2009. A escolha dessa escola justifica-se pela peculiaridade do terreno onde se encontra o prédio escolar, por sua arquitetura, e pelo empenho da comunidade escolar em aproveitar melhor os espaços da escola. Este estudo de caso exigiu uma extensa pesquisa bibliográfica, análise da planta do projeto arquitetônico, dos critérios para construção escolar, da legislação ambiental, da leitura do projeto político pedagógico e das fotos. Foram realizados questionários e entrevistas com alguns membros da equipe da escola e membros da comunidade escolar, participantes da C.P.A. (Comissão Própria de Avaliação). A categoria que auxiliou na compreensão da temática foi o espaço e suas diferentes particularidades: espaço como promotor social, como espaço inibidor, como espaço crítico, como espaço de passagem e como espaço para brincar. A escola estudada possui um espaço pequeno e vazio de materiais direcionados ao brincar, contudo este ocorre de qualquer maneira, as crianças transformam os elementos que possam lhes servir de entretenimento e fazer parte de seus jogos e de suas brincadeiras. Conclui-se que, ao se pensarem nas construções de prédios escolares para a educação fundamental, para a Escola de Nove Anos, também se pense na inclusão de elementos visuais, táteis e de equipamentos para a otimização das brincadeiras, dos jogos e da convivência da criança. Além de se constituirem parceiros no interior da comunidade escolar, os professores e gestores educacionais deveriam possibilitar uma aprendizagem mútua sobre a relação da arquitetura escolar com as atividades lúdicas e recreativas na escola fundamental.
Abstract: This research investigates playing and its occupation in the school space in an elementary school in the city of Campinas. The research has as a central issue: How to promote the use of open spaces for playing in elementary school? The theoretical basis that underpin the research are based on authors as: Mayumi Souza Lima, Ana Lúcia Goulart de Faria, Viñao Frago, Escolano, Bencostta, Monarcha, Kishimoto, Brougère, among others. The objective is to unveil the relationship of children, teachers, parents and employees with the open spaces in the elementary school and with the action of playing in these spaces. An ethnographical research was conducted in an elementary school in the city of Campinas (SP) in the years of 2008 and 2009. The choice of this school was made due to the peculiarity of the land where the school building is, its architeture, and the commitment of the school community to make better use of school spaces. This case study required an extensive bibliographical research, analysis of the architectural plant design, of the school construction criterion, the environmental law, the political pedagogical project and the photos. Questionaries were applied and some members of team from school and members of school community, participants for C.P.A. (Commission Own Evaluation) were interviewed. The category that helped in the thematic comprehension was the space and its different particularities: the space as a social promoter, as an inhibitor space, as a critical space, as a space of passage and as a space to play. The school studied has a small space that lacks materials directed to play, yet it happens anyway, children transform the elements that may serve for their entertainment and part of their games and their play. In conclusion, when the construction of school buildings for the fundamental education is thought of, the School of Nine Years (?), the inclusion of visual, tactile elements has also to be consider. As well as equipments to the optimization of children games and the children coexistence. Besides being partners within the school community, teachers and educational gestors should enable mutual learning about the relation between the school architecture with other playful and recreational activities in the elementary school.
Mestrado
Ciencias Sociais na Educação
Mestre em Educação
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Rose, R. "Pilot study into the effectiveness of individual play therapy for vulnerable children in primary schools." Thesis, University of Oxford, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.404217.
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Zachariou, Antonia. "Musical play and self-regulation : an exploration of 6- and 8-year old children's self-regulatory behaviours during musical play sessions at Cypriot primary schools." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708961.
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Walsh, Glenda. "The play versus formal debate : a study of early years provision in Northern Ireland and Denmark." Thesis, Queen's University Belfast, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.325969.
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Driffen, Amanda. "The privilege of recess and its place in public schools." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Driffen_MMITthesis2009.pdf.
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Mzimela, Hildagard Sizakele. "The foundation phase teachers’ understanding of play in the teaching of Grade R at schools in the Umkhanyakude District." Thesis, University of Zululand, 2015. http://hdl.handle.net/10530/1498.
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A dissertation submitted to the Faculty of Education in fulfilment of the requirements for the Degree of Master of Education in the Department of Curriculum and Instructional Studies at the University Of Zululand, South Africa, 2016The main purpose of the study was to investigate the Foundation Phase teachers’ understanding of play in the teaching of Grade R in the Umkhanyakude District. The study targeted Grade R educators, because they are responsible for laying a sound and solid foundation for learners, which can be effectively done through proper use of play in the teaching of young learners. The study used a qualitative approach in order to get an in-depth knowledge in terms of understanding the importance of play when teaching young learners. The research sample comprised of seven teachers from four different schools in the district. Purposive sampling of participants was used. Data were collected through inside and outside observations and interviews. The research findings were first analysed according to eight main themes according to the data elicited through interrogations during interviews. Key findings revealed that some Grade R educators did not have a clear understanding of play in Grade R teaching. The study also showed the impact of current constraints of the Department of Education, like restricted kilometres and shortage of ECD officials in terms of providing monitoring and support.
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Persson, Max. "Playing with power : An ethnographic exploration of habitus formation in Swedish elite schools." Thesis, Stockholms universitet, Sociologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-133928.
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This study follows students from two Swedish elite upper secondary schools with different profiles when they participate in a parliamentarian role-play game. The game lacks a teacher authority and is not a graded activity, putting the students in a position where they must negotiate what constitutes winning and losing. The game is used as an ethnographic site to investigate what it means to be a ‘successful’ elite school student and how it is embodied. The aim is to explore concrete processes of habitus formation, extending the knowledge regarding elite socialization in the Swedish case. The findings suggest that the game puts notions of what it means to be a ‘successful’ student to its head, giving rise to conflicts between students from the two differently profiled schools. The conflicts articulate differences between schools within the elite school category with regard to student formation. Further, the game singles out a few students and make them feel entitled to become leaders. The study shows that the intersection of students’ school affiliation, gender and social class background is important in order to understand whether they feel entitled or not, as well to understand their more encompassing experiences in this elite school game.
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Kucuker, (tuncer) Yadikar. "The Effects Of Activities Based On Role-play On Ninth Grade Students." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12605375/index.pdf.
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This study intented to investigate the effects of activities based on role-play on ninth grade students&rsquoachievement and attitudes at simple electric circuits. In this study, Physics Achievement Test was developed to evaluate students&rsquo
achievement on simple electric circuits and role-play activities about simple electric circuits were prepared. In addition, Physics Attitude Scale was administered to explore students&rsquo
attitude towards physics. The present study was conducted at one of the high schools in Acipayam during 2003-2004 Spring Semester with a total number of 104 (51 female and 53 male) 9th students from four classes of two physics teachers. One class of each physics teacher was assigned as experimental and instructed by role-play activities on the other hand the other classes of each physics teacher was as control group and instructed by traditional method. The teachers were trained for how to implement role-play activities in the class before the study began. Physics Attitude Scale and Physics Achievement Tests were applied twice as a pre-test and after a three-week treatment period as a post-test to both groups to assess and compare the effectiveness of two different types of teaching
role-play versus traditional teaching method. Data were collected utilizing Physics Achievement Test and Physics Attitude Scale. Data of this study were analyzed utilizing descriptive and inferential statistics. The scores of the post-tests were analyzed by statistical techniques of Multivariate Analyses of Covariance (MANCOVA). Experimental group compared to control group tended to favor a significant difference in the achievement. However the statistical analysis failed to show any significant differences between the experimental and control groups&rsquo
attitude towards physics at simple electric circuits.
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Schumann, Brandy R. "Effects of Child-Centered Play Therapy and Curriculum-Based Small-Group Guidance on the Behaviors of Children Referred for Aggression in an Elementary School Setting." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4684/.
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The purpose of this study was to determine the effectiveness of child-centered play therapy and curriculum-based small-group guidance on the behaviors of aggressive children in an elementary school as determined by (a) the reduction of aggressive behaviors, (b) the decrease in internalizing problems, and (c) the decrease in externalizing problems of aggressive children. Two types of behavioral instruments, the Behavioral Assessment System for Children-Teacher Rating Scale/Parent Rating Scale and the Child Behavior Checklist-Caregiver/Teacher Report Form, were used to provide multiple measures of the same construct in this matched pretest-posttest comparison group experimental designed study. Qualitative data was also collected. The population studied was comprised of 37 volunteer children identified as aggressive in kindergarten through fourth grade, ages 5-12, who qualified for counseling services at a Title I public elementary school in North Texas . Children who were referred by teachers and parents, and met the required criteria, were matched in pairs on grade level and randomly assigned to one of the two real-world setting interventions; play therapy treatment group (n=20), which received 12-15 individual child-centered play therapy sessions, or the curriculum-based small-group guidance group (n=17), consisting of 12-19 lessons. Major strengths of the study included utilizing students referred for counseling due to behavioral difficulties (students demonstrating at-risk and clinically significant aggressive behaviors) and servicing them at school, a real-world setting. Another strength was the use of 30-minute play therapy and guidance sessions, which conform to typical school practice. Twelve hypotheses were tested using two-factor mixed repeated measures and eta squared. The data of this study tentatively support the effectiveness of both modalities in decreasing the aggressive behaviors, internalizing problems, and externalizing problems of aggressive children. The data seems to indicate that school-based child-centered play therapy is as effective at improving the behaviors of aggressive children as a nationally recognized guidance curriculum program. Qualitative data from the parents and teachers of the children demonstrated clinical significance, suggesting that school-based child-centered play therapy is more noticeably effective in reducing the aggressive behaviors of children. A control group is needed to determine conclusive results and discern possible effects of maturation.
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Beard, Vickie. "A Study of the Purpose and Value of Recess in Elementary Schools as Perceived by Teachers and Administrators." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etd/3433.
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Children spend at least seven and a half hours or 46.9% of their waking hours in the school setting, which brings a unique responsibility to schools (Beighle, Erwin, Morgan, & Alderman, 2012). School systems are expected to educate children according to adopted state standards and encourage a healthy, active lifestyle. The concept then is to increase knowledge by putting focus on academic achievement as well as promoting good citizenship by developing children’s social, emotional, and physical development, which happens during recess. Yet, recess and free play opportunities are on the decline in school systems across our nation. This reduction or elimination is being attributed to the federal and state accountability measures being instituted on state assessments. The growing trend is for schools to increase the amount of academic time and reduce the amount of time children can experience recess or free play opportunities. Research is being conducted through qualitative methods to assess the purpose and value of recess in the elementary school setting in a rural school district in southern middle Tennessee. Findings from this study will be useful in establishing school and district recess policies and evaluating recess practices within the district.
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Lee, Tsz-ho Elvis, and 李子豪. "A boarding school for autistic children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31985282.
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Egan, David William. "Disenchanting philosophy : Wittgenstein, Austin, and the appeal to ordinary language." Thesis, University of Oxford, 2011. http://ora.ox.ac.uk/objects/uuid:8afc21cc-7909-4954-89d8-878820f95762.
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This thesis examines the appeal to ordinary language as a distinctive methodological feature in the later philosophy of Ludwig Wittgenstein and the work of J. L. Austin. This appeal situates our language and concepts within the broader forms of life in which we use them, and seeks to ‘disenchant’ idealizations that extract our language and concepts from this broader context. A disenchanted philosophy recognizes our forms of life as manifestations of attunement: a shared common ground of understanding and behaviour that cannot itself be further explained or justified. By working through the consequences of seeing our forms of life as ultimately ungrounded in this way, the thesis illuminates the underlying importance of play to shared practices like language. The first two chapters consider the appeal to ordinary language as it features in the work of Austin and Wittgenstein, respectively. By placing each author in turn in dialogue with Jacques Derrida, the thesis draws out the importance of seeing our attunement as ungrounded, and the difficulty of doing so. Austin’s appeal to a ‘total context’ betrays the sort of idealization Austin himself opposes, whereas Wittgenstein and Derrida must remain self-reflexively vigilant in order to avoid the same pitfall. Chapter Three explores connections between the appeal to ordinary language and Martin Heidegger’s analysis of ‘average everydayness’ in Being and Time. Heidegger takes average everydayness to be a mark of inauthenticity. However, in acknowledging the ungroundedness of attunement, the appeal to ordinary language manifests a turn similar to Heidegger’s appeal to authenticity. Furthermore, Wittgenstein’s use of conceptual ‘pictures’ also allows him to avoid some of the confusions in Heidegger’s work. Chapter Four considers the nature of our ungrounded attunement, and argues that we both discover and create this attunement through play, which is unregulated activity that itself gives rise to regularity.
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Gomes, Maria Regiane Vidal Costa Simonetti. ""Gostei mais de correr atrÃs dos pombos": O itinerÃrio do lÃdico na escola de educaÃÃo infantil." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=133.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoEste trabalho relata um estudo do tipo etnogrÃfico na investigaÃÃo do papel do lÃdico nas escolas de EducaÃÃo Infantil, realizando uma comparaÃÃo entre as instituiÃÃes pÃblicas e privadas. A pesquisa foi realizada em quatro escolas da cidade de BrasÃlia, sendo uma pÃblica e uma particular, que ofereciam apenas EducaÃÃo Infantil, denominadas como escolas de pequeno porte, e duas escolas, uma pÃblica e uma particular, que ofereciam EducaÃÃo Infantil e Ensino Fundamental, denominadas como escolas de grande porte. As visitas aconteceram durante um semestre, sendo dois dias por semana em cada estabelecimento. Foram observadas em cada escola duas turmas: uma de crianÃas de quatro anos e uma de crianÃas de seis anos. Os procedimentos metodolÃgicos utilizados foram a observaÃÃo participante, conversas informais, entrevistas semi-estruturadas com os professores das turmas observadas e anÃlise da proposta pedagÃgica das escolas. Os instrumentos de coleta utilizados foram o diÃrio de campo e o gravador no momento das entrevistas. A observaÃÃo ocorreu durante todo o turno, desde a hora da chegada atà o momento da saÃda das crianÃas, de modo que se pÃde perceber as prÃticas lÃdicas realizadas nos vÃrios espaÃos da escola: sala, pÃtio, parque, entre outros. Mediante a observaÃÃo, foi possÃvel verificar a organizaÃÃo do espaÃo, tempo, brinquedos, equipamentos destinados Ãs atividades lÃdicas, a dinÃmica e o sentido atribuÃdo pelo professor Ãs prÃticas lÃdicas infantis. Pela anÃlise dos dados obtidos durante a pesquisa, verificou-se que tanto as escolas particulares como as pÃblicas, de BrasÃlia, tÃm um espaÃo preparado para a brincadeira, principalmente no que se refere à existÃncia de parques. Verificou-se, tambÃm, em ambas as realidades educacionais, que nem todas as atividades lÃdicas na escola tÃm o objetivo de ensejar um momento que valorize o lÃdico enquanto tal. A modo de conclusÃo, admite-se a idÃia de que o papel exercido pelo lÃdico nas escolas de EducaÃÃo Infantil, tanto na rede pÃblica quanto no sistema particular de ensino, està relacionado principalmente à natureza da proposta pedagÃgica da escola, bem como ao sentido atribuÃdo pelo professor Ãs atividades lÃdicas.
This study reports an ethnographic type investigation into the role of play in infant education making a comparison between private and state institutions. The research was carried out at four schools in Brazilia; two âsmallâ schools which offer only infant education, one private and one public, and two âlargeâ schools which offer both infant and junior education, one private and one public. Two visits per week were made to each school during one semester. Two classes were observed in each school, one of four-year-old and another of six-year-old children. The methodology applied was participative observation, informal conversation, semi-structured interviews with the teachers of the groups observed and analysis of the pedagogical project of the schools. Data was collected in a field diary and by tape recording the interviews. Whole school days were observed from the time of arrival to the children leaving so that play activities could be observed in every part of the school: in the classroom, patio and play ground among others. By means of observation, the organization of space, time, toys and equipment destined for play activities and the dynamics and sense attributed to the practice of play by the teacher could all be verified. Analyzing the data obtained during the research it was possible to affirm that both private and state schools in Brazilia have areas prepared for play, principally playgrounds, but also that in neither case did all such activities take the opportunity to value play for its own sake. It was concluded that the role play has in both private and state infant schools is principally related to the nature of the schoolâs pedagogic project as well as the sense attributed to play by the teacher.
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Struppert, Anika Verfasser], Friedrich [Akademischer Betreuer] Krotz, and Helmut M. [Akademischer Betreuer] [Niegemann. "Developing Intercultural Awareness and Sensitivity through Digital Game Play – Three Case Studies with the Simulation RealLives 2010 in Australian, American, and Swiss Middle Schools / Anika Struppert. Gutachter: Friedrich Krotz ; Helmut M. Niegemann." Erfurt : Universitätsbibliothek Erfurt, 2013. http://d-nb.info/1043480498/34.
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Arguile, David Ian. "An investigation into the role that knowledge of the nature of mathematics and other factors play in determining motivation for further study of mathematics after std 7 in selected provincial secondary schools." Thesis, Rhodes University, 1988. http://hdl.handle.net/10962/d1001418.
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This study involves an investigation into reasons why pupils continue with mathematics after Std 7. The sample, consisting of Std 8 and Std 10 mathematics pupils at six academic, English-medium high schools in Port Elizabeth, had to complete a short questionnaire during the third term of 1985. It was found that most pupils continue with mathematics because of requirements for certain post-matric courses, to improve their career options and for other reasons classified in this investigation as "extrinsic", i.e. reasons that are not directly related to the nature of mathematics. An attempt is made to determine the extent of the pupils' knowledge of the nature of mathematics. Questions relating to the nature of mathematics are poorly answered by almost all of the pupils, thereby suggesting that this aspect of mathematics is sadly neglected in mathematics courses. The suggestion is made that this lack of knowledge of the nature of mathematics is linked to pupils' decisions to continue with the subject. The conclusion is drawn that unless more attention is given to conveying to pupils something of the nature of mathematics, there will be an increasing proportion of pupils who choose to continue with mathematics for the "wrong" reasons. This, in turn, has possible negative implications for mathematics education in general. Attention is also paid to differences re the above in respect of groupings based on standard, mathematical grade, sex, mathematical achievement and type of schooling. Although no conclusive findings are made other than with regard to specific questions, enough evidence of differences in certain of the groupings is produced to warrant further investigation
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Topper, Adam R. "Paying to play." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009toppera.pdf.
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Williams, Travis Andrew. "Ground-play yard-school play-school : a Ludic typology for primary education." Thesis, Massachusetts Institute of Technology, 2013. http://hdl.handle.net/1721.1/79140.
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Thesis (M. Arch.)--Massachusetts Institute of Technology, Dept. of Architecture, 2013.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (p. 218-221).
This thesis explores how free play can be promoted, incentivized, and enabled through architecture to reinterpret the elementary school typology within the urban context of the Los Angeles Unified School District. The project is not a playground, but it is not just a school either. It functions as a play of ground that uses manipulated terrain to serve the programmatic needs of a school while also allowing for playful reinterpretation during its use. It combines the school yard with the school through the wielding of a visual datum of 56 inches that allows the space to be inhabited differently by adult faculty compared to young students. The system of ground is designed to be dextrous enough to create scalar variations in space and complex relationships between interior and exterior. It also exists as a recognizable language of objects, pauses, slopes and cliffs. These construct schools within schools, and rooms inside of other rooms serving students individually and collectively within a continuous volume where walls do not exist. In the end, the school tries to re-present a programmatically recognizable example of a typical school for the LAUSD. However, it does this while also creating a combination of play and school that is greater than the sum of those two parts and allows for scales of socialization that promote endless iterations of play.
by Travis Andrew Williams.
M.Arch.
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Brewer, Sally. "School plays in secondary schools : an exploration of student and teacher perspectives." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/37717/.
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This research aimed to explore the perceptions of students and teachers involved in school plays in secondary schools. The main aims of the study were to investigate teachers’ and students' motivation to participate and to explore their perceptions regarding the potential benefits, challenges and positive and negative impacts of involvement in this activity. Given the limited amount of research investigating this area, literature relating to the arts in education, drama and theatre in education, youth theatre groups and extra-curricular activities have been included in the rationale for studying this area. The study employed a two-phase mixed methodology design, which involved an initial phase of questionnaires completed by students and teachers. This was followed by focus groups with the students and semi-structured interviews with the teachers involved. Results indicate that intrinsic enjoyment of the activity was one of the key motivators for student participants. A number of perceived positive impacts and benefits in relation to the students’ personal and social development were identified, along with a number of perceived challenges and negative impacts in relation to the process. The findings are discussed in relation to relevant psychological theories and the practical implications for the field of Educational Psychology.
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Hermsen, Terry. "Languages of engagement." Connect to this title online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1070294401.
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Thesis (Ph. D.)--Ohio State University, 2004.Title from first page of PDF file. Document formatted into pages; contains xvi, 700 p. Includes bibliographical references (p. 201-209). Available online via OhioLINK's ETD Center
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Botha, Cynthia Evelyn. "The implementation of developmental play therapy with pre-schoolers in a primary school : a case study." Thesis, Stellenbosch : Stellenbosch University, 2004. http://hdl.handle.net/10019.1/50160.
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Thesis (MEdPsych)--University of Stellenbosch, 2004.ENGLISH ABSTRACT: My study aims to explore whether a Developmental Play Programme can be implemented in a primary school with learners, using trained volunteer therapists from an old age home in the area. I also looked at the experiences of the learners and that of the volunteer therapists using Developmental Play Therapy as a therapeutic technique. The technique facilitates the development of child-adult relationships that are necessary for the development of children. The research is in the form of a qualitative case study. It is approached from an ecosystemic perspective i.e. learners are viewed as a core system which in turn is part of several other systems, for example the family, school, church, community etc. The systems are interdependent, which means that change in the one system also results in change within other systems. In the data production video recordings, unstructured interviews, observations and field notes are used. Data analysis was done using principles of coding. The results of the study show that Developmental Play Therapy is indeed an effective psychotherapeutic technique to use in a primary school with a group of learners and to use senior citizens as volunteer therapists to do the therapy.
AFRIKAANSE OPSOMMING: Die doel met die studie is om na te vors of die Ontwikkelende speelprogram op leerders in 'n primêre skool toegepas kan word, deur inwoners van 'n ouetehuis in die area op te lei as vrywillige terapeute. Ek het die ervaringe van die leerders en die van die vrywillige terapeute observeer waar Ontwikkelende Speelterapie as terapeutiese tegniek toegepas is. Die tegniek bevorder onder andere die ontwikkeling van ouer - kindverhoudings, wat noodsaaklik is vir die ontwikkeling van kinders. Die navorsing neem die vorm van 'n kwalitatiewe gevallestudie aan. Dit word benader vanuit 'n ekosistemiese perspektief, dit wil sê die leerders word gesien as die kernsisteem wat deel is van verskeie ander sisteme soos byvoorbeeld die familie, skool, kerk en gemeenskap. Die sisteme is interafhanklik wat beteken dat verandering in een sisteem ook verandering in die ander sisteme tot gevolg het. In die data - produksie is tegnieke naamlik video - opnames, ongestruktureerde onderhoude, observasies en veldnotas gebruik. Data - analise is volgens die beginsels van kodering gedoen. Die resultate van die onderhewige studie toon dat Ontwikkelende speelterapie 'n effektiewe psigoterapeutiese tegniek is om in 'n primêre skool te gebruik met 'n groep leerders, en om gebruik te maak van senior burgers as vrywillige terapeute om die terapie te doen.
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Bolen, Robert. "A CASE STUDY OF THE PERCEPTIONS OF PRINCIPALS OF VOUCHER ELIGIBLE HIGH SCHOOLS IN FLORIDA." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/2297.
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The publication of A Nation at Risk in 1983 has prompted a series of attempts to revise the educational system's outcomes. Legislative and executive reform bills have resulted in Educational Vouchers being a prime source of reform. A case study of the perceptions of public high school principals in Florida that are at Voucher Eligible high schools to those perceptions of principals at schools graded 'A' as of the 2002-03 academic school year was the focus of this study. Four public high school principals from two Florida districts were used in this study. Two schools were identified as Voucher Eligible and graded "F" and two were examples of best practices or graded "A" or "B". Analyzed data identified recurring patterns between the four schools.Both advocates and detractors view of vouchers would be given a full historical review. Included in the research were the four major educational criteria of educational vouchers that were used in voucher development policy. The three major components of Florida's Voucher Programs, along with the No Child Left Behind Act were examined along with accountability measures and parent/student rights. The data revealed that there was a positive relationship between the minority rate of a school and the school's grade. Data also revealed that it would be beneficial for all schools and communities to work together to address the reading level issue as these programs have shown a positive relationship between the overall reading level and the school's grade.Ed.D.
Department of Educational Research, Technology and Leadership
Education
Educational Leadership EdD
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Lee, Kevin Henry. "A technology use plan for enriching curriculum in Ontario-Montclair School District middle schools." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1555.
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Ettinger, Robert S. "Shifting From a Plan to a Process: School Improvement Plans in the Cambridge Public Schools." Thesis, Harvard University, 2015. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645012.
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Although school improvement plans (SIPs) are common in American school systems, they are widely viewed as compliance documents that have little connection to the daily work of improving teaching and learning. In this capstone, I describe and reflect on my experiences as a resident in the Cambridge (MA) Public Schools. My goal was to build district- and school-level systems and structures to shift the role of the SIP away from a document that sits on the shelf and towards a component of an on-going process of improvement.
To achieve this goal, I collaboratively designed SIP templates that focused on shorter-term outcomes and actions, developed a protocol for school teams to reflect on progress towards those shorter-term outcomes, facilitated the collaborative development of district feedback about SIPs, and piloted the Data Wise Improvement Process in two schools to promote the connection between SIPs and daily instruction.
The results of these strategies were generally promising. Most principals and non-teachers (e.g. coaches) reported that this year’s SIP process was more likely to improve teaching and learning than last year’s process. However, principals were more positive than teachers about the improvements to this year’s SIP process, suggesting that the gains in shifting from a plan to a process had not yet reached classroom teachers. This pattern is problematic because it is classroom teachers who must change their practice in order for student learning to improve.
My analysis led me to expand my initial theory of change to include the role of accountability in addition to the focus on support in my original design. My implications for Cambridge and the sector as a whole focus mainly on promoting the development of “internal accountability,” defined as an agreement about the norms, values, and expectations (Elmore, 2004) between teachers, principals and instructional coaches. In addition, my experience suggests that district leaders should create “external accountability” by holding schools accountable not just for writing the plan, but using it continuously with structured reflections. Finally, this capstone suggests that district leadership teams should also develop internal accountability for engaging in an on-going process of improvement.
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Coots, Nicole Michelle. "Perceptions and practical implications of play at school." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Coots_NMITthesis2009.pdf.
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Stratton, Gareth. "Children's health promoting physical activity in school contexts." Thesis, Liverpool John Moores University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.247314.
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Chancellor, Barbara, and barbara chancellor@rmit edu au. "The Changing Face of Play in Australian Primary School Playgrounds." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080414.120725.
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This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.
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Rogers, Susan Jane. "Play in school : a qualitative study of teacher perspectives." Thesis, University of Reading, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367384.
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Gross, H. "Social interaction and play in the deaf nursery school." Thesis, University of Nottingham, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.380087.
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Hoffmann, Jessica A. "A pretend play group intervention for elementary school children." Case Western Reserve University School of Graduate Studies / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=case1388238426.
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Holbrook, Ebrahim Christine. "The Use, Beliefs, Perceived Barriers, and Methods of Delivery of Play Therapy by Elementary School Counselors." ScholarWorks@UNO, 2008. http://scholarworks.uno.edu/td/718.
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Mental health problems can interfere with a child's ability to succeed in school (Hootman, Houck, & King, 2003) and ultimately increase the risk of family dysfunction, drug abuse, juvenile incarcerations, and school drop out (American Academy of Pediatrics, 2004). Because young children often lack the verbal skills needed to communicate anxieties or fears and because children naturally communicate through the use of play, elementary school counselors realize that play therapy is an appropriate alternative to talk therapy (Landreth, 2002). Although recent studies have demonstrated the efficacy of play therapy with elementary school students suffering from conduct disorders (Cochran & Cochran, 1999), autism, obsessive compulsive disorder, attention-deficit/hyperactivity disorder, cerebral palsy (Johnson, McLeod, & Fall, 1997), post traumatic stress disorder (Shen & Sink, 2002), and children at risk (Post, 1999), no studies have examined the specifics of how elementary school counselors who utilize play therapy deliver it to their students. The purpose of this study was to examine the use, beliefs, perceived barriers, and methods of play therapy delivery by elementary school counselors. Additionally, this study examined the methods used to overcome barriers to implementing play therapy. While the elementary school counselors surveyed in this study seem to agree that play therapy is useful to their students, and an overwhelming majority use it (78.8%), roughly half had not received any formal play therapy training. Several barriers to implementing play therapy were identified including a lack of time, space, training, resources, and support and/or understanding from parents, teachers, or school administrators. Participants discussed the methods they use to overcome barriers, such as buying their own play therapy materials and educating faculty and parents about the positive effects of play therapy through the use of newsletters, brochures, and bulletin boards. Respondents used over 30 different play therapy techniques; the three most utilized techniques were drawing, board games, and role play. Implications for elementary school counselor practice and training were given, as well as implications for future research.
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Patenaude, Kathleen R. "The effectiveness of a play therapy intervention in an elementary school setting." Online version, 1999. http://www.uwstout.edu/lib/thesis/1999/1999patenaudek.pdf.
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Pykhtina, Olga. "Magic Land design and the use of interactive tabletops in non-directive play therapy with primary school children : to play or not to play?" Thesis, University of Newcastle upon Tyne, 2015. http://hdl.handle.net/10443/2868.
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This research considers the role and design of digital technologies in play therapy settings with young children. Through an aggregation of academic and practitioner literature, and the results of focus group and individual interviews with therapists and counsellors, a set of design requirements for digital technologies that support non-directive play within a play therapy context is proposed. The study explores how these complex requirements could support non-directive play therapy principles through the development and evaluation of Magic Land, a set of four play therapy applications for an interactive tabletop. On the basis of the qualitative research evidence, it is suggested that the design guidelines should be deeply rooted in the theoretical foundations of non-directive play therapy and reflect a number of psychoanalytic and child social development theories. The concepts developed in two opposing schools of thought by Piaget and Vygotsky are used to guide the design and map the research findings. Taking into account the children’s interest in technology, the therapists’ skills, the affordances of the technology and the design guidelines aligned with the core theories of play therapy, it was found that the Magic Land application on an interactive tabletop could support such non-directive play therapy principles as the development of a trusting therapeutic relationship, a child’s creative expression and the gradual nature of the therapeutic process. It created opportunities for children to practise exercising a feeling of mastery and taking the initiative, as well as allowing for joyful and non-goal oriented free play.
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Zhou, Baolin 1964. "Entrepost.com business plan." Thesis, Massachusetts Institute of Technology, 2000. http://hdl.handle.net/1721.1/9212.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2000.Also available online at the DSpace at MIT website.
Includes bibliographical references.
The development of Internet technology and its application in e-commerce business activities have resulted in a revolutionary impact on the traditional model of the cross-border trade activities. The forthcoming entry of China to World Trade Organization is going to present unprecedented opportunities between China and the United States, and eventually between China and the world. This thesis of Entrepost.Com Business Plan is intended to evaluate such unleashed opportunities and present a new business model that enables the small and medium sized manufacturing enterprises in China and the United States which have been largely excluded because of their lack of resources to overcome the various barriers in the process of cross-border transaction activities. The business model of Entrepost.Com provides a set of integrated solutions to its targeted customers in the selected industrial segment through its online manufacturing community services and offline total customer solutions. The values that Entrepost.Com proposes to its customers will be the incremental opportunities, and efficient and effective facilities for them to penetrate into foreign markets.
by Baolin Zhou.
M.B.A.
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Stromberg, Sarah J. "School counselors and sexual education should counselors play a role? /." Menomonie, WI : University of Wisconsin--Stout, 2007. http://www.uwstout.edu/lib/thesis/2007/2007strombergs.pdf.
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Thomson, Sarah. "Play-grounded : the contested terrain of the primary school playground." Thesis, Keele University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.502935.
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Reduan, Siti Zaliha. "Teachers' perceptions of play in pre-school education in Sarawak." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299338.
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Colley, Kenna. "Coming to Know a School Culture." Diss., Virginia Tech, 1999. http://hdl.handle.net/10919/28799.
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The purpose of this study was to identify specific cultural elements within one elementary school to provide information about the school's identity and functioning. These elements included values, beliefs, play, rituals, ceremonies, and cultural objects. Schools are distinct and unique cultures. The culture of each school building drives the daily happenings. The culture either enhances or stifles growth. By creating an awareness of school culture, educators can better understand the meaning of their day to day activities and how their school evolves towards continuous improvement. The aim of interpreting a school culture is thus to understand meaning and symbols as they have been created by the members of the culture (Schultz, 1995).
This study uncovered evidence to demonstrate that the awareness of stakeholders of a school's culture influences how the culture works. Interviews, artifact collection, digital photographs, meeting analysis, and fieldnotes from observations comprise the data. The interviews were conducted with educators, staff, and parents to ascertain their perceptions of their culture. Artifacts include documents such as weekly bulletins and meeting agendas that reflect the cultural workings. These focus on personal and social aspects of the culture such a party invitation, which spoke of the members' personal and interpersonal connections. Digital photographs were taken of inanimate objects within the building that visually depicted the values of the culture. Meetings play a key role in cultivating and representing a culture's values and beliefs. Meeting analysis helped to emphasize how this culture made decisions and how the culture structured its daily rhythm. Fieldnotes based on direct observations of meetings an - 3 -d of key events within specific locations in and around the school building were taken. Data sources were analyzed across interconnected themes. These themes explain how the culture worked and why its members did the things they did. This study isolated specific cultural elements, specified the internal relationships among those elements, and then characterized the whole culture based on the current knowledge of the culture.Ed. D.
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King, Peter F. "Children's perception of choice in their play at home, in the school playground and in the out-of-school club." Thesis, Swansea University, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.678495.
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In the United Kingdom and Republic of Ireland, with the exception of England, each county has their own Government play policy or strategy. Each document identifies the importance of children’s play in all areas of their lives. These policies and strategies are based on a definition of play being freely-chosen by the child. This is an adult generated definition of play, based on rhetoric with little research from a child’s perspective as to whether being freely chosen is a defining characteristic. The social construction of childhood stresses the importance of children as co-constructors of their lives; however children’s voices and views are not always represented accurately in policy development and policy implementation. There is already conflict in policy development and subsequent implementation of policy by practitioners in other areas of children’s lives, for example in early years education. This conflict may emerge in implementing play policies and strategies based on adult generated definitions around choice rather than a child’s perception of whether and in what ways, choice is important. This thesis investigated children’s levels of perceived choice in their free play when playing at home, in the school playground and the out of school club. The aims of the research were: What do children choose to play at home, in the school playground and the out of school club? How much choice do children perceive in these self-defined play activities? Does children’s perception of choice differ across context? Does children’s perception of choice differ in relation to social context? This thesis adopted a critical realism approach within an ecosystemic theoretical framework using a mixed-method sequential two study process. Study 1 was quantitative and involved the development a self-administered questionnaire, the Play Detective Diary. The Play Detective Diary allowed children to record who they played with and who made decisions in the play. Study 2 was both quantitative and qualitative where an experimental procedure was developed, the Manipulation of Affordance Scenario Task (MAST). This pictorial based task manipulated the structural, functional and social affordances of children’s play and children’s responses about choice were recorded through interviews. The results from both studies found that children’s perception of choice varied across context (home, school playground and out of school club) and the variation in choice was strongly influenced by who children were playing with. When the structural, social and functional affordances were manipulated there was a reduction in choice as a result of; other people controlling the play (being told what to do and takes over play); the play activity being inhibited (play being distracted and lack of resources) and; the play space being limiting (play space too small and play space specific to the play activity). When playing with other children or with adults there was an increase in the perceived level of choice in relation to social affordances only. Children described this as being due to their play being enhanced (more variety and provides support) or the child feeling as though they were able to dominate the play (tell others what to do). The reasons children gave for changes in their perceived level of choice most often related to functional-social affordance reasons; this is a combination of the activity and the people involved in the activity.The investigation of choice in children’s play showed children perceived a variation in perceived choice in relation to context and who is involved in their play. Children do not need to have all the choice on what, how, who, when and where they play. Children have to exercise and negotiate choice in their play, and this aspect is important with respect to play policy and strategy development, and subsequent implementation through professional practice. The social construction of childhood revolves around participation, decision making and children being active agents in the process. By providing children a voice and allowing their perceptions to be explored, this can aid in policy development, and in turn support professional practice and reduce potential conflict between policy development and implementation. This is discussed in relation to children’s rights, play theory and play policy and practice across children’s services. A choice continuum is proposed to support children’s play across different professional contexts.
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Nozari, Behnaz. "Children's House, Old Town North Alexandria Montessori School." Thesis, Virginia Tech, 2021. http://hdl.handle.net/10919/105000.
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Montessori education is a pedagogy based on the development of a child's natural intuition
and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each.
This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it.
"A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria MontessoriMaster of Architecture
Montessori education is a pedagogy based on the development of a child's natural intuition and curiosity. The teachers lead rather than teach, motivating the student to explore through activity. The student's spontaneous exploration cannot be dictated or controlled by the environment; therefore, the architect's role is to create an experiential architecture, one that exploits the context of pedagogy, site, and material to create a series of spaces to inspire within the individual a feeling unique to each. This thesis aims to create an environment that promotes the learning process through the design of a private Montessori school in Alexandria, VA on the Potomac waterfront. The concept of the thesis suggests that success in education can be associated with the school's environment and design. The building teaches by itself and improves the learning process by creating a comfortable and didactic space. Furthermore, designing an elementary school demands the architect to look at the world through the child's eyes since their scale is different from adult people. Architects should consider the scale of the spaces, both in terms of size and perception of a child, to efficiently use the space. And by incorporating design aspects that are usually disregarded in traditional schools, such as daylighting and natural ventilation, the school becomes less of an institution and more like a welcoming home, just as Maria Montessori described it. "A more just and charitable attitude would create an environment in which children were free from the oppression of adults, where they could really prepare for life. The school should feel like a shelter from the storm or an oasis in the middle of a desert, a safe haven for the child's spirit." - Maria Montessori
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Cheung, Man-ping Mervyn, and 張民炳. "Need analysis and planning: a study of open education in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1988. http://hub.hku.hk/bib/B3197529X.
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Greenland, Emma Elizabeth. "Acoustics of open plan classrooms in primary schools." Thesis, London South Bank University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506704.
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Timmons, Sara J. "Developing a plan to support mathematics students with advanced placement potential at Indian River High School." Access to citation, abstract and download form provided by ProQuest Information and Learning Company; downloadable PDF file, 116 p, 2009. http://proquest.umi.com/pqdweb?did=1833621121&sid=8&Fmt=2&clientId=8331&RQT=309&VName=PQD.
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Koh, Bong (Bong Dug). "Wireless services business plan." Thesis, Massachusetts Institute of Technology, 2005. http://hdl.handle.net/1721.1/33665.
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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2005.Includes bibliographical references (leaves 72-75).
The primary goals of this thesis were to analyze the market for wireless applications/services and create a business plan for a viable wireless application. There has been tremendous hype relating to wireless data services in the past few years with significant venture investment not yielding many commercially successful companies. In reviewing the wireless services market, there appears to be significant opportunity for the right wireless application/service to gain significant traction in the marketplace and spawn a successful startup. It was my assertion that one could create a service that allows users to find information from a community of users on a variety of technology platform that would prove to be the basis for a commercially viable startup. In writing the business plan for this startup,
by Bong Koh.
M.B.A.
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Kinkead, Devon Andrew. "Micronotes, LLC : business plan." Thesis, Massachusetts Institute of Technology, 2008. http://hdl.handle.net/1721.1/45937.
Full textAbstract:
Thesis (S.M.)--Massachusetts Institute of Technology, Sloan School of Management, 2008.Includes bibliographical references.
The primary goal of this research was to determine if Micronotes, a start-up company based on an electronic bill-pay service that enables customers to prepay and discount their bills, is a viable business proposition. Here is how Micronotes works: On April 15th, a customer receives a $1,000 insurance bill due on May 15th. She enters the bill amount and due date into the Micronotes server, accessible via cell phone, handset, or the internet, and determines that she can pay Micronotes $996.12 today to settle that bill and Micronotes will pay her $1,000 bill, in full, on May 15th. Micronotes aggregates her $996.12 payment on April 15th with millions of other customer payments, and invests it into short-term, low-risk, institutional-grade securities which mature just before the due date of her bill; Micronotes then pays her $1,000 insurance bill on May 15th. The idea is to get people to think about paying bills incrementally earlier as a discount opportunity, rather than a burden to avoid - and by doing so, create perfect ontime payments for customers which will eliminate late fees, yield higher credit scores, and ultimately lower credit costs. The research design comprised qualitative and quantitative market research to understand the level of customer interest in the concept, creation and maintenance of customer trust, the firm's system of innovation as a competitive advantage, the regulatory and tax environment in which this business will operate, system and financial modeling to understand business drivers and sensitivities, market timing, international expansion, and routes to liquidity for investors.
(cont.) Our results reveal that Micronotes (Mnotes) is an electronic bill-pay service that will enable 24.8 million U.S. small businesses to quickly, conveniently, and securely discount and pay any of the $5 trillion dollars in bills they pay annually via handset or internet and by connection to the institutional-grade money markets. Our market research suggests that 27% of the 7.7 million female-owned small businesses, our initial target market, would use the Mnotes service yielding $486B/year in shortduration investment volume for the firm. 13.3% target market penetration, or 320,155 customers are needed to reach break-even operations under present assumptions.
by Devon Andrew Kinkead.
S.M.