Dissertations / Theses on the topic 'Post primary school'
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
Full textCarter, 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.
Full textMuzvidziwa, 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.
Full textKMBT_363
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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.
Full text- 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
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.
Full textPulsford, 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/.
Full textRibchester, 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.
Full textMcEnery, 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.
Full textArizmendi, 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.
Full textMadden, 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.
Full textHill, 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.
Full textDeenihan, 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.
Full textMulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
Full textBasson, Schalk Willem. "'n Model vir die gebruik van Bybelse narratiewe in die pastoraat aan kinders tussen die ouderdom van 6 en 13 jaar / Schalk W. Basson." Thesis, North-West University, 2010. http://hdl.handle.net/10394/4418.
Full textThesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.
Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
Full textMoles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
Full textMcBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.
Full textHendricks, Charlotte Augusta. "Enhancing parental involvement in primary schools in disadvantaged communities." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020169.
Full textKelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.
Full textSchineider, Suzana. "O projeto-piloto de alfabetização do Rio Grande do Sul : um olhar de estranhamento sobre seus materiais didáticos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2009. http://hdl.handle.net/10183/16460.
Full textThis master's degree dissertation examines three Programs of the Pilot Project for the Teaching of Literacy to Six-year-old Children in the state of Rio Grande do Sul. This project is carried out since 2007 in some public schools due to the stretching of Primary Education from an eight-year to a nine-year duration. They are: "Circuito Campeão" ("Champion Circuit"), from the Ayrton Senna Institute; "Alfa and Beto", from the Alfa and Beto Institute and "Alfabetização Pós-Construtivista" ("Postconstructivist Literacy Teaching"), from the Study Group on Education, Teaching Methodology and Action (GEEMPA). Counting with the assistance of Cultural Studies, that discuss the invention of knowledges, this work is focused on the analysis of teaching materials used in this Pilot Project as generators of "new literacy teaching cultures", giving emphasis to the analysis of GEEMPA's "Post-constructivist Literacy Teaching" Program material. Also taken into account are the poststructuralist referentials, from authors such as Michael Foucault, Jorge Ramos do Ó and Gilles Deleuze, acknowledging this Pilot Project, as a public policy, linked to a political rationality dedicated to the production of more efficient individuals for the market and the neoliberal logic. The textual analysis of the research provides visibility to the discourses present in the didactic material of the three Programs, such as the post-constructivist, the reading/writing skills and the phonic methods, providing a brief history of the paths followed by these discourses in the last decades. This work problematizes the different literacy proposals present in the Programs and questions the establishment of a literacy standard to be reached by first-grade students in the nine-year Primary Education, through evaluations that define the corresponding matrix of cognitive competences and abilities. Furthermore, it also discusses the participation of NGOs, invited by the State, in the formation of teachers, regarding such Programs as providers of "educational packages".
Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
Full textDeeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
Full textMatthews, Thomas. "A positive behaviour intervention approach to discipline at a primary school in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2016. http://hdl.handle.net/10948/11564.
Full textFelix, Nadine. "The discursive management of homework practices in three primary schools in Nelson Mandela Bay." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/782.
Full textFoli, Cordelia Nokuthula. "Coping with change: an investigation into language policy and practice in three Port Elizabeth primary schools." Thesis, University of Port Elizabeth, 2004. http://hdl.handle.net/10948/327.
Full textCummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.
Full textRulashe, Brenda Lavisa. "An evaluation of the implementation of curriculum 2005 in grade 7 in the Motherwell primary schools." Thesis, Port Elizabeth Technikon, 2004. http://hdl.handle.net/10948/231.
Full textO'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
Full textSimpson, Audrey Ann. "A sociological analysis of the theory and practice of sex education in post-primary schools in Northern Ireland." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365939.
Full textFitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.
Full textCloete, Jacqueline. "A case study: the role of a positive school climate in the enhancement of parental and community involvement at a primary school in Port Elizabeth." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/8735.
Full textChing-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 text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
Pearce, Linda. "How primary schools really work: Architecture, use, and perspectives." Thesis, 2016. http://hdl.handle.net/2440/129933.
Full textSchools 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
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 text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.
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 text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.
Bushiso, Temesgen Daniel. "The impact of pre-service primary English language teacher training on post-training practice." Thesis, 2017. http://hdl.handle.net/10500/23239.
Full textEnglish Studies
D. Litt. et Phil. (English)
TASI, ANDY, and 蔡東霖. "Studying to disciplining the relevant attitudes of the legal liability of the behavior of present post teacher of primary school." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/10324117041346277341.
Full text國立臺北教育大學
社會科教育學系碩士班
96
Abstract: This main purpose of research lies in understanding the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior, and probe into the campus and discipline the equalization point between the behavior and student's human rights, and then offer the reference while carrying on the behavior of disciplining within legal norm to a grade teacher. The purpose of this research is as follows: First, understand teacher's cognitive situation to behavior of disciplining of present post of primary school. Second, understand primary school behavior of disciplining, present post of and different background become with environment grade teacher their of item discipline difference situation of the behavior. Third, probe into teacher's cognitive situation to the legal liability which disciplines the behavior of present post of primary school. Fourth, sum up the result of study in order to propose the suggestion, offer the reference while solving relevant problems to a grade teacher. Research this is it let with grade taking the post as teacher methodding to take questionnaire investigation to public national primary school director, group leader, department, Taipei of city to plan, in order to understand the present post teacher of primary school is to relevant attitudes disciplining the legal liability of the behavior. In order to reach the purpose of studying, carry on research with the investigation method of the questionnaire Respondent, questionnaire of research, this let with magnitude taking the post as teachering as mother colony with public national primary school director, group leader, department, Taipei of city. The method to take ' divide one layer of random samplings ', send out 689 questionnaires altogether, retrieve 456 questionnaires, 66% of rate of recovery. Analysis adopts the number of times to assign, describing statistics, independent sample t are assayed, the single factor make a variation and count statistical method of analysing etc.. Discover synthetically, sum up the conclusion as follows: First, most teachers agree to the content that parents and student have rights that know ' coaches and disciplines student's method '. Second, most teachers will accord with the regulation that ' a teacher coach and discipline student's method ' to discipline students. Third, most teachers are before disciplining students, will ask the reason of the clear thing in advance; Most teachers will tell the practice which deviation behaviors clearly students can be punished; If students have deviation behaviors to appear, most teachers will notify parents and communicate to discipline the way. Fourth, while dealing with students and making mistake once in a while, most teachers choose to admit the fault with the attitude that forgive. When students just make the little fault, most teachers will replace the behavior of disciplining by way of advising. Fifth, before disciplining students, most teachers will consider such factors of various fields as students' behavior motive, age, family background, physical and psychological state,etc.. Sixth, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Seventh, school environment become item discipline of great impact attitude of civil liability of behavior to teacher. Eighth, discipline to teacher behavior it is be ' improper to discipline ' to become after ' proportion principle ' or ' discipline illegally ' criterion not important. Key word: Discipline the behavior, legal liability
Tlhapi, Petrus Makganye. "Management of discipline in a post corporal punishment environment : case study of primary schools in the informal settlements in the North West Province." Thesis, 2015. http://hdl.handle.net/10500/20689.
Full textEducational Leadership and Management
D. Ed. (Education Management)
Lee, Der-cheng, and 李德正. "A study on the effects of post class learning sheetwith “How to solve problem” learning in the fifth graders of primary school." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/32568551894923465755.
Full text國立臺南大學
應用數學研究所碩士班
99
This research discusses the influence of post class learning sheet with “How to solve problem” learning in the fifth graders of primary school . The researcher develops the post class learning sheets teaching materials. A test on problem solving ability was held after “how to solve problem” teaching activities. This research is based on experimental research with the 5-th grade students. The experimental group is with the post class learning sheet and the control group is with the traditional teaching. Data of quality includes “post class learning sheet” , “teaching diary” and “interview record” Data of quantity includes score of “how to solve problem ability” examinations. The results are as follows. 1. Post class learning sheet with “How to solve problem” is helpful for students learning. 2. The reserved effect of the experimental group is better than that of the control group. 3.Through post class learning sheet with “How to solve problem”, students can establish their concept construction themselves. Therefore their interest in mathematics was increased and their problem-solving ability was promoted.
Nunalall, Sumita. "The effect of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa." Thesis, 2012. http://hdl.handle.net/10413/9602.
Full textTheses (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
Jian, Ming-huei, and 簡名卉. "The Research of the Relationship among Work Motivation, Organizational Commitment, and Administrative Efficiency of Kaohsiung City Primary School Teachers with Part-time Executive Post." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/86478095226275996430.
Full text國立屏東教育大學
教育行政研究所
99
This research aims to examine and verify the relationship among work motivation, organizational commitment, and administrative efficiency of primary school teachers with part-time Executive post. Mainly, I used the “investigation research method” and edited“primary school teachers '' work motivation, organizational commitment, and administrative efficiency questionnaire” for Kaohsiung City primary school teachers who serve in the Executive post concurrently. I issued 626 questionnaires based on the stratified random sampling method, and 555 questionnaires were returned with 522 questionnaires valid. The return rate was 88.66%, and the validity rate was 83.39%. This research adopts t-Tests, Single Factor Analysis of Variance, Product Moment Correlation, and Multiple Regression Analysis, etc. to verify the assumptions. There are hereby seven research conclusions: 1. Primary school teachers with part-time Executive post have active and initiative work motivation, high degree of recognition on organizational commitment, and good administrative efficiency in general. 2. Male teachers have higher work motivation, organizational commitment and administrative efficiency. 3. Teachers as part-time Director have higher work motivation, organizational commitment and administrative efficiency. 4. Schools with over 49 classes have higher work motivation, organizational commitment and administrative efficiency. 5. Work motivation, organizational commitment, and administrative efficiency are closely related, and work motivation helps improve organizational commitment and administrative efficiency. 6. Both organizational identification and hard-working wish can improve administrative efficiency, but organizational identification has the more influence. 7. Work motivation through organizational commitment can enhance administrative efficiency much more. Finally, this research has provided suggestions to educational administration, school management, administrative staff, and future research based on findings and conclusions.
Yang, Hui-Fen, and 楊蕙芬. "The Legal System and Control Policy of the Private School in Taiwan During Early Post-War Period(1945-1974)- A Case Study of the YanPing High School and the Taipei Fuhsing Primary and Junior High School." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/83916274677175359632.
Full text國立臺北教育大學
文教法律研究所
100
In this paper, to Taiwan's experience in the legal history of the study point to explore Taiwan's post-war order in private schools since the implementation of this land during the period, showing how changes in private law and development, and in 1945-1974 the scope of the study , called the "pre-war." In addition to the period of the evolution of private law, but also focus on social and education policy analysis of the surface, and revival of private schools and private schools Yanping the case, for example, to study this period of government control of private schools and the means of policy and attitude . The history of private law in Taiwan, Yi Yi a small part of this article, is back with experience in this land of Taiwan during the Japanese occupation rule of law and government regulation of private schools, private schools, and the Republican era of China's legal system and government control profile, then the post-war observed with the previous installments: first, the early post-war changes in private law period (1945 -1949), the receiver of the early postwar period, after the Kuomintang, the Chinese education and authoritarian system, Taiwan's rule of law in private schools showing how the government under the control of the face, and to die a natural death caused by the February 28 Incident, the process of establishing the whole story Yanping College, and the White Terror under the treatment of Yanping teachers and students, for example, comparing the same period to establish the evolution of renaissance kindergarten, private control of the government's policies and attitudes. Second, under the system of private law is the development of authoritarian period (1949-1954 years), to explore the authoritarian system of government control of private schools, then with the revival of primary school Yanping up look at the history of the government's regulatory policies and attitudes, to be analyzed research. Third, is a private school regulations transformation period (1954-1974), the rules and regulations of private schools transformed into a private method of the process, review the policy and attitude toward government regulation changes and adjustments, and research and rehabilitation of primary and secondary schools in Yanping this period is not the same as presented in the face. This paper argues that the early post-war government of Taiwan for private monitoring tools presented by the regulations for private schools can not be solved for the endless stream of drawbacks, quite complete legal system, coupled with stringent government regulation means, tend to have too much administrative discretion of the phenomenon, from the research cases, the development of two schools, school history can be seen, the early post-war focus is not on the government for the legal aspects of private provision, but education policy and political considerations, is to suppress the development of the private key. 228 Incident was closed because of the people of Taiwan's first private university night Yanping College, forced all the way down the school, from college, up to secondary school, education policy, the political considerations about the two private schools of evolution. Revival of primary and secondary schools all the way from kindergarten, primary and secondary school, running up the process, also confirmed the government in control of private schools have an alternative for the control of attitude. Of course, for this period of history, we can to those in power at the objective conditions and the understanding of the imagination, for this process to give an appropriate value of today's evaluation to the core facts of history, this article focuses on the historical facts in addition to the to explore the outside, with a critical perspective, looking at private schools for legal and regulatory policies should be given the history of evaluation, looking through the history of flood, the collapse of the authoritarian system, breaking the barriers of regulatory policies, Taiwan's private schools have a broader development the sky.
Gumede, Knightingale Siphelele. "Exploring teacher leadership and the challenges faced by post level one teachers as they operate as leaders : a case study of two primary schools." Thesis, 2011. http://hdl.handle.net/10413/7450.
Full textThesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.
Kortjass, Dimakatso. "A post-graduate certification in education (PGCE) programme as preparation for Foundation Phase teachers : the experience of novice teachers in KwaZulu-Natal primary schools." Thesis, 2012. http://hdl.handle.net/10413/9121.
Full textTheses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
Chang, Ming-jyh, and 張閔智. "Capital, Habitus, Field and Responses to the Post-9-Year Consistent Curriculum Reform-- An Example of the Basic Unit Teachers in A Primary School in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/54393520454141039250.
Full text東吳大學
社會學系
93
Abstract The study aims to explore how teacher capital, teacher habitus and school field affect and form responses from the basic unit teachers to the post-9-year consistent curriculum reform that has stepped into “the second stage education reform”. The researcher took the primary school in Taipei County in which the researcher teaches as a field of research and conducted participation and observation. The study also adopted snowball-sampling method that on-job teachers in 1994 academic year were taken as sampling mother body for in-depth interviews. Total seven on-job teachers were interviewed. The important findings of the study are: 1) Although complicated and overloaded routine works and class affairs affected teachers on the implementation of teaching of curriculum reform, there is no evidence that the teachers had significant suspicion and resistance to the routine works; 2) The past experiences and cultivating education of teachers had constrained teachers’ teaching contents and attitudes. In fact, the culture of silence caused by internal pressure of teachers’ expertise is a habius of teacher; 3) In the power relationship with school management, there was significant direct or indirect effects, either causing the repugnance in teachers’ psychology or impacts on normal operation of teaching, of leading styles, the attitude toward the participation into curriculum reform from school management and their capabilities of planning and consultation in the process of implementation of related rules on teaching and responses from the teachers to 9-year consistent curriculum reform. 4) There was no change in relationship among teachers in the implementation of cooperative teaching models such as class groups model, coordinating teaching and curriculum designs; 5) There was no significant enhancement in parent-teacher relationship in the implementation of 9-year curriculum reform. Parent’s participation into surrounding teaching activities in school increased, but the actual participation in teaching in the class was limited; 6) The vigorously growing public opinions and cultural and educational groups had become important key factors affecting teacher’s teaching and career planning and no one could neglect them; and 7) Senior teachers had more space to save the situation and exercise strategies in handling school administrative and teaching affairs; junior teachers often made reference to the senior teachers’ experiences and opinions. At the last part of paper, the researcher discussed important findings in the research results and presented recommendations in a hope that they could be helpful to all teachers. Keywords: capital, habitus, field, the basic unit teacher, 9-year consistent curriculum reform
Hui-chi, Liu, and 劉慧琪. "A study of integrating post-modern perspective with Arts and Humanities curriculum in Primary Education.-taken the fifth grade Arts and Humanities curriculum at Danshuei Elementary School as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/65029183349967799448.
Full text國立臺北教育大學
藝術學系碩士班
97
It has been recognized there are various dilemmas existed in the Art and Humanity curriculums as well as the primary education. Many believe there is a great gap between the Arts and Humanities curriculum based on the reformed Nine- Year Integrated Curriculum and the current practices of post-modern perspectives. Therefore, post modern perspectives were attempted and integrated in an on- site education for this action research in order to study the practice and its education values that lies within. In the research, various references and the characteristics of post modern perspective curriculum were studied. Based on the characteristics, a Community Restorations project was designed and carried out by fifth graders at Danshuei Elementary School. Then based on the developments and the experiences thru the on site education practice, a study of post modern perspective curriculum in primary education as well as related education values was conducted,. The research findings are listed as follows: A. Post modern perspective curriculum is viable in Primary Education; however, a longer duration for this curriculum is required for it to be effective. B. The seven characteristics of post modern perspectives must be interwoven, and together they have a synergy effect in the curriculum. C. The underlying education values of post modern perspectives curriculum are listed as follows 1. Helping students develop the abilities of self-interpretation and self-construction. 2. Propelling teachers to cross boundaries, make self-introspections, and achieve professional growth. 3. Improving an Arts and Humanities curriculum to be more esthetical, liberal, and righteous
Stratford, Vanessa. "Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom." Diss., 2021. http://hdl.handle.net/10500/27490.
Full textADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy.
Psychology
M. Sc. (Psychology (Research Consultation))
Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.
Full textCurriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)
Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
Full textThesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
Chang, Yin-yin, and 張茵茵. "Post-occupancy Evaluation Study for the Barrier-free Environment in three Primary Schools of Tainan City." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/11527012426216938489.
Full text國立臺南大學
輔助科技研究所
101
The purpose of this study is to discuss the current status of the barrier-free campus environment in Tainan city and the result of its post occupancy evaluation. The research survey the field investigation and the content of barrier-free facility in the campus registered on the barrier-free environment management system toward three selected elementary school located at three different administration area respectively. By using the method of the semi-structured interview, the study conduct the post occupancy evaluation interview toward three users of the schools and make a cross-comparison of the conformity and the dissimilarity between the real current status and the interview content. The result can be the reference of planning, conducting and managing the barrier-free environment for education department and the administrative unit of the schools.The results reveal as following; A. The current usage status of the barrier-free environment regarding three elementary school campus are: (1) The coincidence rate of the setting of the guiding signs, barrier-free sign, the entrance and exit to refuge floor, the door drill of the entrance and exit, the twist design of the stairs, and the extrusion limit of the indoor passage hallways inside three schools are low, and there is no setting with audience seat among three campus; (2) The route for the blind, the guide tile of school A need to be improved. the handrails require installation to the ramp ,and the L-shaped handrail of the disable restroom need to be improved as well; (3) The elevator of school B is in urgent need of improving. Parts of the stairs with no handrail attached need to be fixed. As for the old-fashioned disable restroom is in need of improvement as soon as possible ; (4) The parking space of school C requires improvement and the elevator facility is recommended to install. The amount of the disable restroom should be added more as well. B. The opinion of post occupancy evaluation of three school campus are as following: (1) The disables who need to walk on crutches value more on the flatness, solidness, slip-resistance of the ground and the entrance and exit way, as well as the fine experience when taking the elevator, and the convenience of using disable restroom; (2) People with visual impairment require simple line and pattern within the facilities which make it easier for their eyes to distinguish better; (3)The protectors and parents hope for well-functioning disable restroom and convenient elevators; (4)The teachers in school can increase their human interaction among the students for assisting them building self-confidence and the acceptance from the peer group; (5) Users also hope the school administration being able to offer assistance actively or accepting the substituent measurement and improving the campus environment aggressively to make the barrier-free environment more perfect. Most of the users consider the old architecture and limited funding are the biggest difficulties for improving the barrier-free campus environment. C. The result of data completeness registered on the barrier-free campus environment management system of Special Education Transmit Net among three schools are: (1)The most complete data belongs to school B, and school C is the least; (2)School B is the most aggressive regarding improving their campus environment; (3) School A make no improvement on the barrier-free campus environment; (4) The data logging of School C is not complete and lots of their facility require improvement or installation. According to the above results, the researcher can offer the concrete suggestions to the related education authorities and other further studies.