Dissertations / Theses on the topic 'Post-primary schools'
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.
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Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.
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McBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.
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Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.
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This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
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Kelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.
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This mixed methods research provides insights into the current statutory provision for Moving Image Media Education (MIME) in NI's post primary curriculum. The advocacy document which promoted its curriculum inclusion, lA Wider Literacy: The Case for Moving Image Media Education in Northern Ireland' (NIFTC/BFI, 2004), argued that moving image is crucial to our understanding of literacy in the 21st century, where print based literacies are being superceded by multiliteracies. This research illustrates how far the advocacy document has impacted on current curriculum practices by providing a snapshot of the existing provision and dissemination of MIME in NI's post-primary schools. The perspectives of teachers and other associated stakeholders, involved in the delivery of MIME, indicate that there are challenges and misconceptions associated with MIME as a new literacy. The research reveals eight enabling factors are pre-requisites to MIME becoming a curriculum imperative: (i) agreed pedagogy, (ii) agreed policy, (iii) research, (iv) strategic unity of purpose among stakeholders, (v) funding mechanisms, (vi) appointed post-holders inside and/or outside school, (vii) supportive senior management teams and (viii) ongoing CPD - pedagogical and technical training. 'A Wider Literacy' has had its successes. Northern Ireland is the only region in the UK to offer Moving Image Arts at GCSE and A Level, and to have MIME as a statutory part of its KS3 curriculum. However, it is clear it is not universally accepted as "applicable in all subjects" (NIFTC/BFI, 2004, p.5), as intended. Moreover, it seems unlikely that MIME will become a curriculum staple until it becomes a compulsory part of all initial teacher training courses and is officially endorsed by DENI as an essential teaching and learning strategy. Until then this multiliteracy will remain "contentious in terms of classroom practice and teacher education" (Carrington and Robinson, 2009, p.3).
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Deeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.
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Cummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.
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O'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
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The following study is based on the hypothesis that the setting up of student councils in second level schools in Cork will support the key considerations of quality, equality, partnership, pluralism and accountability as set out in the government White Paper on Education, 1995. To provide a general background to the research, the study starts by reviewing, in chapter one, the state of education in Ireland to-day. This will include a brief look at student councils in other countries e.g. the USA, England, Canada and Norway. The study will chronicle the path of the recent Irish Education Act from Green Paper to White Paper to Education Bill to Education Act in 1998. The second chapter will examine the literature on student councils in Ireland to date. It will then review the literature on the five key considerations of quality, equality, partnership, pluralism and accountability and state how the setting up of a student council might support these. Chapter three will outline the research methods of the study. A questionnaire will be created, the ftrst part of which will seek information regarding the present position of student councils in Cork second level schools. The second part of the questionnaire will solicit the respondents' perceptions as to whether a student council can help to deliver these principles and whether the present student councils are actually delivering within the schools. All second level schools in Cork will be asked to pat1icipate. The questionnaire will be directed at the teacher co-ordinator of the student councils. In the schools where there is no student council, the deputy principal will be asked to complete the survey. A second questionnaire will be assembled to solicit the perceptions of the students regarding the work of the councils. Chapter four will chronicle the administration of the survey and present its findings. Conclusions will be drawn and stated. Chapter five will discuss the findings of the research and present recommendations that will point the way forward for the Department for Education and Science, teachers and students.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Ribchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.
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Simpson, Audrey Ann. "A sociological analysis of the theory and practice of sex education in post-primary schools in Northern Ireland." Thesis, University of Ulster, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365939.
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Fitzgerald, Johanna. "Leadership in inclusive special education : a qualitative exploration of the SENCO role in post-primary schools in Ireland." Thesis, University College London (University of London), 2017. http://discovery.ucl.ac.uk/1573680/.
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This research considers approaches to leadership and management in inclusive and special education in six mainstream post-primary schools in Ireland. It specifically explores the role of the Special Educational Needs Coordinator (SENCO), the teacher with responsibility for the day-to-day implementation of policies relating to the inclusion of learners with SEN from the perspectives of six SENCOs and their Principals. The SENCO role is a recent phenomenon in Irish schools and while much is known of the role internationally, Irish SENCOs tend to operate in a policy vacuum. An interpretivist paradigmatic approach braids together individual and contextualised stories through qualitative research. Data were generated primarily from individual semi-structured interviews with five SENCOs, five Principals, one Principal SENCO and one Support Teacher. Findings reveal that SENCOs and their Principals were profoundly committed and personally invested in supporting students with SEN. While this study set out to explore factors influencing the ways in which schools led and managed inclusive special education, what it found was that the inherent relational nature of the SENCO role both supported and challenged SENCOs in equal measure. Human interaction in all its messiness enveloped the SENCO role in layers of complexity, which, when peeled back, identified at the core the inextricable link between SENCOs’ unwavering duty of care to students and the burden such commitment placed on their professional and personal lives. Furthermore, school context is a fundamental influence on SENCOs’ capacity to lead inclusive special education. Central to cultivating a culture which is inclusive, reflective, collaborative, responsive and flexible were Principals. Findings have implications for theorisation of the SENCO role, leadership in inclusive special education to facilitate collaborative approaches to change, and implementation of sustainable models of professional learning.
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Chabela, Adeline. "Stakeholders' perceptions of factors influencing the adoption and implementation fo life skills education cirriculum: A case study of post-primary schools in lesotho." Master's thesis, University of Cape Town, 2010. http://hdl.handle.net/11427/9407.
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Includes bibliographical references.Globally, Life Skills Education (LSE) is a component of school curricula that has been of considerable scholarly interest recently, especially in education. Raphael defines LSE as "a methodology for helping children and adolescents cope with their life situation, develop decision-making and problem solving skills, and evaluate risks and respond appropriately" (2006:5). The study aimed at investigating stakeholders' perceptions of factors influencing the adoption, development and implementation of Life Skills Education in post primary school in Lesotho. In this study, "post-primary schools" refers to grades 9-10. The main objectives of this study were: To explore stakeholders' perceptions about factors influencing the adoption, development and implementation of Life Skills education in post-primary pilot schools in Lesotho. To analyze the role and impact of the broader political, social, cultural and economic environment in which Life Skills Education is adopted, developed and implemented in post-primary pilot schools in Lesotho. To carry out this case study, the researcher followed a qualitative approach. To collect data, 22 semi-structured one to one interviews were held with education officers from the government and overseas donors, principals, teachers and parents. LSE training manuals were also analysed. It is evident that the crisis of HIV/AIDS in the country motivated the government's initiative to introduce LSE in the schools. However, the take up of the project was not smooth. The prominent reason was lack of consensus within the MOET, which led to many other unresolved issues that weakened other stages of the curriculum development. Secondly, it took the MOET six months to develop LSE curriculum and thus led to many more gaps in the curriculum planning and development. The project had strong support from the Lesotho government. This suggested more chances for it to have been a success. Nonetheless, omissions were made that weakened the support from other authorities and relevant stakeholders. In addition, lack of supervision, follow-up and retraining of teachers affected negatively the reception and implementation of the project in the pilot schools. Although the project was piloted for sufficient length of time (one year), it had no monitoring package. Moreover, the review that was done (Visser-Valfery 2008) took place long after the piloting period, thus, this is likely to have not benefited the development of the project much. Parents are aware young do engage in premarital sex, and, are at the centre of the pandemic, and thus showed a great support for the project and willingness to support teachers' through assignments. Life Skills Education remains the best option for curbing HIV/AIDS pandemic and protects young people against HIV/AIDS, with a solid research base of practice and theory. It is commendable that the MOET realize the need to reach young people with HIV/AIDS prevention message through the school curriculum. For a sustainable development of this programme, there is a need for the MOET to ensure full participation of relevant stakeholders and give time long enough for advocacy and trainings of stakeholders at both the central and district level.
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Kelly, Ronan, Helen Hou, Barbara Skinner, and Xiuping Li. "English as an additional language learners' perezhivaniya of language development, identity and social integration: a multiple case study of post-primary schools in Northern Ireland." Thesis, Ulster University, 2022. https://pure.ulster.ac.uk/ws/portalfiles/portal/107632891/2022KellyRPhD.pdf.
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Increased global migration has created more linguistically and culturally diverse schools. Many education systems, which were previously constructed as monolingual and monocultural, are now compelled to evolve and support pupils with multilingual and multicultural backgrounds. This study takes a fresh and holistic view of education for secondary school pupils who are learning English as an additional language (EAL) by exploring their language development, identity and social integration. Vygotsky’s sociocultural theory and perezhivanie are employed as the theoretical framework for understanding EAL pupils’ lived experiences and their teachers’ pedagogy. The study utilised a mixed methods multiple case study approach across five secondary schools in Northern Ireland. EAL pupils participated in group interviews, lesson observations and questionnaires. Teachers participated in interviews and lesson observations. The findings reveal that EAL learners often interpret their lived experiences (i.e. their perezhivaniya) through pivotal learning and social interactions which they synthesise, resolve and overcome. Processes of overcoming were mediated by teacher and peer relationships, finding a sense of belonging, the ability to speak out, the use of machine translation and conceptions of trust. It was further apparent that language development, identity and social integration were deeply interlinked and had a reciprocal relationship in EAL learners’ perezhivaniya. Teachers acknowledged and engaged with EAL pupils’ perezhivaniya in supporting their English language development and peer relationships. However, more nuanced understanding was lacking regarding learners’ processes of overcoming and the role of home languages. The study has both theoretical and practical implications. In theoretical terms, it has made a contribution by establishing perezhivanie as an effective theoretical lens for understanding the lived experiences of EAL learners. In practical terms, the findings have generated knowledge for developing new holistic pedagogies which recognise and engage with the interlinked nature of language development, identity and social integration in the educational experiences of EAL learners.
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O'Connor, Eileen. "'There is a lot to be learnt' : assistant principals' perceptions of their professional learning experiences and learning needs in their role as middle leaders in Irish post-primary schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10019858/.
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This thesis explores Assistant Principals' perceptions of their professional learning and learning experiences as Middle Leaders in Irish Post-primary schools. The purpose of the study is to gain insights into and an understanding of the key enablers and inhibitors of Assistant Principals' learning, an area hitherto ignored in the Irish education research context. The study aims to contribute to the qualitative knowledge base on Assistant Principals' learning and to inform Irish discourse and policy with regard to the continuing professional development of this group of educators in Irish post-primary schools. The literature called upon is found within the fields of teacher professionalism, adult learning, and continuing professional development. It serves the dual purpose of shaping the data generated in the study and of providing a theoretical lens through which data are interrogated. Using qualitative methodology, the empirical investigation is based on semi-structured interviews with 21 Assistant Principals, incorporating the range of Irish post-primary schools, both religious and state run, both genders and a range of experience in the role. With regard to this area of professional learning, the findings are significant in that they have disrupted a prevailing silence and have made overt issues hitherto neglected in the Irish education context. They pose a range of challenges to our understanding of the complexity of Assistant Principals' learning. They highlight that Assistant Principals' learning is haphazard, time-poor, emotionally charged and neglected both by themselves and the system. The roles of school culture, school leadership and emotions emerge as significant variables which impact on Assistant Principals' learning. The outcomes of the study are challenging for Assistant Principals as professional learners, for their school communities as enablers and supporters of their learning and for those charged locally and nationally with overseeing and developing a learning agenda for middle leadership in Irish post-primary schools.
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Kaye, Matthew D. "A Study of Primary Schools in the Elias Piña Province on the Dominican Haitian Border: Immigrant Haitian Access to Education in the Dominican Republic in the 2010 Post-Earthquake Era." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cgu_etd/17.
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The research question of the study asked "In the post 2010 earthquake, what are the conditions faced by Haitian immigrants in accessing primary public education in the Dominican Republic"? Within the context of primary education, the study takes place in the town of Comendador, the capital of the Elías Piña province in the Dominican Republic. Using a mixed methods approach, incorporating ethnographic methods and database analysis, the study documents the voices of Haitian and Dominican parents, Dominican school personnel, non-governmental organization (NGO) officials and community stakeholders. Within the construct of access, there are six areas of focus: educational policy, curriculum and instruction, professional development and resources, parent involvement, intercultural communications, and praxis. Data collection tools included field notes, participant observation, semi-structured interviews, analysis of the Latin American Opinion Project (LAPOP), and analysis of a household composition database. The findings of the study indicate six themes: (1) educational policy, Dominican law provides Haitian children with school registration, yet school officials are allowed the flexibility of adherence; (2) curriculum and instruction, using a national curriculum, teachers are not providing a comprehensible education to Haitian students; (3) professional development and resources, teachers recognized the need to make instruction meaningful for Haitian students; (4) parent involvement, undocumented Haitian parents did not feel safe at school sites; (5) intercultural communications (ICC), educators' behaviors towards Haitian immigrant children and parents demonstrated empathy, yet lacked more advanced levels of ICC and, (6) praxis, there was an absence of advocates for Haitian. In the case of stakeholders and educators in Elías Piña the study suggests that, for the most part, few had the experience and background to understand the complexity of Haitian immigrant students and families who expressed living in fear of the authorities, suspicion of who to trust, and despair with regards to living day to day. While education for their children was seen as a positive need for survival in the Dominican Republic, Haitians' lack of understanding of the Dominican educational system leads to the perception that Haitian immigrant parents were not engaged in the education of their children.
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Healy, Kevin M. "Decline, growth and amalgamation : an emerging picture in relation to the provision of post-primary education in Ireland with specific reference to five towns in West Cork and the enrolment trends between Catholic and State-Sector schools therein." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:10113.
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This thesis traces the origin and development of post-primary education in Ireland with specific reference to the different forms of post-primary school. It examines recent and current trends in relation to the number of, and enrolment in, these school types. This analysis, at national level, points towards a change in postprimary enrolment patterns. The implications of this change for Catholic schools is examined, as is the implications for the various Vocational Education Committees. Consequent to this changing enrolment trend, the process towards amalgamation and the consequences thereof are also investigated. Specifically, the five main towns in West Cork, that are serviced by more than one form of post-primary school. are examined and the educational provision in these towns is assessed in relation to viability and future educational provision. These towns are Bantry, Dunmanway, Clonakilty, Skibbereen and Bandon. The enrolment trends in each of these towns are examined and compared with both the national trend and the trend in the other four towns. This examination is achieved through an identification of the 'feeder' primary schools for each of these towns, the current transfer pattern of students in these schools to the various post-primary schools and an examination of current enrolment within the various year groupings of these primary schools. From this examination, a projection is made of future enrolment in each of the post-primary schools within the five towns. This, in tum, leads to an identification of future possible amalgamations and a justification of amalgamations already proposed by the Department of Education and Science. The thesis concludes by making several recommendations which would safeguard the ethos of Catholic schools in the light of a declining secondary school enrolment, a growth in amalgamations and an increasingly significant role for the VECs in the provision of post-primary education. These recommendations would also ease the process of amalgamations in schools that are not viable, either economically or in terms of curricular provision.
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Carter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
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Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices.
The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori.
Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being.
How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.
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Muzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.
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This research study was carried out in order to gain an understanding of the experiences of women primary school heads, their perceptions of their roles as leaders, the challenges they face and how they dealt with them. The study focused on the lived experiences of five women in Zimbabwe's primary schools. Literature relating to the issues and experiences of women in educational leadership within school contexts and the conceptual framework is examined. The importance of leadership has been emphasised in the literature of school effectiveness. Leadership theories tended to emphasise measurability and effectiveness of leadership, oversimplifying the complexity of leadership phenomenon. These features reflect research approach adopted by researchers from a positivist orientation. This study is an in-depth qualitative study conducted along the lines suggested by a phenomenological-interpretivist design with emphasis on rich contextual detail, close attention to individual's lived experience and the bracketing of pre-conceived notions of the phenomenon. Views and experiences based on the participants' perspectives are described through in-depth interviews which were dialogical in nature. Through this approach, I managed to grasp the essences of the lived experiences of women The research highlights the women's perceptions of themselves as educational leaders. What emerges is the variety of approaches to handling challenges. My findings show a rich and diverse culture of creativity in the way participants adopted a problem-solving strategy, which is not reflected in the mainstream leadership. Though educational leadership emerges as a complex phenomenon, with alternative approaches to educational research, there is high potential for increased understanding of woman's leadership, its importance and implications for school.KMBT_363
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Nambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
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Since independence in 1962, the education system in Uganda has comprised four levels under the control of the Ministry of Education and Sports, namely, the pre-school, primary education, post-primary education and higher education. In 1986, the National Resistance Movement formed a series of commissions to investigate the functioning of the Ministry of Education and Sports. Subsequently, the Education Policy Review Commission was established and made the recommendation to universalise primary education. In 1996, the President announced free education for all with the main components including the provision of free education for a maximum of four children per family, and the removal of school fees in primary schools from grades one to seven. The main goal was to provide for the minimum necessary facilities and resources to enable all Ugandan children of school-going age to enter and remain in school until the primary cycle is completed. However, the implementation of Universal Primary Education in Uganda has been met with various challenges. The current planning and organising framework does not support its implementation with communication and coordination challenges cited as most problematic. This study focuses on proposing a planning and organising framework that will address the issues regarding policy implementation, coordination and communication. Specifically, the study will focus on: - a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
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DaSilva, Christian. "Youth Agency and the Efficacy of Basic Education in Tanzania: An Inquiry into Post-primary School Structuration." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33019.
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This qualitative study explores how youth in Tanzania, with low levels of basic education, manage their personal lives and seek opportunities in the workplace or in post-basic education training programs.
In Tanzania, Education for All (EFA) has served as a key focal point of coordination between the government and the international donor community. While substantial attention has centered on the challenges of ensuring the sustainability and quality of EFA, there is relatively little known about the socio-economic circumstances of young school leavers and their perceptions of education and its relation to their post-school life trajectories.
Using structuration theory as the theoretical framework to illuminate the dynamic interconnectedness of social structures and youth agency, I conducted semi-structured interviews with 14 young male and female school leavers. Disturbing patterns of social reproduction and a fundamental discontinuity between basic education and post-school challenges were revealed in the research. Yet, in view of their resilience, orientation to the future and entrepreneurial resourcefulness, findings suggest that despite profound qualitative shortcomings, aspects of basic education and the structuring effects of economic liberalization may be contributing to enhanced youth agency.
The dissertation contributes to the theoretical discourse in the study of youth phenomena by adapting and advancing Klocker’s (2007) use of the notion of thinners and thickeners of agency within structuration theory. Exploring factors like educational quality and attainment level, in addition to those already established by Klocker (tribe, gender, age, and poverty), my research shows how young people’s agency can be attenuated or accentuated in space and time. This dissertation contributes empirical, hermeneutic and narrative data to illuminate the educational experience and post-basic education realities for a group of Tanzanian youth, reducing what has heretofore been described as a paucity of such qualitative accounts of marginalized African youth and the challenges they face.
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Pulsford, Mark J. "The emergence of the male primary school Special Educational Needs Coordinator : a relational materialist post-qualitative exploration." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16598/.
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This thesis reports on a study of the experiences and perspectives of four men working as Special Educational Need Coordinators (SENCos) in Primary schools in England, based on interviews between September 2013 and November 2014. Within their schools, SENCos have ‘day-to-day responsibility for the operation of SEN policy and co-ordination of specific provision made to support individual pupils with SEN’ (DfE, 2015, p.108). The role has an historic association with forms of motherly, selfless care and can be seen as a key site of tension as masculine-coded managerial and performative forces colonise SEN provision. There is currently no published research exploring men’s experiences of working as SENCos. The study adopts a ‘relational materialist’ ontology (Hultman and Lenz Taguchi, 2010), drawing on new material feminist (e.g. Taylor, 2013) and sociomaterialist (e.g. Fenwick and Edwards, 2013) approaches, and inspired by the work of Karen Barad and Gilles Deleuze. In line with this thinking, the research engages a ‘material storytelling’ sensibility (e.g. Strand, 2012) and is directed by a post-qualitative approach to data analysis (Lather and St. Pierre, 2013). This study pays close attention to how material objects folders, filing cabinets, suits and ties, photographs, desks, et al.) are entangled with discourses of gender, teaching and SEN with/in the men’s narrative becomings. Thinking with relational material-discursive assemblages allows a sense of how these men emerge as particular ‘male Primary school SENCo’ subjects that knot around rigid and mutually-informing axes of hegemonic masculinity, heteronormativity, and neoliberal and neoconservative policy imperatives. This has consequences for the iterations of professionalism and care that emerge simultaneously with this ‘male Primary school SENCo’, which has potential to affect/effect the becomings of pupils, colleagues, knowledges and practices within their orbit. The research contributes to and advances the study of male Primary school teachers, SENCos and SEN practice, and develops the use of relational/new materialist theories.
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McEnery, Michael. "Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE)." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.
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The use of a Virtual Learning Environment (VLE) to support teaching and learning in a range of second and third level education contexts is increasing. The variety of elements included in the VLE and the extent to which it is integral to the course varies. While the use of the VLE may appear to have a number of benefits, in particular the promotion of independent learning, there is a need for empirical research in a range of contexts to establish an evidence base that will inform practice. This dissertation reports on a study of a General Certificate of Education (GCE) Advanced Supplementary (AS) Level Information Communication Technology Course (ICT) in a co-educational school with a mixed ability intake. The course models a 'blended' approach to the teaching, incorporating many of the Web 2.0 technology tools that comprise a VLE to support the students in their work and to encourage independent learning. The VLE is used along with the traditional teacher-led style of delivery outlining learning outcomes, directing learning and assessing progress. While numerous studies in this area have provided insights into the potential benefits of a VLE, many use third level institutions as a backdrop and focus on staff rather than pupil experiences. Students' perceptions and engagement is under researched. This study addresses the students' reasons for engagement with the VLE, their perceptions of this mode of delivery and the extent and nature of independent working promoted by this approach. The study showed that students saw the benefits of engaging with the VLE for ~he purpose of the course over and above those employed in other subject areas specifically in relation to student management and organisation of learning, absence from school, assessment feedback and belonging to a community of learners. The study also found that although the school made the development of the VLE a whole school initiative, for the majority of subjects its use was limited to an online resource storage area.
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Arizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
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This study explored the discursive subject positions that 18 parents, teachers and administrators involved with children identified as experiencing learning difficulties in a Queensland regional primary school between September 2003 and August 2004 drew upon to explain the causes of those childrens learning difficulties. The study used a post-structuralist adaptation of positioning theory and social constructionism and a discourse analytic method to analyse relevant policy documents and participants semi-structured interview transcripts to interrogate what models were being used to explain a student's inability to access the curriculum. Despite the existence of alternative explanatory frameworks that functioned as relatively undeveloped resistant counternarratives, the study demonstrated the medical models overwhelming dominance in both Education Queensland policy statements and the participants subject positions. This dominance shapes and informs the adult stakeholders subjectivities and renders the child docile and potentially irrational.
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Mhlauli, Mavis B. "Social Studies Teachers Perceptions and Practices of Educating Citizens in a Democracy in Upper Classes in Primary Schools in Botswana." The Ohio State University, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=osu1291140441.
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Hill, Marie Joyce. "An evaluation of how classroom assistants are mediating the learning of pupils with Special Educational Needs (SEN) within a mainstream post-primary school within Northern Ireland." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695368.
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Background: Previous research has argued that classroom assistants (CA) need training which is purposely aimed at enriching their pedagogical role with regards to CA-pupil interactions (Blatchford et al., 2009a; Blatchford et al., 2009b; Webster et al. 2011; Webster et al., 2013). Aim: To evaluate how CAs mediate the learning material to the pupil they support before and after training in MLE. Sample: Two CA-pupil dyads were recruited from one post-primary grammar school in NI. Methods: A one group pre-test post-test mixed method design using observational measures (video recording) was used. CA-pupil dyads were video recorded before training and four weeks after training. Training consisted of one day on mediated learning experience (M LE). The quantitative analysis was informed by the principles of content analysis whilst qualitative analysis was informed by the principles of conversational analysis. Results: The frequency and quality of mediation behaviours, for both CAs, changed after training. Prior to training CAs' MLE behaviours hindered the pupil from learning. After training, both CAs demonstrated facilitation of the pupil's learning by eliciting meta-cognitions and by working within their zone of proximal development (ZPD). Conclusions: Training in MLE increased the CAs understanding of the needs of the pupils they support by working more within their ZPD, which improved the quality of the mediation to the pupils they supported.
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Madden, Emma. "School bullying : victim perspective past and present : an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551568.
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One of the main aims of this research was to determine the perceived long-term consequences of bullying behaviour in schools. Furthermore, this study examined individual's recollections of the nature and prevalence of bullying and experiences of other forms of violence throughout their life-course; in doing so the reliability of individual's retrospective accounts were also assessed. Further still, school pupil's experiences of bullying and exposure to violence and trauma was also examined, as were their typical behavioural responses to scenes of school bullying. This thesis presents the findings of three studies, focusing on individuals experiences of bullying in school, in a sample of undergraduate university students and post- primary school pupils. In Chapter One, a review of the literature surrounding bullying behaviour research is presented, in addition to an overview of the 'cycle of violence' hypothesis, which permeates all aspects of this research. Chapter Two provides an outline of the continuing debate concerning the use of retrospective in bullying behaviour research and a detailed review of all the scales utilised in the first study. The results of Study One are presented in Chapter Three, in which a short-term longitudinal study assessed the reliability and stability of participants (N = 824) memories, the nature of their life-course victimisation experiences and perceived negative consequences of such experiences. A qualitative approach was adopted in Study Two, involving a series of in-depth interviews with self-reported victims (N = 13) of child abuse, bullying in school and domestic violence, all of whom had previously taken part in the first quantitative study; the results of which are presented in Chapter Four. In Chapter Five, the questionnaire booklet was administered to a sample of post-primary pupils (N = 213), within the local area, to assess their experiences of bullying in school and evaluate their perceived 'rules' for behaviour according to their status group. Finally, a summary and discussion of the results are presented in Chapter Six. Results suggest that 31.1 % (N = 256) of university participants recalled having been bullied in school at some point, and a further 11.9% (N = 98) acknowledged having actively taken part in victimising other pupils at school, with individuals most commonly citing verbal bullying (i.e. name calling). Just over two in five victims (44%) stated that they attempted suicide, with the majority reporting more than one attempt. It was determined that 43.0% of victims reported having experienced abuse during childhood (i.e. physical abuse/neglect, sexual abuse, etc), 35.9% indicated that they had experienced bullying in later-life (i.e. workplace harassment); resulting in one in five participants (N = 53; 20.7%) revealing that they had experienced both abuse and further victimisation. Measures in the questionnaire booklet revealed that participants were more likely to experience depression, anger and hostility, compared to those with no experience of bullying in school. Over one in three 'victim only' participants reported a 'fearful' relationship style, and moreover reported the lowest mean scores relating to same and opposite sex self-esteem, but the highest levels regarding emotional loneliness and social isolation. Further still, symptornology analogues with PTSD were found in 11 % of victims. Finally, reliability analysis revealed that individual's recollections were both accurate and stable across the three data collection point (initial, 6 months post, and 12-14 months post). Reponses from the face-to-face interviews supported these findings with participants expressing how their experiences of bullying in school have affected many aspects of the adult life. Results from the schools based research revealed that 18.8% of pupils reported to be 'victim only' and a further 6.6% stated that they were both the victim and a perpetrator of bullying in school, with name calling and exclusion the most commonly cited forms of behaviours reported. With regards to pupil's experiences of violence, individuals reported experiencing 'vivid memories' recollections and feelings of distress in situations which remind victims of their experiences, leading to outbursts of anger and a general sense of wariness. Furthermore, 'bully only' pupils reported the highest overall mean on a measure of aggression, and on a measure of parenting style reported the highest means relating to 'indifference', 'over-control' and 'abuse'. Self- identified victims reported lowest levels of both same and opposite-sex self-esteem and general self-esteem; and highest levels of both emotional loneliness and social isolation.
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Deenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.
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Mulcahy, Brian J. "A study of the relationship between Ireland and England as portrayed in Irish post-primary school history text books, published since 1922, and dealing with the period 1800 to the present." Thesis, University of Hull, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.264563.
Full textAbstract:
The thesis is a study of the relationship between Ireland and England as portrayed in Irish post-primary history school textbooks, dealing with the period 1800 to the present day, and published or in use since 1922. The thesis identifies two distinct categories of texts and these are referred to as purist texts and moderate texts. The purist texts are characterised by their strong pro-Irish, and anti-English biases in their presentation of Irish history. The moderate texts, by contrast, are generally without such biases and present more neutral accounts of Irish history. The central thesis of the work is that the relationship between Ireland and England as portrayed in the purist texts is fundamentally different from the relationship portrayed in the moderate texts. Close examination of the texts revealed that the presentation of Irish history fell into three large divisions, military and revolutionary history, political history and social history. For this reason the thesis, apart from introductory and concluding chapters, is comprised of three large central chapters, dealing in turn with each of these three aspects of Irish history. Thus, Chapter II looks at the treatment of the military and revolutionary history in the texts. Chapter III deals with the political history of Ireland and Chapter IV treats of the social history of Ireland. Each of these three chapters elaborates on how the topics dealt with contribute to the overall portrayal of the relationship between Ireland and England, as presented in the texts. The thesis concludes that the relationship between Ireland and England portrayed by the purist texts is a negative and hostile one, while the relationship portrayed by the moderate texts is a positive one. Hence, a fundamental difference in the portrayal of the relationship between the purist and moderate texts is established.
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Basson, 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.
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Can Biblical narratives be applied to the pastoral care of primary school children between the ages of 6 and 13? If so, how are Biblical narratives effectively applied in the pastoral care of primary school children between the ages of 6 and 13? With these questions in mind, this research was undertaken with the goal in mind to eventually put forward a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The research was done by making use of the research method of Zerfass (1974: 166).
* The basic-theoretical phase of this study was done by means of a study of available literature. It began by an enquiry into the relevant Biblical perspectives on pastoral care and was followed by a further inquiry into the relevant Biblical perspectives on narrative pastoral care. This phase of the study was completed by an inquiry on the basic principles of pastoral care of children, with specific reference to children between the ages of 6 and 13.
* The meta-theoretical phase of this study was done by an overview of the handling of children between the ages of 6 and 13 through the course of history in Western society. This was followed by a study of adjacent disciplines concerning the value of a narrative approach to the pastoral care of primary school children between the ages of 6 and 13. The next part of this phase was done by identifying the most common pastoral needs of children between the ages of 6 and 13, by means of an empirical enquiry.
* The practice-theoretical phase was done by providing guidelines for the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13. This was followed by an illustration of the application of Biblical narratives in the pastoral care of children between the ages of 6 and 13, by means of case studies. This phase of the study was completed by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13.
This study has achieved success by providing a model for the use of Biblical narratives in the pastoral care of primary school children between the ages of 6 and 13. The model was provided within the epistemological framework of a post-postmodern epistemology. This model shows that Biblical narratives can be successfully applied in the pastoral care of primary school children and it also provides practical guidelines in the practical application of it.Thesis (Ph.D. (Pastoral))--North-West University, Potchefstroom Campus, 2011.
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Peck, Mikaere Michelle S. "Summerhill school is it possible in Aotearoa ??????? New Zealand ???????: Challenging the neo-liberal ideologies in our hegemonic schooling system." The University of Waikato, 2009. http://hdl.handle.net/10289/2794.
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The original purpose of this thesis is to explore the possibility of setting up a school in Aotearoa (New Zealand) that operates according to the principles and philosophies of Summerhill School in Suffolk, England. An examination of Summerhill School is therefore the purpose of this study, particularly because of its commitment to self-regulation and direct democracy for children. My argument within this study is that Summerhill presents precisely the type of model Māori as Tangata Whenua (Indigenous people of Aotearoa) need in our design of an alternative schooling programme, given that self-regulation and direct democracy are traits conducive to achieving Tino Rangitiratanga (Self-government, autonomy and control). In claiming this however, not only would Tangata Whenua benefit from this model of schooling; indeed it has the potential to serve the purpose of all people regardless of age race or gender. At present, no school in Aotearoa has replicated Summerhill's principles and philosophies in their entirety. Given the constraints of a Master's thesis, this piece of work is therefore only intended as a theoretical background study for a much larger kaupapa (purpose). It is my intention to produce a further and more comprehensive study in the future using Summerhill as a vehicle to initiate a model school in Aotearoa that is completely antithetical to the dominant neo-liberal philosophy of our age. To this end, my study intends to demonstrate how neo-liberal schooling is universally dictated by global money market trends, and how it is an ideology fueled by the indifferent acceptance of the general population. In other words, neo-liberal theory is a theory of capitalist colonisation. In order to address the long term vision, this project will be comprised of two major components. The first will be a study of the principal philosophies that govern Summerhill School. As I will argue, Summerhill creates an environment that is uniquely successful and fulfilling for the children who attend. At the same time, it will also be shown how it is a philosophy that is entirely contrary to a neo-liberal 3 mindset; an antidote, to a certain extent, to the ills of contemporary schooling. The second component will address the historical movement of schooling in Aotearoa since the Labour Party's landslide victory in 1984, and how the New Zealand Curriculum has been affected by these changes. I intend to trace the importation of neo-liberal methodologies into Aotearoa such as the 'Picot Taskforce,' 'Tomorrows Schools' and 'Bulk Funding,' to name but a few. The neo-liberal ideologies that have swept through this country in the last two decades have relentlessly metamorphosised departments into businesses and forced ministries into the marketplace, hence causing the 'ideological reduction of education' and confining it to the parameters of schooling. The purpose of this research project is to act as a catalyst for the ultimate materialization of an original vision; the implementation of a school like Summerhill in Aotearoa. A study of the neo-liberal ideologies that currently dominate this country is imperative in order to understand the current schooling situation in Aotearoa and create an informed comparison between the 'learning for freedom' style of Summerhill and the 'learning to earn' style of our status quo schools. It is my hope to strengthen the argument in favour of Summerhill philosophy by offering an understanding of the difference between the two completely opposing methods of learning.
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Schineider, 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.
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Esta dissertação de Mestrado examina três programas do Projeto-Piloto para Alfabetização de Crianças com Seis Anos do Estado do Rio Grande do Sul que foram implementados a partir do ano de 2007 em algumas escolas públicas, em função da ampliação do Ensino Fundamental de oito para nove anos de duração. São eles: "Circuito Campeão", do Instituto Ayrton Senna; "Alfa e Beto", do Instituto Alfa e Beto, e "Alfabetização Pós-Construtivista", do Grupo de Estudos sobre Educação, Metodologia de Ensino e Ação (GEEMPA). Contando com o aporte dos Estudos Culturais, que se propõem a discutir a invenção de conhecimentos, este estudo deteve-se na análise de materiais didáticos usados neste Projeto-Piloto como produtores de "novas culturas de alfabetização", dando ênfase à análise do material do Programa "Alfabetização Pós-Construtivista" do GEEMPA. Conta também com os referenciais pós-estruturalistas, a partir de autores como Michael Foucault, Jorge Ramos do Ó e Gilles Deleuze, reconhecendo este Projeto-Piloto como uma política pública, vinculada a uma racionalidade política voltada à produção de sujeitos mais eficazes para o mercado e a lógica neoliberal. Na análise textual da pesquisa são visibilizados os discursos presentes nos materiais didáticos desses três Programas, tais como o pós-construtivista, o do letramento e o dos métodos fônicos, fazendo um breve histórico da trajetória desses discursos nas últimas décadas. Problematiza o embate entre diferentes propostas de alfabetização presentes em tais Programas, além de questionar o estabelecimento de um padrão de alfabetização a ser alcançado pelos alunos do primeiro ano do Ensino Fundamental de nove anos, mediante avaliações que definem a correspondente matriz de competências e habilidades cognitivas, discutindo também a participação de Organizações nãogovernamentais no processo de formação docente a partir de convite do Estado, considerando tais Programas como fornecedores de "pacotes educacionais".This 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".
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Pearce, Linda. "How primary schools really work: Architecture, use, and perspectives." Thesis, 2016. http://hdl.handle.net/2440/129933.
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Redacted version only, full version is under permanent embargo.Schools are an important class of architecture. This is for many reasons, not least because primary schools are the first public buildings that most children inhabit for a significant amount of their waking hours and are, thus, their first experience of what should be quality built environment design. To ensure this quality, occupied building evaluation should be an important endeavour in architectural practice. Recent school building performance evaluations have been undertaken from the perspective of facilities management, or building-science, using 'expert' judgement to assess the used built environment. This presents two concerns. First, these techno-economic positions assume that behaviour of users is predictable and logical over the life of the school building, and omits the variety of users, activities, and experience of the 'Architecture'. Second, by using so-called professional 'experts', building performance often omits the voice of users (staff and students) who are expert in their own environment. The primary objective of this inquiry was to, first, establish architectural research methods suitable for including primary school users in building performance evaluation and, second, apply it to investigate the context and user perspective of their school built environment. Five primary schools, located in the Adelaide, South Australia, were selected for recognised heritage, architectural, and educational facility values, and recruited to participate in a mixed-method case study inquiry, as critical cases. Because school architecture and school occupants form a building-occupant system, this inquiry needed a range of data collection methods to capture the system. Architectural assessment, physical (environmental monitoring) and social science (surveys, visual ethnography) data collection methods were integrated to create rich case study interpretations of the schools, at school and classroom units of analysis. It was observed that the building fabric, regardless of age or design intentions, was modified to introduce contemporary permanent technological and sustainability innovations, and also for transitory occupational needs. Data triangulation found that user perspectives of the primary school architecture differed between staff and students, and this difference was aligned with each cohort’s active use of different school facilities. Exploratory Principal Axis Factoring using student participant responses resulted in five factors loaded on variables grouped around wellbeing, smell, acoustics, vision, and satisfaction, in order of their contribution to variance. This suggests that their environment quality is particularly important to primary school students. This finding was confirmed when triangulated against the qualitative data collected. Given this, and the emergent findings from the triangulated staff perspectives with other methods, it was deduced that user perspectives could be grouped into four themes: Place/Architecture, Functionality, Wellbeing, and Environment. These are proposed as a new quality framework and used to as a lens to review the success of recent school technological and sustainability innovations. This research suggests that omitting user voices from building performance evaluation omits important sources of knowledge and design learning since, even with the best intentions, non-occupants, expert or not, cannot speak on behalf of primary school users. This flexible, technosocio paradigm also offers a framework for interdisciplinary research that integrates the knowledge of other disciplines into future architectural inquiries.
Thesis (Ph.D.) -- University of Adelaide, School of Architecture and Built Environment, 2016
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Masoebe, Liteboho E. "The study of factors influencing teacher mobility in post-primary schools of Leribe, Lesotho." Thesis, 2003. http://hdl.handle.net/10413/3115.
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One of the practices in post-primary schools of Leribe is teacher movement between schools (Teacher Mobility). This study was intended to determine factors influencing teacher mobility in Leribe post-primary schools in Lesotho. Random sampling of heads of department, teachers (transferred and not transferred), and parent representatives was carried out from the target population of all heads of departments, all teachers in different categories, head teachers, deputy head teachers, education officers and parents representatives in the Leribe district. Samples were made up 18 head teachers and 18 deputy head teachers, 36 heads of department, 144 teachers (72 transferred and 72 not transferred), 36 parent representatives and 8 education officers. Two leaders of teachers unions were part of the sample. The study used both quantitative and qualitative research techniques in collecting data. Questionnaires were used to collect data from head teachers, deputy head teachers, and heads of department, teachers and parent representatives. Education officers and leaders of teachers unions were personally interviewed because they were fewer in number. Statistical Package for Social Sciences (SPSS) was used to analyze the data and the following results were revealed by the study: The lack of facilities in schools and poor management of schools contributed to teacher mobility in the Leribe district. Teachers' preference of teaching near home and teaching in schools situated in urban areas. Unsatisfied teachers' needs and interests, lack of grants in schools and teachers' preference of teaching in better performing schools in examinations. Lack of co-operation among teachers themselves and between teachers and administration. The remaining teachers were negatively affected because of high teaching overloads. Disorganization of schools plans Students' academic performance was negatively affected. Respondents were aware of teacher mobility, however, they could not determine the extent at which it was happening. Suggestions by the respondents to address teacher mobility were as follows: Teachers must be involved in the affairs of the school and provision of equal facilities by stakeholders in all schools. Meeting teachers' needs and interests and creation of good working relationships in schools. Review of policies and rules in relation to teachers' transfers. From the findings it was noted that several factors contributed to teacher movements between schools in Lesotho and more particularly in the Leribe district. Teacher transfers were exacerbated by the teaching service regulation on transfer which allowed teachers to transfer to other schools whenever they deemed necessary. Recommendation for further research was that, research could be undertaken using a more qualitative approach in order to get in-depth information from the respondents. The further study could also be undertaken involving more than one district in the country to determine factors influencing teacher mobility in schools which the present might not have accomplished.Thesis (M.Ed.)-University of Natal, Pietermaritzburg, 2003.
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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.
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碩士國立臺南大學
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.
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CHUNG, JING-YI, and 鍾靜宜. "Post-occupancy Evaluation Study on Old Toilet Renovation Project of National Primary and Secondary Schools in Taiwan." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/11174670558189773115.
Full textAbstract:
碩士國立雲林科技大學
創意生活設計系
104
K-12 Education Administration, Ministry of Education had issued the financial subsidy for the old toilet renovation project of National primary and secondary schools in Taiwan from 2013 to 2016. However, in order to investigate and study this renovation project’s effect, this study concentrated on using theory of POST-OCCUPANCY EVALUATION to measure the satisfaction of end users and putting forward suggestions to Ministry of Education for planning and managing campus’s Sanitary equipment. In short, this study focus on four purpose : (1) Measuring the end user’s satisfaction of the renovation project. (2) Studying on the difference of the satisfaction and conscious resistance experience between individual background variable’s user. (3) Studying on the difference of the satisfaction and conscious resistance experience between individual area variable’s user. (4) Studying on the relationship of the user’s aesthetic aducation and satisfaction. This study adopts the questionnaire research method to investigate the feelings toward Five-Dimensions and Overall Satisfaction after the completion of renovation toilet of the participants who were school students on Old Toilet Renovation Project of National Primary and Secondary. There were 4810 questionnaires were issued totall.However, the overall recovery ratio was 83%, with 978 invalid samples being removed from the survey. This Study indicates the following four conclusions (1) The satisfaction level of invalid samples tend to be high (M=4.29), indicating this plan satisfiy user’s needs generally. (2) The satisfaction degree of Spatial Scale was relatively lower than other dimensions (M=3.87）, and the item of "satisfaction for Toilet proportion of men and women" also got the lowest scores of any other items. (3) The results indicate that different geographical regions, counties and cities, grade and gender resulting in the significant effect among satisfaction of the renovation project. (4) The study indicate positive correlation between Aesthetic Education of dimensions and Overall Satisfaction.
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WEI-HSU, CHEN, and 陳韋旭. "The Post-Occupancy Evaluation of Taiwan Sustainable Campus Project - An Example of 4 Primary Schools in Miaoli." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/19353602121528500898.
Full textAbstract:
碩士國立新竹教育大學
教育學系碩士班
95
Abstract The purposes of this study are to treat the effectiveness and satisfaction of post occupancy by 4 primary schools in Miaoli participating Taiwan Sustainable Campus Project subsized by the Ministry of Education in 2004 and had been carried out for more than one year as some advice for educational administration institutions, schools and architects. In order to reach the purposes of this study, first, to collect correlative pappers and theories to establish the framework and hypothesis of the research. Then, to use “The Questionnaire of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” and “The Investigation of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” and “The Interview Outlines of the Post-Occupancy Evaluation of Taiwan Sustainable Campus Project by 4 Primary Schools in Miaoli” as the tools of research to proceed questionnaire for all the teachers and educational staffs and six-grade students in the 4 primary schools. Finally, to proceed statistic analysis through the percentage of the numbers of times and to analyze the informations of questionnaire and interview. According to the findings, this research acquired conclusions as follows: 1. The occupant satisfaction for reconstructive facilities among the four primary schools in Miaoli (1) On green buibings, 70% of the teachers and staffs feeled satisfy, and 63% of the six-grade student feeled satisfy. (2) On ecology and environment, 78% of the teachers and staffs feeled satisfy, and 68% of the six-grade student feeled satisfy. (3) On teaching development, 77% of the teachers and staffs feeled satisfy, and 67% of the six-grade student feeled satisfy. (4) On sustainable management, 79% of the teachers and staffs feeled satisfy, and 65% of the six-grade student feeled satisfy. (5) On architecture characteristic, 79% of the teachers and staffs feeled satisfy, and 57% of the six-grade student feeled satisfy. (6) On Safety and security, 77% of the teachers and staffs feeled satisfy, and 52% of the six-grade student feeled satisfy. (7) On the site of facilities, 77% of the teachers and staffs feeled satisfy, and 58% of the six-grade student feeled satisfy. (8) On educational adequacy, 77% of the teachers and staffs feeled satisfy, and 62% of the six-grade student feeled satisfy. (9) On overall reconstructive facilities, 67% of all the examinees in the 4 primary schools in Miaoli had a feeling of satisfaction. 2. The occupancy effectiveness for reconstructive facilities among the 4 primary schools in Miaoli (1) On environmental protection and energy saving, Dapu and Haikou primary schools are good, Chushin and Shangia are bad. (2) On ecological protection, Chushin, Haikou and Dapu are more distinguished. (3) On teaching innovation, the 4 schools are good, Chushin is more distinguished. (4) On school management, the 4 schools are good, Chushin is more distinguished. (5) The reconstructive facilities are mostly for ecology observation, sightseeing, outdoor teaching, chatting and discussion. (6) After the occupancy for more than one year, the reconstructive facilities are considered to meet with the previous planning concept in general. 3. The occupancy and preservation problems for reconstructive facilities among the 4 primary schools (1) Most occupancy problems are the intrusion of superior creature, not well-distribution of rainfall, lack of stable water sources, oxidation of poolwater in winter and malfunction. (2) Most management and preservation problems are the increase of manpower loading, the lack of ecology knowledge, the destruction from citizens and students, the lack of the maintenance of machines by special personnel and the concerns of the safety. According to the findings of the paper study and the research, the researcher offers some advice for the reference of educational administration institutions, schools, architects and correlative research in the future.
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Legodi, Manare Jeofrey. "Competence in english and afrikaans in black post primary schools with special reference to the Northern Transvaal." Thesis, 1992. http://hdl.handle.net/10386/2132.
Full text
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Lin, Yi-Min, and 林義閔. "A study on the job stress and satisfaction of teachers with administrative post in primary schools in New Taipei City." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/72447106844858468551.
Full textAbstract:
碩士淡江大學
教育政策與領導研究所碩士在職專班
104
This study mainly aims, via adopting the methods of questionnaire survey and literature review, to explore the relationship between job stress and satisfaction of the teachers with administrative positions in public primary schools in New Taipei City. The main purposes of this study are: 1.To understand the situation of teachers with administrative positions in public primary schools in New Taipei City. 2.To explore the job stress of teachers with administrative positions in public primary schools in New Taipei City. 3.To explore the job satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 4.To analyze the differences of the job stress and satisfaction among teachers with different backgrounds. 5.To analyze the relationship between job stress and satisfaction of teachers with administrative positions in public primary schools in New Taipei City. 6.To propose suggestions, based upon the research findings of this study, useful for the reform of related educational policies in the future. The questionnaire survey was conducted through the stratified random sampling method, In total, 389 teachers with administrative post in primary schools of New Taipei City were chosen as the samples of the survey, 353 valid questionnaires (about 90.7% response rate) were analyzed. The conclusions of this study can be summarized as follows: 1. The majority of teachers with administrative positions in primary schools in New Taipei City are female, with Master’s degree, and take their offices no longer than 5 years. 2.The job stress felt by teachers with administrative post is medium, while the highest pressure of their job stress is in the dimension of the administrative workload. 3.The job satisfaction of teachers with administrative post is medium, while the “interpersonal interaction” is their most satisfied dimension. 4. The job stress of teachers varied significantly in terms of their ages. 5. From the dimension as a whole, there is no significant differences in the job stress among teachers in terms of the gender, educational backgrounds, geographic districts, school size, years of teaching in the current schools they are serving, accumulated years of teaching, marital status, and whether they are the main financial supporters of their households. 6. From the dimension as a whole, the job satisfaction of teachers differs significantly, in terms of their ages, school size, administrative position, years of taking administrative position, marital status, and whether they are the main financial supporters of their households. 7. From the dimension as a whole, there are no significantly differences in the job satisfaction of teachers, in terms of their gender, educational backgrounds, geographic districts, years of teaching in the current schools they served, and their accumulated years of teaching. 8. In some individual indicators or items, significant differences are found in the job stress and job satisfaction of teachers, respectively . 9. There is a negative correlation between job stress and satisfaction of teachers.
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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 textAbstract:
The study deals with the management of discipline in a post corporal punishment environment in South Africa through a case study of selected primary schools in informal settlements in the North West Province. The following research questions were formulated:
What is the current thinking and practice of discipline in the primary schools in the informal settlements in the North West Province?
Which disciplinary measures and procedures are currently used in the selected primary schools?
How effective are the current management strategies of discipline used in the selected primary schools?
How can recommendations assist educators in selected primary schools to deal more effectively with disciplinary challenges?
A literature review on the management of school discipline provided a conceptual framework for the empirical inquiry and indicated a lack of empirical studies on the management of discipline in primary schools in informal settlement in the North West Province. This matter is dealt with mostly frequently at high school level. An empirical study using qualitative research methods explored the management of discipline in twenty sampled primary schools in informal settlements in the North West Province, selected through purposive sampling.
Data were gathered by in-depth interviews and focus groups with educators, principals and School Governing Body chairpersons. Data were categorized into themes. Findings showed that some educators still view corporal punishment as the most appropriate strategy to deal with ill-disciplined behaviour in schools; hence corporal punishment is still rife in some of the sampled schools. However, other participants agree that corporal punishment should not be accommodated as stipulated by the South African Constitution and other legal frameworks, instead effective alternative strategies should be deployed to handle ill-disciplined behaviour. Inhuman and outdated approaches should be avoided. Diverse ways of dealing with discipline which are goal oriented and foster good relations between the learner and the educator should be implemented. Sound relations in turn lead to the production of learners with the potential to become good citizens. Based on the literature and empirical inquiry, recommendations were made which advocate educator training on handling discipline in primary schools and the design of effective strategies to maintain sound discipline.Educational Leadership and Management
D. Ed. (Education Management)
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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 textAbstract:
Post 1994, the vision of the South African education policy terrain is to transform schools into more effective places of teaching and learning. To achieve this vision, policy suggests a shift in management practices from traditional autocratic headship to more participatory leadership practices, including the leadership of teachers.
Theorizing from a distributed leadership perspective, the aim of this study was to explore the concept of teacher leadership and the challenges that are faced by post level one teachers as they operate as leaders in their schools in the South African context. The study sought to investigate how the concept of teacher leadership was understood, how post level one teachers lead in their schools and what challenges to teacher leadership are in schools. The study was conducted in one rural and one semi-urban primary school and it was qualitative in nature. A case study methodology was suitable for this study since it was aimed at gaining teachers understanding and perceptions of teacher leadership. Different methods of collecting data were used and these included interviews, questionnaires, and document analysis. Data were analyzed thematically using Grant’s
(2008) model of teacher leadership.
The findings indicated that teacher leadership as a concept was still new to certain teachers, even though research on the topic in the South African context is increasing. Some teachers did not think of the roles they played in a school as teacher leadership. The findings further indicated that teacher leadership was experienced differently across the two schools with teacher leadership in the rural school being more restricted than the
teacher leadership in the semi-urban school, where it was more emergent. In the rural school, leadership could, at best, be described as authorized distributed leadership while in the semi-urban school, leadership could be described as dispersed distributed leadership.
In addition, the findings showed that the major barrier to teacher leadership in the rural school was resistance from the School Management Team while in the semi-urban school the major barrier to teacher leadership was a lack of time. A further barrier to teacher leadership in both schools was teachers themselves who were lazy and did not want to
take on additional leadership tasks. The study also found that the major enhancing factor to teacher leadership, particularly in the semi-urban school, was a collaborative school culture where teachers trusted each other and worked together in professional learning communities.Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2011.
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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 textAbstract:
This study seeks to investigate the extent to which novice Foundation Phase (FP) teachers
who are former Post-Graduate Certificate in Education (PGCE) students, perceive the
programme as adequate for preparing them to become Foundation Phase teachers.
Traditionally, the PGCE programme focuses on Senior and Further Education and Training
(FET) teachers and it is clear what disciplinary knowledge these students bring from their
undergraduate degrees. The disciplinary content knowledge that FP students bring to the
PGCE is less clear. Students with at least one major (third year level) subject and two
subjects at first year level, from the subject areas like Languages, Psychology and Sociology,
are accepted into the PGCE FP programme. The PGCE focuses primarily on developing
teaching skills. This study also seeks to determine in what ways the undergraduate degree
was of help in preparing them to become Foundation Phase teachers.
Individual interviews were conducted with six participants, who were practicing teachers,
from a group of thirty six students who completed the PGCE in 2008/2009. The study is
underpinned by Grossman's theory about teacher knowledge and teaching. Five of the
participants who were teaching in rural schools perceived the programme to be adequate.
They said that they acquired knowledge of psychological, sociological and linguistic
foundations of reading and writing; process and instruction; and that they gained knowledge
on how to plan for and use a wide range of curriculum materials. However one teacher, who
was teaching at an urban school, indicated that the programme was not very useful in
preparing her for Foundation Phase teaching. Rather, she perceived the knowledge she gained
at the school where she taught after completing the PGCE as being relevant. She cited that
she received support mainly from her mentor teacher who was her Head of Department.
These findings seem to suggest that novice teachers learn more in well-resourced schools
where there is good support and mentoring, whereas in poorly resourced schools that lack
instructional mentoring, teachers tend to rely more on what they learn in formal programmes
like the PGCE.Theses (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2012.
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Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
Full textAbstract:
碩士國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. （1）The experience in the college period is positive to post-bachelor primary school teacher professional socialization. （2）Working experience increases post-bachelor primary school teachers’ professional abilities. （3）The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords：Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
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Lin, Ting-Ting, and 林亭廷. "Post-Occupancy Evaluation of the Clustered Classrooms Space Planning in Primary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/90999954523660000199.
Full textAbstract:
碩士國立臺灣大學
土木工程學研究所
89
A new chance of the transformation of school buildings was created, which followed the educational revolution. The planning of the teaching area in the primary schools has been transformed from isolated and normal classroom style to multiple classrooms, which form a group called ‘clustered classrooms’. For the new space style of the late constructed school buildings, this study adopts the method called ‘post-occupancy evaluation’ (P.O.E) to examine the real situation and the effects of the clustered classrooms on teaching. We wish to know about the effects using the clustered classrooms, and to study the recorded results to check out what item is worthy to be adopted and what topic is necessary to be improved. Furthermore, we proceed the advanced research and analysis in the relevant topics of the clustered classrooms. We apply many methods in order to integrate the quantitative and qualitative methods, which estimate and present the fact of clustered classrooms in a deeper and more precise way. Through our research, we make some conclusions and propose some suggestions to the educational bureaus, school preparatory offices, architects, school managers and users as following: Conclusions 1.Clustered classroom is a self-sufficient space with various functions of living and teaching activities. 2.Multipurpose learning space is good for the teaching supplements, the extracurricular activities and the living education. 3.The arrangement of the multipurpose space is closely related to the way of its utilization. Suggestions 1.The scale of a clustered classroom is better to be limited within two to four classrooms, such that it provides enough space and to reduce the interference. 2.A good use of mobile boards, and an adjustment of course content and teaching methods can reduce the generation of interference inside the clustered classroom. 3.The present and the future new-typed schools should be evaluated periodically, which can help us to discover the problems and deal with them earlier.
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陳建旭. "A case study of school building Post-occupancy Evaluation for Hsinchu County Hsing Lung Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/92553097358766327618.
Full textAbstract:
碩士國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
104
The purpose of this study is to explore the Post- occupancy Evaluation of school building of Hsing Lung Primary School in Hsinchu County. The status which including user satisfaction , the efficency of teaching and the space usage condition within middle and high graders ,teachers, staff and partial parents. The study propose findings and suggestions for the future use and improvement. After recovering the questionnaires from 330 students and 77 teachers and staff, the data obtained underwent statistical analysis and processing using mean, standard deviation, t-test, one-way ANOVA analysis, Pearson’s product-moment correlation analysis.We compare the user satisfaction , the efficency of teaching and the space usage condition within students in different genders,grade and in using of different level of the building. We also compare the user satisfaction , the efficency of teaching and the space usage condition within teachers and staff in different gender, position,age,seniority,the level of education and teaching different graders. Generalized conclusions: 1. The satisfaction of students, teachers and staff show medium-high degree . The teachers and students are satified with the classroom of school building. 2. Teachers and students show medium- high degree of efficency of teaching. They think the classrooms are the most useful stucture. 3. Teachers and students show high level of using rate on the structures of scool building. Among these structures that teachers and students using the most is auxiliary facility. 4. It shows higher degree of user satisfaction, the efficiency of teaching and using rate in students in middle level, middle graders and female students. 5. Staff and male trachers show higher degree in user satifaction. 6. The male teachers show higher consciousness in efficiency of teaching. 7. 36 to 40 year old teachers and staff, teachers with administrative work and teachers that teach high graders show high degree in using rate of school building. 8. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within students of Hsing Lung Primary School. 9. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within teachers and staff of Hsing Lung Primary School. 10. There were suggestions to the Post-occupancy Evaluation of school building from students, teachers, staff and interviewers. According to the findings and conclusions of the study, the suggestions were as followed: 1. To the authority of education: choose and plan the land of newly-built school. Prepare abundant budget. Important instuction engineering should be planned as a whole by county government. Recruit students after the school was completed. Choose the architect with educational philosophy and school-building experiences. 2. To architect: give suggestions about funds, qulity and progress of work. 3. To school: Invite users to participate in the plan of school building. Communicate and coordinate with professional staff. Set up a management system of using. Develop school-based curriculum and improve school building. 4. To the follow-up study: give suggestions on the scope of investigation, content, methodology and objects of study.
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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 textAbstract:
This study sought to investigate the impact of pre-service primary school English language teachers’ training on their post-training practice. A constructive research paradigm and qualitative method were used in the study. The participants were selected purposively, and
final year pre-service primary school English trainee teachers were used to collect the research data. The data were collected in the year 2016. To collect the data, an interview schedule, an observation guide and document analyses were used. The interviews and the
observations were recorded and later transcribed. The transcribed data were coded, categorized according to their similarity, and then these categories were further collapsed into themes. The findings showed that the primary school ELT trainee teachers did not have
sufficient understanding of the ELT methods offered during their training which led to poor practice, as revealed in their independent teaching. Some of the reasons for the trainees’ poor
understanding and practice mentioned were that the training system was not supported by the reflective teaching method, and the support of ICT. In addition, there was a significant waste of time budgeted for the course time for the completion of the training program. In relation to
time, the practicum time the students stayed in the primary school during independent teaching was not sufficient to give them hands-on practice. Moreover, they did not get the required support from the school mentors and the training college supervisors. Due to these
constraints, almost all the participant trainee teachers demonstrated poor performances during the lesson delivery, which indicated that they did not understand the principles of the ELT methodsEnglish Studies
D. Litt. et Phil. (English)
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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 textAbstract:
碩士國立臺北教育大學
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
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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 textAbstract:
碩士國立臺南大學
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.
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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 textAbstract:
碩士國立屏東教育大學
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.
50
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 textAbstract:
碩士國立臺北教育大學
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.