Dissertations / Theses on the topic 'Post-primary teachers'
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1
Greene, Edel. "How do Irish post-primary teachers conceptualise their own professionalism?" Thesis, University of Roehampton, 2015. https://pure.roehampton.ac.uk/portal/en/studentthesis/how-do-irish-postprimary-teachers-conceptualise-their-own-professionalism(d718353b-8a26-4b67-b5af-713ad59b2ad4).html.
Full textAbstract:
This thesis explores the question: how do Irish post-primary teachers conceptualise their own professionalism? The central aim of the research is to give teachers a voice in defining what it means to be a professional teacher, within the context of new challenges posed by neoliberal ideologies and practices, which are increasingly informing educational policy. A total of sixteen teachers participated in semi-structured interviews as part of the research. The research employed an interpretative methodology and thematic analysis to the emergent data which was generated by a semi-structured interview process. The theoretical framework used to frame the analysis applied the tools of post-structural social theory, specifically, Foucauldian conceptual propositions of social identity-formation, power and knowledge, to teachers’ experience of their own professional identity and professionalism. The analysis and findings of this small scale interpretative, qualitative research study on teachers’ professionalism, highlight that teachers are currently entrenched in a struggle for control over, how their professional identity might be constructed, and the standards by which their professionalism is assessed. Neoliberal concepts of performativity, standards and accountability have recently become embedded in reformed practices and seek to redefine teachers’ professional identity and professionalism. The research concludes by staking the claim that unless teachers actively engage in an interrogation of the discourses and influences which assess their professional contribution and performance, they will conform to a professional identity that privileges the demands and values of the market. The discretionary judgement of the teacher, as currently understood by those interviewed in this research, is consequently, greatly undermined by compliance to neoliberal values.
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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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McCrory, W. P. "In secret of excitement and wonder - an investigation of how post-primary teachers can emotionally engage students in science through their performance." Thesis, Queen's University Belfast, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534660.
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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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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.
Full textAbstract:
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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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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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.
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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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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.
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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.
10
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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Hsu, Chin Ching, and 徐錦清. "Teacher, Do You Want to 〝Take〞another Post?- A Study on the Willingness of the Primary Teachers in Ilan County Concurrently to Work as a Coach." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/11736357345685192748.
Full textAbstract:
碩士國立花蓮教育大學
體育學系碩士班
97
In addition to expand the teaching domain at school, primary teachers not only need to understand and take care of students to allow them fully development both physically and mentally, they also need to work hard on various tasks that school assigned. Primary teachers are as super gardeners who complete their works diligently and unremittingly. Why a primary teacher is inclined to take the arduous post as a coach besides of complicated teaching job?! This study aimed to investigate the willingness why a primary teacher in Yilan County is willing to work concurrently as a coach at school. It adapted qualitative research methods, such as interviews, literature review, and observation, to collect diverse data to describe the working willingness of a concurrently primary teacher and coach in Yilan County. The results show that there are four motivations: 1. Based on school request; 2. Graduated from Physical Department; 3. Interested in certain sports; and 4. Good at certain sports. The factors which will influence concurrently teacher and coaches’ working willingness are: 1. Personal factor; 2. Family factor; 3. School factor; 4. the nature of the task; and 5. social factor. The researcher advises the followings: 1. Promote sports in primary school to attract the public to participate; 2. Boost Vice-classroom teacher program to reduce the loss of talented coaches. 3. Create a school environment with friendship, honor and justice. Whether the concurrently teacher and coaches in other counties will agree with the researcher's conclusion? Or why the male concurrently teacher and coaches are far more than females? Both questions worth following researchers’ further requisition.
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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.
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Chang, Ming-jyh, and 張閔智. "Capital, Habitus, Field and Responses to the Post-9-Year Consistent Curriculum Reform-- An Example of the Basic Unit Teachers in A Primary School in Taipei County." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/54393520454141039250.
Full textAbstract:
碩士東吳大學
社會學系
93
Abstract The study aims to explore how teacher capital, teacher habitus and school field affect and form responses from the basic unit teachers to the post-9-year consistent curriculum reform that has stepped into “the second stage education reform”. The researcher took the primary school in Taipei County in which the researcher teaches as a field of research and conducted participation and observation. The study also adopted snowball-sampling method that on-job teachers in 1994 academic year were taken as sampling mother body for in-depth interviews. Total seven on-job teachers were interviewed. The important findings of the study are: 1) Although complicated and overloaded routine works and class affairs affected teachers on the implementation of teaching of curriculum reform, there is no evidence that the teachers had significant suspicion and resistance to the routine works; 2) The past experiences and cultivating education of teachers had constrained teachers’ teaching contents and attitudes. In fact, the culture of silence caused by internal pressure of teachers’ expertise is a habius of teacher; 3) In the power relationship with school management, there was significant direct or indirect effects, either causing the repugnance in teachers’ psychology or impacts on normal operation of teaching, of leading styles, the attitude toward the participation into curriculum reform from school management and their capabilities of planning and consultation in the process of implementation of related rules on teaching and responses from the teachers to 9-year consistent curriculum reform. 4) There was no change in relationship among teachers in the implementation of cooperative teaching models such as class groups model, coordinating teaching and curriculum designs; 5) There was no significant enhancement in parent-teacher relationship in the implementation of 9-year curriculum reform. Parent’s participation into surrounding teaching activities in school increased, but the actual participation in teaching in the class was limited; 6) The vigorously growing public opinions and cultural and educational groups had become important key factors affecting teacher’s teaching and career planning and no one could neglect them; and 7) Senior teachers had more space to save the situation and exercise strategies in handling school administrative and teaching affairs; junior teachers often made reference to the senior teachers’ experiences and opinions. At the last part of paper, the researcher discussed important findings in the research results and presented recommendations in a hope that they could be helpful to all teachers. Keywords: capital, habitus, field, the basic unit teacher, 9-year consistent curriculum reform
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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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Stratford, Vanessa. "Comparing teaching through play and peer-teaching for children with ADHD in the South African classroom." Diss., 2021. http://hdl.handle.net/10500/27490.
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1 online resource (xii, 171 leaves) : illustrations (chiefly color), color graphsADHD negatively impacts academic performance, and the traditional classroom setting conflicts with the symptoms of ADHD. This research examined the potential of teaching through play and peer-teaching as alternative teaching methods to improve the mathematical performance of Grade 1 children with symptoms of ADHD; by answering, would adapting teaching methods to include teaching through play and/or peer-teaching, in the South African classroom, improve the mathematical performance of children with symptoms of ADHD? A pre-test-post-test control group design was employed in this comparative experimental study. Participants were purposively selected then randomly assigned to one of three intervention groups. An eight-week intervention was implemented as teaching through play or peer-teaching. Pre-test and post-test scores were analysed using a dependent t-test, a Wilcoxon Signed Rank test, and a Kruskal Wallis test. Teaching through play and peer-teaching have the potential to improve the mathematical performance of Grade 1 children with symptoms of ADHD. Special precautions were taken in the process of minor research participants, adhering to the ethical principles of beneficence and non-maleficence, justice, and autonomy.
Psychology
M. Sc. (Psychology (Research Consultation))
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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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Nunalall, Sumita. "The effect of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa." Thesis, 2012. http://hdl.handle.net/10413/9602.
Full textAbstract:
This study sought to investigate the effects of continuous curriculum policy changes on the professional lives of foundation phase teachers in post-apartheid South Africa. Since the inception of Curriculum 2005 (C2005) in 1994, there have been several policy initiatives aimed at the Foundation Phase. These include: The Revised National Curriculum Statement (2002) , followed by the Foundations for Learning Campaign and the Curriculum Assessment Policy Statement (CAPS) in 2012. This study aims to understand the process and experience of change from a teachers‟ perspective, as teachers‟ participation in education policy formulation has been limited or non-existent.
The study sought to answer three critical questions: Why have there been continuous curriculum policy changes in post-apartheid South Africa? What are the implications of continuous curriculum policy changes for foundation phase teachers? What are the effects of these changes on the professional lives of foundation phase teachers?
The literature review sought to explore the motivation for continuous curriculum changes and the implications that these changes have for foundation phase teachers. The literature review indicates that policy changes derive largely from two contending imperatives, namely pedagogical enhancement and/or political symbolism.
The qualitative data generated for the analysis is underpinned by the interpretive paradigm using data collected through structured interviews. Foundation phase teachers from three primary schools were selected to participate in the study. The questions have also been explored using relevant theoretical explanations that derive from empirical data.
This study has been framed within four theoretical frameworks, namely: Foucault‟s (1991) theory of governmentality, Jansen‟s (2002) theory of political symbolism, Carnal‟s (1993) theory of change, and Hargreaves (1994) theory of professionalism and intensification.
The analysis reveals that continuous policy changes lead to intensification of teacher workloads and poor uptake and implementation of new/revised policies. As the trajectory of curriculum policy change reveals, teachers who have hardly been able to internalise pre-existing policies are required to engage with new policies.
The data reveals that frequent policy changes have resulted in uncertainty and confusion among teachers, and contrary to the policy rhetoric, do not improve the performance of learners, as is evident from South Africa‟s poor performance in international literacy and numeracy tests. Nor does it assist with teacher development. The haste usually associated with the policy process results in the use of the much maligned “cascade” model of teacher development. Policy bureaucrats, who have inadequate understandings of policy, superficially cascade these understandings to teachers through quick-fix workshops.
The study contends that the state of policy-flux is counterproductive and can be attributed to the phenomenon of governmentality. This is an attempt by the ruling party (which governs policy development almost exclusively) to be seen to be making substantive changes, but these changes remain at the level of policy rhetoric and policy symbolism.
The report concludes with the assertion that for policy to have substantive force, there needs to be more productive policy dialogue among practising teachers and policy makers. It is still possible to infuse a sense of legitimacy in the policy process, if teachers are positioned at the centre of the endeavour rather than at the margins.Theses (M.Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Phaiphai, Thanyani. "An analysis of teachers' experiences in Curriculum and Assessment Policy Statement implementation in intermediate and senior phase primary schools : Vhembe district." Thesis, 2020. http://hdl.handle.net/10500/27540.
Full textAbstract:
This thesis explored teachers’ experiences in curriculum implementation in primary schools in the Vhembe district. Curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. Primary school teachers are pillars of strength in contributing to the children’s future success. The thesis presents a contribution to the knowledge of curriculum implementation at the school level through a case study and a qualitative research approach as it aimed to comprehend and describe teachers’ practices and experiences on the implementation of the curriculum, which is a social phenomenon that includes ideas, thoughts, and actions. The thesis takes an appropriate starting point in arguing that curriculum implementation prompts thinking and learning of new things in the teachers’ day-to-day workplace. The context of the argument is primary school teachers’ lived experiences in South Africa in the face of curriculum change. The researcher critically argues that South Africa is amongst many countries that experienced curriculum challenges and resorted to change and one of the changes was in the form of the Curriculum and Assessment Policy Statement (CAPS) which signalled a shift in teaching approaches. In this new way of teaching, teachers seem lost and therefore apply traditional teaching methods. Teachers are expected to apply curriculum changes and develop new skills through qualification improvement, but it is questionable whether the challenges that the teachers themselves recognise as important are taken into cognisance.
The researcher elaborated eight recommendations in relation to the Curriculum and Assessment Policy Statement. Some of the recommendations are summarily as that education curriculum advisors from the Limpopo Department of Education be appointed to visit all schools to aid and assess the implementation. It is also recommended that the Department of Basic Education must retrain all primary school teachers for a week during school vacation. These recommendations are of paramount importance and the Limpopo Department of Education should consider them as a priority. As the government can intervene by funding the implementation of the CAPS in the training and reskilling of teachers.Curriculum and Instructional Studies
Ph. D. (Curriculum and Instructional Studies)