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Dissertations / Theses on the topic 'Pre-schools'
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1
Mtahabwa, Lyabwene. "Pre-primary educational policy and practice in Tanzania observations from urban and rural pre-primary schools /." Thesis, Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38877028.
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Sheridan, Victoria Frances. "Relationships between theory and practice in London Montessori pre-schools." Thesis, University of Sussex, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.357295.
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Erskine, Peter, and n/a. "Montessori : method or response : a practitioner's investigation into Montessori pre-school education." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060707.143251.
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This thesis argues that the practice and discourse of Montessori education should be
explicitly concerned with the creation of a culture of response rather than with the
implementation of a method. It is argued that in order for a culture of response to occur
there must be within Montessori discourse and practice an explicit recognition of the need
for teachers to engage critically and continuously with the assumptions that underpin
Montessori thought and practice.
This is difficult, however, because there is a tension between Montessori as a method and
Montessori as response. An attempt is made to examine Montessori discourse in order to
understand the nature of this tension. This involves looking at Montessori discourse from
a perspective that borrows from Poststructuralist thinking.
It is suggested that in Montessori discourse there exists a relationship between certain
elements of the discourse and its practices that may bind tightly together the subjectivity,
or identity, of the teacher; the claims to legitimacy and truth of the discourse itself; and
particular, positivist, notions of the individual, of truth, nature, change, society, and
knowledge.
From a Postructuralist perspective this constellation of relationships begins to unravel
when Montessori discourse is seen to arise from specific beliefs and assumptions that
underpin apparently common sense understandings regarding children, learning, society
and change. These understandings may result in the maintenance of the dichotomy
between the observer and the observed, the teacher and the child, the knower and the
known and the inevitable power relations that accompany such dichotomies. This
Poststructuralist concern with the issue of power is thus a significant issue for educators
who are attempting to provide a learning environment that is responsive to children's
diverse attempts to make sense of the world and to find a voice. A critical engagement
with Montessori discourse, and practice, thus requires an engagement with the ways in
which it may construct a relationship between teacher and child that may be inimical to the
development of a culture of response in Montessori schools.
4
Hershey, Kristen. "Pre-Licensure Nursing Students’ Perceptions of Safety Culture in Schools of Nursing." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3317.
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Safety culture has been demonstrated to be a key factor in high-reliability organizations (HROs), yet healthcare has not achieved a safety culture as seen in HROs despite decades of effort. Student nurses are enculturated into their profession during their pre-licensure education. This period offers an excellent opportunity to teach students the values, norms, and practices of safety culture. However, little is known about the state of safety culture in schools of nursing.
The purpose of this study was to examine the state of patient safety culture as perceived by students in pre-licensure nursing programs in the US using a modified version of the Hospital Survey on Patient Safety Culture (HSOPSC). The School of Nursing Culture of Safety Survey (SON-COSS), the modified instrument created for this study, was administered electronically to a sample of pre-licensure nursing students (N=539) drawn from membership in the National Student Nurses Association (NSNA).
The SON-COSS was found to maintain its reliability and validity for use in pre-licensure nursing students. Perceptions of patient safety culture ranged from 81.6% to 23% positive for the 10 dimensions of patient safety culture measured by the SON-COSS. The highest percent positive dimensions for this study were Faculty Support for Patient Safety (81.6%), Teamwork Within Groups (78.3%), and Faculty Expectations and Actions Promoting Patient Safety (68.6%). The lowest percent positive dimensions for this study were Frequency of Events Reported (47.3%), Communication Openness (34%), and Nonpunitive Response to Error (23%). Participants in this study perceived patient safety culture significantly lower for eight of the 10 dimensions measured by the SON-COSS compared to aggregate national data from the HSOPSC (AHRQ, 2016). Only Faculty Support for Patient Safety (81.6%) was significantly higher than the corresponding dimension in the HSOPSC.
The results of this survey indicate that students recognize the importance of safety to their faculty, but they do not perceive the presence of a just culture, an essential prerequisite for a culture of safety. This study provides a reliable and valid instrument to measure safety culture in schools of nursing and baseline data to understand the state of safety culture in this population.
5
Thornbury, Robert. "The teaching of philosophy and the pre-philosophical curriculum in schools and colleges." Thesis, University College London (University of London), 1999. http://discovery.ucl.ac.uk/10019155/.
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Chapter 1 introduces the main issues including those of definition, within a history of ideas context, and explains how the argument will proceed in the succeeding chapters. Chapter 2 considers a wide range of claims and counter-claims concerning the teaching of philosophy and a pre-philosophical curriculum. The transcendental claim that pre-philosophical and higher order thinking are de facto taught in all schools, is combined with other strong claims to make the case for developing a philosophy and pre-philosophical curriculum. Chapter 3 argues the claim from transcendental realism, following Kant and Bhaskar, that philosophical concerns are pervasively present in the curriculum, pedagogy and organisation of schools. Chapter 4 shows how a philosophically-driven pedagogy can be informed by philosophical theory concerning conditionals, counter-factual and possible worlds thinking. Chapter 5 demonstrates the importance of the claims for benefits from thinking and phiosophising in relation to the intellectual and moral dispositions, and the virtues. Chapter 6 examines discussion and practice of the canonical in philosophy and prephilosophy, through a series of comparative case studies. The extent to which the National Curriculum for England and Wales might present a canonical form of the prephilosophical curriculum is examined. Chapter 7 recommends, in practical and theoretical ways, how a strategy for a whole school or college approach to the philosophy and pre-philosophical curriculum can be devised and implemented. Chapter 8 considers particular issues of personal, professional and pedagogic ethics which teachers will need to address. The importance of narrative and philosophical auto-biography is argued. It is claimed that a teacher should be a transformative professional and public intellectual. A concluding over-view envisages prospects for further philosophical and scholarly enquiry, and empirical and public policy research. Thirty-eight Appendices of reference and teaching materials, together with a Bibliography of works referred to in the text and notes, illustrate the argument of the thesis and provide teaching material for teacher education.
6
Hengari, Job Uazembua. "What counts as literacy in Windhoek urban pre- and primary schools in Namibia?" Doctoral thesis, Faculty of Humanities, 2019. http://hdl.handle.net/11427/30073.
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This study aims to investigate what counts as literacy in Windhoek urban pre-and primary schools in Namibia. Using an ethnographic-style research paradigm the study examines literacy practices in social contexts to answer the question as to what counts as literacy in these schools. As teachers and learners and parents/caregivers and their children occupy the classroom/home as a social space, they engage each other in literacy events, during which literacy development is scaffolded and encouraged as a culturally valued activity. The study focused on three children and studied their early literacy development in their classrooms and at home by observing them and recording them during those practices. The data was collected in two phases, each stretching over a six months’ period. The focus during phase one was on the preschool phase of early literacy learning, while phase two continued to collect the data at lower primary school phase. At pre- and primary school, the classroom is the place where teachers provide literacy practice and guidance to the learners. It is this ‘school literacy’ that defines what counts as literacy, a specific kind of literacy that is planned and offered to learners in a classroom setting. In Windhoek urban settings, the ‘traditional’ conception of literacy as a largely psychological ability – something true to do with our intellect, and thus a private possession – remains dominant. As some literacy is more dominant, visible and influential than others, the ‘school-based literacy’ in this study dominates and marginalizes the vernacular and techno-literacies that occur at home. I want to suggest that Namibia endorse the sociocultural approach to literacy learning by way of a paradigm shift in order to create room for other literacy practices outside of school, in homes and in communities, so as to become recognized and legitimized as they already are broadening what counts as literacy. I argue for a new curriculum that can account for similar variations in children’s home backgrounds.
7
Ho, Sook Wah. "Instructed English vocabulary learning in Malaysian pre-schools for children from low income families." Thesis, University of Essex, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.654556.
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This study sought to describe and evaluate the 'process' of instructed English vocabulary learning in Tabika Perpaduan CTP) Pre-Schools for Malaysian children from low income families with regards to words presented to the pre-school children, teachers' vocabulary instructional methods and students' vocabulary achievement. Data collection was carried out by means of questionnaire for teachers, classroom observations of four teachers' instructional vocabulary methods at four pre-schools, and a series of one-to-one vocabulary tests for twenty-two students in these four pre-schools. Findings of the study have revealed, firstly, that the main sources of word learning were the two textbooks used by all TP pre-schools, and a variety of other commercial and teacher adapted language materials. It was also noted that many nouns were presented, with some verbs, adjectives and very few adverbs, and that many words were introduced to the students but with inadequate repetitions. Secondly, teachers used a variety of teaching techniques to present word meaning and to teach · listening vocabulary, reading vocabulary, speaking vocabulary and writing vocabulary. It is also found that teachers' instructional practices did appear to affect the students' achievement in the vocabulary tests. Thirdly, the students' mean vocabulary achievement revealed that the children had a greater ability to hear and read words, than to say and write words (with writing vocabulary being the weakest of their vocabulary knowledge), and mean vocabulary achievement differed across lexical fields. Analysis of students' spoken and written production mistakes revealed the students' developmental stages of language learning, the influence of Ll, and the different abilities in being able to spell words. The students' vocabulary achievement also showed that TP pre-schools were lacking in preparing the students to meet the guidelines/requirements stipulated by the National Pre-school Standard Curriculum, and the requirements for English vocabulary learning for Primary Year One.
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Linell, Daniel. "Estimating and Improving Cyclists Spatial Accessibility : to Daycares, Kindergartens and Pre-schools in Umeå." Thesis, Umeå universitet, Institutionen för geografi, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-172083.
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Hilson, Patricia F., and n/a. "From oracy to literacy via writing : a Montessori approach for the pre-school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060724.131835.
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Traditionally, children's formal introduction to print has occurred when
they enter primary school around five years of age. The progress of this
literacy development typically has been from the child's spoken language
into reading. In this approach writing emerges out of reading experience.
Montessori's theory suggests that children can come to literacy via
writing, specifically via the sounds of the alphabet. Her approach rests on
the view that the alphabet can represent the sounds of spoken language.
Given the sounds/symbols to write the child can learn to map spoken
language to print. As children explore the print system in writing they will
build up knowledge and understanding sufficient to support easy access to
reading.
According to Montessori the pre-school years offer an optimal time for
this development to occur. She maintains that where literacy acquisition
emerges out of spoken language via writing into reading the potential for
creative written expression may be more available to the child than where
the progression is first into reading. In this latter approach the thoughts
and conventions of other writers (reading) may limit the child's
expression.
Theoretical issues regarding young children's capacities to learn as well as
issues surrounding the writing/reading precedence are discussed.
To examine the process from children's spoken language into writing, a
series of naturalistic observations were carried out in three Montessori
classes. Children's progress from oracy to literacy and the learning
environments which facilitated this process are documented and discussed.
In presenting the children's learning environments an informal exposition of
Montessori's approach to language learning at the pre-school level is given.
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Etheredge, Corrie. "Willingness to Adopt Restorative Discipline in Schools: An Analysis of Northwest Justice Forum Pre-Training on Restorative Justice and Schools Survey Data." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/18550.
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Concerns over skyrocketing school disciplinary rates have driven the search for alternative methods to address disruptive student behavior. Restorative disciplinary practices are a promising option for our nation's schools. This investigation explores the willingness of educators to adopt restorative discipline by analyzing survey data from the Northwest Justice Forum Pre-Training on Restorative Justice in Schools. Data analysis was conducted using the Theory of Planned Behavior as a model for understanding and predicting future behavior--in this instance, willingness to be contacted for more information or willingness to participate in a future study. A concurrent review of the participant's school disciplinary policies demonstrated how participant views are reflected in practice. The analysis suggested that the respondent's attitude significantly predicted intention, and both attitude and intention predicted behavior. Furthermore, the policy review confirmed that restorative discipline is largely absent and cautioned that there may be misconceptions about its use.
11
Clark, Ronald R. "An examination of the evidence for the existence of scribal schools in pre-exilic Israel." Theological Research Exchange Network (TREN), 1994. http://www.tren.com.
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Seymour, Kathleen. "Schools for pre-adolescents : a comparative study of the 9-13 middle school in Dorset." Thesis, University of Nottingham, 2012. http://eprints.nottingham.ac.uk/12797/.
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When they first appeared on England’s educational landscape, middle schools held the promise of providing a schooling environment ideally suited to the needs of pre-adolescents. This research aims to assess how far they have fulfilled that promise. As a convenient and cost-effective means of reorganising schooling along comprehensive lines, the number of middle schools steadily increased from the late 1960s through to the early 1980s. Since 1982 their numbers have declined and today they form a small minority of state schools in England. Many of the remaining middle schools are under threat of closure as local authorities opt to reorganise into the more common two-tier schooling system with transfer from primary to secondary school at age 11. Using Dorset County Council’s administrative area as a case study, I examine the educational and social aspects of middle schools for children aged 9-13, and compare these with the equivalent age ranges in the two-tier schooling system. Employing a mixed methods approach, the views of headteachers, teachers, pupils, former pupils, parents and the local authority were collected via questionnaires, an interview and a discussion group. My research uncovered evidence that children in middle schools may receive a less rich educational experience than their counterparts in the two-tier system and overall, middle school participants exhibited a more negative attitude towards the academic side of their schooling experience. These findings were particularly notable among those in the upper two years of middle schools, suggesting that children aged 11 and above would enjoy a superior educational experience in secondary schools. A clear trend was evident for middle school pupils to ‘out-grow’ their middle school as they progressed through the year groups and for many participants the transfer to a new school was well overdue by Year 8. There was little to suggest that children’s social development is better nurtured in a middle school environment, though there were indications that social relationships at the middle school are better than those at secondary schools and that children’s emotional well-being is better supported. I argue that the inception, development and downfall of the middle school has been characterised by a lack of clarity and consistency in its form and identity which has failed to make it robust enough to withstand national shifts in educational policy and pedagogy. The future of the middle school is discussed and I conclude that isolating the pre-adolescent years in a separate schooling unit might not be the best strategy, and argue instead that a recognition of the particular needs of the pre-adolescent should be an inherent part of our education system whatever form or structure our individual schools take on. My research updates our knowledge on what has been an under-researched aspect of England’s education system for many years and, unlike many previous studies, addresses the views of multiple stakeholders and compares the opinions and experiences of those associated with both the two-tier and three-tier schooling systems. It provides a broad-ranging examination of the middle school in the context of its probable eventual disappearance and encourages policy-makers and practitioners to consider the ‘middle years’ above ‘middle schools’.
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Nordin, Hasniza. "Pre-service teachers' TPACK and experience of ICT integration in schools in Malaysia and New Zealand." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2014. http://hdl.handle.net/10092/9856.
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Information and communication technologies (ICT) are common in schools worldwide in the 21st century, in both developed and developing countries. A number of initiatives have been made in the development of ICT related training in Initial Teacher Education (ITE) programmes. These initiatives aim to develop future teachers’ ability to teach and deliver the school curriculum, including using ICT in the classroom. Sufficient field experience is essential since the process of undergoing such placements would prepare them in creating new ideas and implementing strategic ways as to how they can effectively incorporate the use of ICT in their lesson plan, class management, and in teaching.
The key research question in this study is “Do pre-service teachers in a New Zealand and a Malaysian ITE programme use their field experience to develop their potential to integrate ICT in schools and, what are the similarities and differences between these case studies?” Effective use of ICT in teaching and learning requires the teacher to understand how ICT weaves with pedagogy and content. The Technological, Pedagogical Content Knowledge (TPACK) theoretical framework introduced by Mishra and Koehler (2006) clarifies the need to understand and develop TPACK to inform integration of ICT in teaching.
This research provides two case studies of ICT in ITE in the Asia Pacific region, one in a developed country, New Zealand, and the other in a developing country, namely Malaysia. Both case studies are of ICT in an ITE programme with a particular focus on field experience in secondary schools, within which there are embedded cases of ITE students. This study illustrates how pre-service teachers’ experience and development of ICT knowledge and skill and their understanding of TPACK can support an increase in their teaching competencies. This research provides evidence that field experience is important to support pre-service teachers to develop their teaching competencies with ICT and understanding of TPACK in ways that are transferable into their own practice. This study has also contributed to increased reliability and validity of TPACK instrumentation. The comparative findings of the New Zealand and Malaysian case studies indicate the importance of a range of contextual factors, which suggest that the Initial Teacher Education programme, school curriculum and ICT availability as well as student maturity contribute to the development of TPACK.
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Douglas, Francis. "A study of pre-school education in the Republic of Ireland with particular reference to those pre-schools which are listed by the Irish Pre-School Playgroups Association in Cork city and county1993-06." Thesis, University of Hull, 1993. http://hydra.hull.ac.uk/resources/hull:4621.
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This study was undertaken in order to investigate the activities which took place in Irish pre-schools other than those within the formal school system. The principle focus of the research concerned the degree to which the pre-school children were being 'cognitively stretched' by the curriculum in which they were engaged. The social, linguistic, physical and creative development of these children was also considered.An historical review of the theory of play and recent research in this area was undertaken.Twenty-three pre-schools were taken at random from the membership list in Cork city and county of the Irish Pre- School Playgroups Association. One pre-school which was not a member was added. Prior to embarking upon the study, a history of the I.P.P.A. was given.The ethnographic research strategy was found to be the most suitable method of assessing empirically the nature and frequency of play in the pre-school. This study, which took place between 1986 and 1990, was therefore eclectic in nature, employing a multi-faceted approach encompassing a target child observational schedule, interviews, a study of classrooms, a questionnaire and an interaction analysis system.Briefly, the results showed that the 157 children engaged in this study were being cognitively stretched for approximately one quarter of the time if they were in a playgroup and approximately one half of the time if they were in a Montessori setting. Social and linguistic behaviour was limited by the actions of the pre-school leaders and physically or creatively challenging behaviour was rarely observed. The fact that the children played alone for half of the total time spent in the pre-school was most striking.The most important finding to emerge from the study of language in the twenty-four pre-schools was the fact that the children rarely communicated verbally. Dialogue was almost non-existent and children's questions were very sparse. In order to place the above in a National context, a questionnaire was sent in 1990 to a random sample of one hundred I.P.P.A. members in the 26 counties of the Republic of Ireland. Unfortunately, only 39 responded. However, of note was that approximately 25% of playgroup leaders had degrees and four-fifths of them were mothers in their mid-thirties. They strongly disagreed with the teaching of the 3Rs and felt that much more government money should be devoted to playgroups and in-service training for their personnel.
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Chan, Kam-hung, and 陳錦雄. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31959222.
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Chan, Kam-hung. "Problems experienced by pre-service PE teachers during their teaching practice in secondary schools in Hong Kong." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18886899.
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Bhering, Eliana Maria Bahia. "An examination of Brazilian teachers' attitudes and parents' views on parental involvement in Brazilian state pre and primary schools." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10018904/.
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Parental involvement (PI) has increasingly become a major priority in the educational agenda. Parents are regarded as an important source for schools and teachers that largely contribute to good-quality education. Schools are expected to develop practices that include parents in activities that concern both the learning process and school practical aspects. Research on school effectiveness and improvement suggests that teachers and parents partnership is now strongly recommended in order to ensure children's school success (Mortimore et aI, 1988). This study discusses PI terminology and concepts; the process and the construction of PI theory with its models and typologies; research and evidence which has influenced this thesis; and evidence from Brazilian schools. PI typologies and models have greatly influenced this piece of work because it is argued teachers' preparedness for PI can only be examined from that knowledge. In particular, the study uses a typology of PI devised by Joyce Epstein (1989) based on PI research in American primary schools (1982, 1985, 1987, and later, extended to middle and secondary schools). Since little attention has been paid to school PI practices in Brazil, this research aims to understand and reveal Brazilian teachers' position to PI. To pursue this aim two studies were designed to collect parents' and teachers' views about PI practices taken from Joyce Epstein's typology, research and questionnaires. Eleven Brazilian state pre and primary schools were involved: 21 parents whose children were in the fourth grade were interviewed using a semistructured questionnaire, and 181 pre- and primary school teachers answered a structured questionnaire. Parents' data were qualitatively analyzed and teachers' quantitative data were analyzed using factor analysis. The results showed that Brazilian parents see PI in three different ways: help, involvement and communication. Help was related to the practical aspects of schooling; involvement was related to intellectual and2 I educational activities; and communication was seen as the tool for the other two categories that would need to be more effectively developed. The findings suggest that Brazilian teachers welcome parents' support in preparing children to go to school but seemed to reject the idea of parents' helping with curriculum-related activities in the classroom and school. However, they would like parents to follow their advice and instructions for activities developed at homne including homework. The importance of positive communication and parents and children's appraisal was also highlighted. Both Brazilian teachers and parents believed that two-way communication and integration of efforts are essential elements for effective in Brazilian schools.
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Crellin, Natasha. "An exploration into early years practitioners' work experiences in private day nurseries and voluntary sector pre-schools in England." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/408018/.
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This thesis is a study of early years practitioners’ experiences of their working lives. The data was collected from 25 semi-structured interviews with 25 participants in four early years settings. This is a qualitative study that explores what influences early years practitioners’ working identities and considers the similarities and differences of experiences working in a private day nursery (PDN) and a voluntary sector pre-school (VSPS). The findings demonstrate that the type of provision directly affects early years practitioners’ working experiences, which has a marked impact on their working identities. Commonalities between the two groups exist in daily tasks, the rewarding aspect of emotional labour and in the experiences of policy and inspection. Likewise, the two groups share a similar disregard for the qualification system. However, there are differences in the two groups, especially the process of being managed, pay, working conditions, hours worked and professional development opportunities. Participants in the PDN settings voiced much more unhappiness in their work and experienced greater frustrations. This resulted in higher staff turnover, and managers reported continued recruitment problems. Different management styles between the two types of settings had a marked impact on how valued and empowered staff felt. This directly affected staff retention. There was a clear difference in staff profiles within the two setting types, with the VSPS settings having older, more-experienced staff and the PDN settings having a high turnover of young and inexperienced staff.
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Bleeker, Maryke, and n/a. "Pre-school education in the ACT : an evaluation and comparison of the traditional, the Montessori and the Weikart approaches." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060608.142516.
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Since the 1980s, a variety of pre-school approaches has
existed within the ACT Public School System. These approaches
are in theory based on different educational ideologies and
principles.
The Field Study Project evaluates and compares three
different educational models; existing classroom processes
and procedures, and student achievements in a 'traditional',
a modified Montessori and a Weikart pre-school currently
operating in the ACT Public School System.
Using selected criteria, an analysis of the three educational
models, an ecological survey and student assessments
were carried out to make the evaluations and comparisons.
The analysis of the three educational models indicate
different program orientations and instructional preferences
in the different models.
The ecological survey results suggest that the
'traditional', the modified Montessori and the Weikart approaches
identify with the models they are based on. Nevertheless,
educational trends and orientations are similar in the three
programs, which are predominantly cognitively oriented. In
contrast, teaching styles differ slightly. It is significant
that the teacher in the 'traditional' program fulfills a more
nurturing role, while her colleagues in the modified
Montessori and the Weikart programs fulfill more instructional
roles.
The evaluation and comparison of the student assessments
seems to indicate that there are no significant differences
in achievement in drawing, specific cognitive tasks and in
self-concept development between matched groups of learners
in the three pre-schools.
The findings support the notion that middle class children
enrolled in approved pre-schools develop cognitive abilities
regardless of the type of program they attend.
The evaluation and comparison of the three existing
approaches in the ACT suggests that the pre-school organisation
in the ACT Public School System is still strongly committed
to the 'traditional' model, and makes only minor attempts to
change educational patterns in pre-school education.
20
Guerra, Veronica Fanelle. "Investigating academic performance between Hispanic pre-kindergarten students enrolled and not enrolled in a structured literacy program in selected elementary schools." [College Station, Tex. : Texas A&M University, 2008. http://hdl.handle.net/1969.1/ETD-TAMU-2701.
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Phongploenpis, Sasiporn. "The education of bilingual teachers : preparation of Thai pre-service teachers of English to teach in Thai-English bilingual schools." Thesis, University of Exeter, 2016. http://hdl.handle.net/10871/24301.
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In preparation for Thailand to join AEC (ASEAN Economic Community) in 2015, the Thai Government has made efforts to prepare its citizens for this competitive market by improving their English competence. This has driven the Education Ministry of Thailand to establish bilingual Thai-English education, namely through the English Programme (EP) and Mini English Programme (MEP) in both public and private schools. While in-service teachers are trained in teaching in EP and MEP through the cooperation between the Educational Ministry and four institutes: ELI (English Language Institution), ERIC (English Resource and Institutional Centre), British Council and Chulalongkorn University (Ministry of Education, 2003; Punthumasen, 2007), it is found that pre-service teacher training for bilingual education is relatively new and there has been little/no research in terms of its effectiveness in Thailand. This study examined Thai pre-service teachers’ perceptions of an English teacher education programme at a university in Bangkok, regarding the programme potential of preparing them to work in bilingual schools, especially for teaching in EP and MEP in the future. A mixed-methods methodology underpinned the study by providing method and data triangulation. This methodology involved the adoption of self-report questionnaires (n=37) and follow-up Facebook-chats (n=17) as method triangulation, and from Thai pre-service teachers in different year groups as data triangulation. Descriptive analysis i.e. frequencies and percentages was used to analyse closed questions of the questionnaires and content analysis was employed for analysing data from open questions of the questionnaire and the Facebook-chats. A good understanding of the English bilingual education system and teacher requirements respective for work in bilingual schools in Thailand was displayed and in line with the Ministry guidelines as expressed in the Ministry’s order number Wor Gor 65/2544 as of 9 October 2001.The findings revealed that they felt they needed English knowledge, Pedagogical Knowledge and Experiences in preparing them for work in bilingual schools also involved. It was also found that native-English speaker norm regarding communication and pronunciation skill resulted in less confidence in English proficiency. They desired to learn more about English especially relating to oracy skills, followed by a topic relating to teaching through English. The findings of the study contribute to the development of teacher training programme for bilingual education. Practical suggestions and future research are firstly related to the shift from native English speaking norms to bilingual or multilingual speaking norms to eliminate the feeling of failure to the linguistic competence. Secondly, CLIL and Content-based instruction are suggested to respond to the participants’ need in learning a topic relating to teach through English.
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Peltonen, T. (Taina). "Pienten koulujen esiopetuksen kehittäminen - entisajan alakoulusta esikouluun." Doctoral thesis, University of Oulu, 2003. http://urn.fi/urn:isbn:9514268962.
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Abstract This dissertation reports the arrangement of pre-school education to children in small schools. There are experiences about pre-school education from over thirty years, but the time for extensive arrangement of pre-school education is only beginning with the year 2001. In the theoretical part 1 I study the historical formation of small schools, their school politics and pedagogy, and how the arrangement of pre-school education is associated with them. Furthermore, there is cultural analysis by comparing the working of Finnish women, the arrangement of day care and the equality of women with the rest of Europe, also the school success tests of children. I study the quality of arrangement of pre-school education with the help of a model made of teaching quality elements by Helakorpi (1993). In the empiric part 2 I analyse opinions of administrative authorities, parents, teachers and children. This research was carried out in four phases during years 1999-2000 and I got back 2271 questionnaires. The meaning of factor analysis was to outline the phenomenon and give support to the interpretation of my own theoretical knowledge and practical work. There is similarity between arranging pre-school teaching and elementary education in the19th century to children in the country, who have been in a worse situation than those living in urban areas. Above all, parents appreciate free transport to school as a form of regional equality. In pedagogy, we should be aware of our identity: it's a big country with a small population. That is why multi-age teaching and the learning of children at different ages should be studied and developed more generally. In questionnaires, the answers of different groups varied only slightly. Administrators, parents and teachers emphasised the teaching of manners, while children together with their parents laid stress on the importance of play and atmosphere. Playing outdoors and having a good environment were appreciated, but international relations and information technology were not seen as important elements in pre-school education. The task of education is to raise children into humanity. We should see pre-school age as a significant period of life. It deserves proper attention that we already give to the education of teachers and the development of our day care system. International tests on children's basic skills have given results that support our approach. Finland should by no means copy other European countries in developing pre-school and elementary education. We face the challenge of exploiting all the expertise there is in day care, pre-school education, social administration and school administration, also involving local decision making. Teachers need further education, especially on children with special needs, more practice of interaction skills, and co-operation with parents. School administration should give resources and time for this co-operation. In further studies we could develop co-operation of homes and school with the help of an activity analysis. The using of an evaluation model in municipality case studies, interviews of the different groups and follow-up studies after the establishment of pre-school education give many interesting possibilities for further studiesTiivistelmä Väitöskirjani tehtävänä on selvittää pienten koulujen esiopetuksen järjestämistä. Esiopetusta on järjestetty Suomessakin jo yli kolmekymmentä vuotta, mutta laaja esiopetuksen järjestämisen aika kuusivuotiaille on vasta aluillaan vuoden 2001 alusta. Teoreettisessa osassa 1 tarkastelen pienten koulujen historiallista kehittymistä, koulutuspolitiikkaa, pedagogiaa ja esiopetuksen järjestämistä osana koko koululaitosta. Vertailen Suomen naisten työssäkäyntiä, päivähoidon järjestämistä ja naisten tasa-arvoa muuhun Eurooppaan, samoin lasten koulumenestystuloksia. Esiopetuksen järjestämisen laatua tarkastelen Helakorven (1993) esittämästä opetuksen laatuelementtimallista kootun mallin avulla. Empiirisessä osassa 2 analysoin hallinnon edustajien, vanhempien, opettajien ja lasten käsityksiä esiopetuksesta. Toteutin tutkimuksen kyselylomakkeilla neljässä vaiheessa vuosina 1999-2000 ja sain yhteensä 2271 palautuskirjettä. Faktorianalyysien tehtävänä oli jäsentää ilmiötä ja antaa tukea teoreettisen tiedon ja oman praktisen työkokemuksen pohjalta laaditulle tulkinnalle. Esiopetuksen järjestämisessä on samankaltaisuutta 1800-luvulla maaseudun lapsille järjestetyn alkuopetuksen kanssa: maaseudun lapset ovat olleet opetuksen saamisessa huonommassa asemassa kuin taajamien lapset. Syrjäseudun esioppilaille tulisi antaa kuljetusetu erityispalveluna erityisesti vanhempien mielestä. Suomen pitäisi tiedostaa selkeästi oman identiteettinsä perustekijät eli suuri maa ja pieni väestö. Siksi yhdysluokkaopetusta ja eri-ikäisten lasten oppimista yhdessä pitäisi yleensäkin tutkia ja kehittää enemmän. Esiopetukseen suhtautumisessa eri ryhmien vastaukset eroavat vain vähän toisistaan. Hallinnon edustajat, vanhemmat ja opettajat korostavat käytöstapojen ja tapakasvatuksen tärkeyttä. Lapset korostavat ulkoleikkiä ja yleensä leikkiä sekä ilmapiirin merkitystä samoin kuin vanhemmat. Kansainvälisyyden ja tieto- ja viestintätekniikan opetusta ei nähdä tärkeiksi alueiksi esiopetuksessa. Koulutuksen tehtävä on ihmisyyteen kasvattaminen. Esiopetusikää pitäisi vaalia omana ikäkautenaan. Suomessa onkin satsattu opettajien koulutukseen ja päivähoidon kehittämiseen, ei lapsen varhaiseen koulunaloitukseen. Oppilaiden myöhemmät koulumenestystulokset tukevat Suomen linjan säilyttämistä, eivät muiden Euroopan maiden matkimista. Hallinnollisesti esiopetuksen johtamisen keskeinen haaste on päiväkodin johtajien sekä koulutoimen ja perusturvan esiopettajien asiantuntemuksen laajempi hyödyntäminen sekä paikallisuuden huomioon ottaminen. Opettajat tarvitsevat täydennyskoulutusta erityisesti erityispedagogiikassa, vuorovaikutustaitojen harjoittamisessa ja vanhempien kanssa tehtävässä yhteistyössä. Yhteistyöhön tulisikin saada resursseja ja aikaa hallinnolta. Jatkotutkimusvaiheessa voisi puolestaan toimintatutkimuksen avulla kehittää kodin ja koulun yhteistyötä. Arviointimallin käyttö tapauskohtaisissa kuntatutkimuksissa, eri ryhmien edustajien haastattelut ja seurantatutkimus esiopetuksen järjestämisen vakiintumisen jälkeen tarjoavat mielenkiintoisia jatkotutkimusmahdollisuuksia
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Menon, Swathi Sandesh. "Stakeholder Perspectives on Teacher Attrition in Private Early Childhood Schools in India." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7236.
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Teacher attrition is a problem that has consequences for children and schools in many countries; children are affected negatively both emotionally and intellectually, while schools suffer setbacks, such as financial stress and disruption of the learning environment. This multiple case study explored the perspectives of stakeholders in India regarding how teacher attrition in private early childhood schools influenced students, teachers, parents, school leaders, and schools, as well as the factors that stakeholders identified as important for teacher retention in private early childhood education. The conceptual framework was Bronfenbrenner's ecological systems theory. Data were collected through interviews with teachers and school leaders with at least 2 years of experience, and parents of children at affected schools. Twelve participants were selected via homogenous purposive sampling, with 4 in each group. Data were analyzed using thematic analysis. Results of data analysis showed that teacher attrition led to an increase in workload for the remaining teachers, causing mental and physical stress. Positive workplace relationships were needed to stem the problem. School leaders felt that teachers' salary should be commensurate with workload, while parents believed teacher contracts should include a minimum number of years of service required. Future research might focus on factors considered important to stemming teacher attrition such as flexible timetables, reduced workloads, and teaching independence. The study has implications for positive social change by providing insights to help policy makers and education leaders in India understand and possibly lessen the problem of teacher attrition
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Folque, Mendonca Maria Assunção Cunha. "An investigation of the Movimento da Escola Moderna (MEM) pedagogy and its contribultion to learning to learn in Portuguese pre-schools." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10006687/.
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This study identifies how the Movimento da Escola Moderna model for pre-school education works in practice, and how it has supported (or constrained) effective learning processes associated with 'learning to learn'. The conceptual framework combines socio-cultural theories of learning with literature on learning to learn and the role of interactions in teaching-learning processes to identify effective learning processes in the early years. Adopting an interpretative approach to research, the study involves an in depth casestudy approach with ethnographic elements. Two classrooms, purposefully selected, provide detailed illustrative cases of the MEM pedagogy. Data included observations (participant observations and video recording), interviews (adults and children), and documents. The analysis combined a theoretically driven framework with grounded analysis. This research showed that relationships between the MEM model, its practice and the children's participation in processes that promote 'learning to learn', are not straightforward. Both classrooms provided 'communities of learning' where children were encouraged to self-regulate their learning and engage in collaborative activities, transforming their identity from 'child' to 'leamer', and their leading activity from 'playing with others' to 'learning with others' . It was found that the structural and dynamic quality of day-to-day practices sometimes had contradictory effects, which led to the identification of some conditions required to guarantee such change for all the children including the youngest and those less participative. The implications for further development of the MEM model and teachers' practices are discussed. These findings contribute to understand the role of pedagogy in mediating, from an early age, the development of a life-long learner.
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Jawawi, Rosmawijah. "Conceptions of economics pre-service teachers' use of subject knowledge in teaching economics and commerce at secondary schools in Brunei Darussalam." Thesis, University College London (University of London), 2009. http://discovery.ucl.ac.uk/10019880/.
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Ganchorre, Athena Roldan. "Recognition and Respect for Difference: Science and Math Pre-service Teachers' Attributes that Underlie a Commitment to Teach in Under-resourced Schools." Diss., The University of Arizona, 2011. http://hdl.handle.net/10150/202743.
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This work revealed what is at the core of a particular group of prospective teachers that underlie their commitment to teach in under-resourced schools and districts. Prospective teachers committed to teaching in under-resourced schools have qualities or attributes of recognition and respect for students and families who come from low-income and culturally different backgrounds and experiences. These prospective teachers were able to recognize complex interactions that students and their families face at the individual, social and institutional level. They also sought ways to address their students' learning needs by drawing from students' experiences to make meaningful connections between home and school. To identify students' and families' lived experiences, cultural practices, and language as resources to draw from, are acts of recognition and respect towards students and their families who are, for many prospective teachers, different from themselves. Recognition and respect for difference are essential attributes that underlie a socially just and humanistic pedagogy which can positively impact the learning outcomes for students who are historically poorly served by our public schools. This work highlights a different view that prospective teachers from majority White European backgrounds have about social others. It also provides a new framework using social otherness as a lens to reveal prospective teachers' understandings and knowledge about students and families from low-income backgrounds.
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Poulton-Busler, Richardine Masoline. "The integration of pre-primary education into three mainstream primary schools in the Khomas Region in Namibia: implications for management and leadership." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001581.
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One of the goals for Namibia’s Vision 2030, through ETSIP (2005‐2015), is to establish a preprimary year in primary schools for all children aged 5‐6 to be developed first in schools serving the poorest population and OVCs. ECD is widely recognised as having a significant impact on the subsequent learning of children. The high failure and dropout rate in grade 1 made this process an important one. In 2008 the integration of ECD became a reality in five schools in the Khomas region of Namibia. At present there are 29 pilot schools in the Khomas region 29 schools, and 504 in the whole of Namibia. According to the MoE all primary schools should have a preprimary class as ECD has been recognized as a key contributor to positive outcomes in schools. This study sought to investigate various stakeholders’ experiences and views of the integration of pre‐primary into mainstream pre‐primary schooling. The goal was to investigate the management and leadership implications of this integration. The study is an interpretive case study of three pilot primary schools. The research design made provision for data collection through semi‐structured interviews, focus groups and document analysis. The main finding was that, despite numerous challenges, principals are positive about the integration of pre‐primary. There is a sense of appreciation of the importance of pre‐primary. Principals adopt participative and collegial management approaches in leading their schools towards becoming learning organisations. The study also uncovered several significant challenges, such as the need for more training and the provision of infrastructure to make the process more effective.
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Richert, Camille. "Interventions influencing mainstream pre-service teachers' attitudes towards inclusion : A systematic literature review from 2000 to 2015." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-30734.
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Mainstream teachers are key for developing inclusive schools. Many times they do not feel prepared to deal with inclusive classrooms and may have negative attitudes towards inclusion. The aim of this study was to examine interventions that can affect mainstream pre-service teachers’ attitudes towards inclusion during their studies. Nine studies were identified through a systematic literature review and twelve inter- ventions emerged. Results show that interventions focusing on imparting knowledge of inclusion through a study unit or through an infusion approach can create a positive effect in pre-service teachers’ attitudes towards inclusion. Some factors found to influence the change in attitudes towards inclusion were knowledge of inclusion, gender, and interaction with people with disabilities. This study gives a promising view of the actions that are being taken towards having more inclusive teachers. Nevertheless, inclusion is a complex concept and future research on the content imparted during the interventions and the scales used to measure the change is needed.
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Ausmann, Stephen Wade. "Characteristics of in-service urban music teachers and pre- service music teachers in Ohio and their attitudes toward teaching music in urban schools /." The Ohio State University, 1991. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487687115923089.
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Lung, Jacob C. L. "An investigation into the development of pre-service teachers in a guidance training programme and its implications for their guidance role in schools." Thesis, Durham University, 2002. http://etheses.dur.ac.uk/4130/.
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This study investigates the development of pre-service teachers with reference to the core conditions of counselling in a guidance training programme, which is a part of a pre-service new B.Ed, module. It aims to make some suggestions for effective preparation of the pre-service teachers to play their guidance role in Hong Kong primary schools. Qualitative rather than quantitative research approach was used. The sample was a class of 37 pre-service teachers. Among them, 16 student teachers with some seemed to be very aware of, others largely ignorant about the guidance role of teacher were selected for in-depth interviews to chart their development. Their responses for handling of two different cases of pupils' problems in the interview schedule were analyzed. Classroom assessment technique for the whole class of student teachers was used to get feedback and to monitor the progress of the programme. The results of the study show that student teachers had increased awareness and understanding of the guidance role of teachers during the training programme. They also developed their abilities in handling pupils' problems in terms of attitude towards pupil, feeling for pupil and counselling strategies and skills. Nearly all of them had progress in each of these three areas in different contexts of pupils' problems. However, they had greater progress in case 1 of an anxious pupil (with emotional difficulties) than in case 2 of an angry pupil (with emotional and behavioural difficulties). Moreover, bias towards pupils existed in both cases. Six different groups with different progress were identified among the 16 student teachers. The themes / patterns for change in attitudes, feeling and skills were explored. They were suspension of judgment and empathetic understanding. From their learning experiences, the training methodology that help them most were watching videos, case study and newspaper cutting, understanding theories, lecturing and interacting with the lecturer, group discussion, role play and doing ranking in multi-response exercise. These were in descending order of reported frequency. The results of the present study have implications for policy setting and implementation of Whole School Approach to guidance in schools and teacher education programme. At the end, a model is proposed for removing or minimizing bias of teachers towards pupils in teacher education. This is very important for effective guidance and counselling.
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Karlsson, Johanna. "Fysik i förskolan : Pedagogers tankar om hur och vart de arbetar med fysik i förskolan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-37049.
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Syftet med denna undersökning är att undersöka vad pedagoger har för tankar om hur och vart de arbetar med fysik i förskolan. Undersökningen handlar både om vad pedagoger har för syn på fysik och hur de upplever att det är att arbeta med det i förskolan. Undersökningen genomfördes med hjälp av kvalitativa semistrukturerade intervjuer och denna metod användes för att ge utrymme till att ställa följdfrågor under intervjuerna. Åtta pedagoger deltog i undersökningen. I resultatet framkommer bland annat att fysik är ett ämne som flera av pedagogerna upplever som svårt. Majoriteten av pedagogerna arbetar helst med lärarstyrda experiment och detta sker mestadels inomhus. Anledning till att de vill styra upp arbetet med fysik är att de då har möjlighet att i förväg förbereda experimenten. Sju av åtta pedagoger anser sig behöva vidareutbildning för att bli mer medvetna om vad fysik är och hur de kan jobba med det.The aim of this study is to investigate pedagogues thoughts of how and where they work with physics in pre-school. The study is about pedagogues’ views of physics and also about their experiences working with it in pre-school. The study was conducted using qualitative semi structured interviews and this method was used to provide room to ask follow-up questions during the interviews. Eight pedagogues participated in the study. The result shows that physics, among other things, is a subject that several pedagogues find difficult. The majority of the pedagogues prefer to work with teacher-controlled experiments and most of the time this takes place indoors. The reason why they want to control the work with physics is because they then have time to prepare the experiments in advance. Seven of eight pedagogues believe they need further education to become more aware of what physics is and how they can work with it.
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Berhe, Senait Ghebru. "The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools." Thesis, University of the Western Cape, 2014. http://hdl.handle.net/11394/4317.
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Philosophiae Doctor - PhDThis study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based training programme on pre-service science teachers’ ability to use an argumentation-based instructional model (ABIM) to implement a learner-centred curriculum in selected Eritrean middle school science classrooms. The study was situated within the social constructivist and argumentation theoretical frameworks. A predominately qualitative research approach was utilized to address the purpose and the research questions of this study. The research design was primarily a case study of a cohort of 25 undergraduate middle school pre-service science teachers, enrolled in a teaching practice course in January, 2013 under the auspices of the Department of Science, College of Education at Eritrea Institute of Technology (EIT). None of the pre-service teachers involved in the study had taken a formal course work, workshops or seminars on argumentation instruction. Six of the 25 pre-service teachers were selected for an in-depth qualitative analysis using purposive sampling technique (Groenewald, 2004; Flyvbjerg, 2006). This study utilized multiple data collection instruments including, questionnaire, argument-based tasks, classroom observation, interview, reflective questionnaire, video-tape class lessons and field notes. Argumentation framework as espoused in the work of Toulmin (1958) and Ogunniyi (2004) were utilized as the units of analysis for the data collected in the study. Furthermore, the study considered a variety of validity and ethical protocols to ensure the findings and interpretation generated from the data were valid.
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Maldonado, Wanda. "The impact of pre-kindergarten enrollment on student performance as identified by third grade reading and math Texas Assessment of Knowledege and Skills(TAKS) scores among selected title 1 elementary schools." Texas A&M University, 2008. http://hdl.handle.net/1969.1/85921.
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The purpose of this study was to determine if the intervention of attending public
school pre-kindergarten reflected an impact on student achievement as measured by
third grade Texas Assessment of Knowledge and Skills (TAKS) considering gender,
English language learner status, socio-economic status, and the language of the test. To
determine this impact, the performance of third grade students who attended prekindergarten
in 10 selected elementary schools in San Antonio was compared to
students in these same schools who did not attend pre-kindergarten.
Quantitative techniques and analyses were used to illustrate data collected from
the research sample. A t-test for independent means was used for Research Questions #1
and #2. An Analysis of Variance (ANOVA) procedure was also used to analyze the data
as a function of gender, English language learner status, socio-economic status, and the
language of the test in Research Question #3. Findings in the study included the following:
1. There was statistical significant difference on third grade TAKS reading
scores among the students who attended pre-kindergarten.
2. There was statistical significant difference on third grade TAKS math scores
among the students who attended pre-kindergarten.
3. There was no statistical significant difference on third grade TAKS reading
or math among the students who attended or did not attend pre-kindergarten based on
gender, socio-economic, English language learner status, and the language of the test.
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Sutters, Justin Peter. "Taking Place and Mapping Space: How Pre-Service Art Education Students’ Visual Narratives of Field Experiences in Urban/Inner-City Schools Reveal a Spatial Knowing of Place." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1345065866.
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Ivarson, Jansson Ewa. "Relationen hem - förskola : Intentioner och uppfattningar om förskolans uppgift att vara komplement till hemmet 1990-1995." Doctoral thesis, Umeå universitet, Pedagogiska institutionen, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-16560.
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This dissertation examines the inherent meanings in the claim that the pre-school is "a complement to the home". The meanings are analysed in order to explore the reasons behind the extension of child care in Sweden, and particularly during the period 1990-1995.The dissertation has two objectives. The first objective is to analyse the aims, as identified by the state and the municipalities, for pre-schools and family day nurseries to act as a complement to the home; with an additional analysis of the children's social and cultural contexts. The second objective is to analyse how employees and parents interpret the idea that pre-schooling is a complement to the home. Date used for this research is national programme information, guidelines used at municipal levels, and empirical data from one questionnaire to staff and two questionnaires to parents. Theories about frame factors and curricula constitute the points of departure for the analyses of the national programmes at state and at local levels, and for the analyses of the questionnaires. The analyses shows that the concept of "a complement to the home" has varied over time and that it is contextually dependent. In the 1930s, when there was a need to improve children's playing environment to compensate for small, cramped, and dark homes, the pre-school was designed to provide large, light rooms. During the 1940s and the 1950s, it was assumed that child care should act as a complement to the home (i.e., not be regarded as a competitor). Such different connotations inherent in the concept of "a complement to the home" reflect the Zeitgeist of the various decades. They also show how the needs of children and family have been expressed; which, in turn, related to the need for women to be active in the labour force. The results of the analyses show that official documents, parents and staff express a belief in pre-schools and family day nurseries as important complements to the homes, particularly in reference to children's social development. But the differences the parents express concerning their children's upbringing are shown to relate to their educational background. The actual activities of the pre-school complement are worked out in close cooperation between parents and staff. Difficulties occur when individual children's needs are taken as a point of departure. This result suggests that the pre-school can be a complement to each child only when divergences in opinions between staff and parents are limited. Family nurseries, which generally are less organised and have fewer children than pre-schools, can provide child care that is more designed to fit the specific needs of children and parents. One of the conclusions of this study is that pre-schools are run on the basis of staff efforts, and that co-operation with parents constitutes a decisive factor in the future development of pre-schooling.digitalisering@umu
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Gomes, Maria Regiane Vidal Costa Simonetti. ""Gostei mais de correr atrÃs dos pombos": O itinerÃrio do lÃdico na escola de educaÃÃo infantil." Universidade Federal do CearÃ, 2006. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=133.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgicoEste trabalho relata um estudo do tipo etnogrÃfico na investigaÃÃo do papel do lÃdico nas escolas de EducaÃÃo Infantil, realizando uma comparaÃÃo entre as instituiÃÃes pÃblicas e privadas. A pesquisa foi realizada em quatro escolas da cidade de BrasÃlia, sendo uma pÃblica e uma particular, que ofereciam apenas EducaÃÃo Infantil, denominadas como escolas de pequeno porte, e duas escolas, uma pÃblica e uma particular, que ofereciam EducaÃÃo Infantil e Ensino Fundamental, denominadas como escolas de grande porte. As visitas aconteceram durante um semestre, sendo dois dias por semana em cada estabelecimento. Foram observadas em cada escola duas turmas: uma de crianÃas de quatro anos e uma de crianÃas de seis anos. Os procedimentos metodolÃgicos utilizados foram a observaÃÃo participante, conversas informais, entrevistas semi-estruturadas com os professores das turmas observadas e anÃlise da proposta pedagÃgica das escolas. Os instrumentos de coleta utilizados foram o diÃrio de campo e o gravador no momento das entrevistas. A observaÃÃo ocorreu durante todo o turno, desde a hora da chegada atà o momento da saÃda das crianÃas, de modo que se pÃde perceber as prÃticas lÃdicas realizadas nos vÃrios espaÃos da escola: sala, pÃtio, parque, entre outros. Mediante a observaÃÃo, foi possÃvel verificar a organizaÃÃo do espaÃo, tempo, brinquedos, equipamentos destinados Ãs atividades lÃdicas, a dinÃmica e o sentido atribuÃdo pelo professor Ãs prÃticas lÃdicas infantis. Pela anÃlise dos dados obtidos durante a pesquisa, verificou-se que tanto as escolas particulares como as pÃblicas, de BrasÃlia, tÃm um espaÃo preparado para a brincadeira, principalmente no que se refere à existÃncia de parques. Verificou-se, tambÃm, em ambas as realidades educacionais, que nem todas as atividades lÃdicas na escola tÃm o objetivo de ensejar um momento que valorize o lÃdico enquanto tal. A modo de conclusÃo, admite-se a idÃia de que o papel exercido pelo lÃdico nas escolas de EducaÃÃo Infantil, tanto na rede pÃblica quanto no sistema particular de ensino, està relacionado principalmente à natureza da proposta pedagÃgica da escola, bem como ao sentido atribuÃdo pelo professor Ãs atividades lÃdicas.
This study reports an ethnographic type investigation into the role of play in infant education making a comparison between private and state institutions. The research was carried out at four schools in Brazilia; two âsmallâ schools which offer only infant education, one private and one public, and two âlargeâ schools which offer both infant and junior education, one private and one public. Two visits per week were made to each school during one semester. Two classes were observed in each school, one of four-year-old and another of six-year-old children. The methodology applied was participative observation, informal conversation, semi-structured interviews with the teachers of the groups observed and analysis of the pedagogical project of the schools. Data was collected in a field diary and by tape recording the interviews. Whole school days were observed from the time of arrival to the children leaving so that play activities could be observed in every part of the school: in the classroom, patio and play ground among others. By means of observation, the organization of space, time, toys and equipment destined for play activities and the dynamics and sense attributed to the practice of play by the teacher could all be verified. Analyzing the data obtained during the research it was possible to affirm that both private and state schools in Brazilia have areas prepared for play, principally playgrounds, but also that in neither case did all such activities take the opportunity to value play for its own sake. It was concluded that the role play has in both private and state infant schools is principally related to the nature of the schoolâs pedagogic project as well as the sense attributed to play by the teacher.
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Profeta, Michela. "Pre-primary education policy between formulation and implementation : the case of Bangladesh." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/51112/.
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Why does the implementation of policies for educational improvement often disappoint? The literature suggests that pitfalls in the formulation stage can hamper successful implementation. This research aims to develop insights into the process of policy formulation in order to establish how this may affect subsequent policy implementation using a case study of Pre-Primary Education in Bangladesh. Uniquely, I have been able to study the development of PPE policy when it was taking place since I was directly involved in the process as a professional advisor working for a donor. The first research question investigated how the pre-primary policy was formed. This had two parts in terms of i) developing understanding of the phases of policy formulation and the stakeholders involved, and ii) analysing the discourses that informed the policy. The second research question enquired into the development of the implementation strategy and its feasibility, and compared expectations with the data available on the characteristics and impact of the initial implementation. This enabled the identification of aspects of policy formulation that shape current and future implementation. Special attention was given to the development of policy that prioritised underprivileged children throughout the process, because of the extent of unequal provision and because this was a high profile goal for educational development. The analysis of policy development derived from relevant policy documents and keyinformant interviews highlighted charismatic and politicised approaches to educational reform, which lacked the involvement of beneficiaries and those tasked with implementation. This has consequences for subsequent impact and the sustainability of the new policy. The initial implementation was generally considered inadequate and uneven by the respondents. It reflected aspirational planning linked to the EFA goals, with ambitious aims to provide a "quantitative breakthrough" in access and attainment without a realistic assessment of the resources available and the capacity to mobilise them. When the implementation strategy was updated and included in the third national programme of primary education (PEDP III), a more phased and comprehensive approach to planning was introduced. However, reports on programme implementation have identified delays and difficulties in starting PEDP III, albeit improvements between year 1 and 2 have been noted. In particular, the implementation strategies identified were insufficiently detailed and different stakeholders' needs were not properly assessed. More equitable delivery to underprivileged children remains poorly articulated. Part of the reason appears to be diminished political will and inconsistent leadership. Finally, opportunities to collaborate with the NGO service providers have not been fully exploited and the implementation planning for PEDP III appeared to have relied excessively on external expertise, with implications for the ownership and continuity of the policy on pre-school. Based on these findings, suggestions are offered to the development partners, the Government and the NGOs to improve the integration of policy and implementation strategies to increase the probability of sustained improvements in Pre Primary provision.
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Hardaway, Tawanda. "Stakeholders' Perceptions of Charter Schools in a Large School District in Georgia." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5085.
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Recent charter school enrollment trends suggest that many parents are choosing to enroll students in charter schools instead of traditional public schools, even though data indicate public school achievement is equal to or above charter schools. Guided by Rogers and Maslow's humanistic theory, the purpose of the study was to examine reasons why parents exercised their right to educational choice and chose charter schools instead of traditional public schools for their children. The study focused on two charter schools, the Learning Academy and the School of Excellence (both pseudonyms), which are located in a large urban and suburban school district in Georgia. In this qualitative case study, data collection occurred through focus groups and individual interviews. The information was then coded, and themes were identified. This resulted in rich descriptions of the beliefs and perceptions of 13 classroom teachers, 2 administrators, and 21 parents from the 2 schools studied. Parents interviewed considered student achievement, school climate, and parent involvement opportunities when choosing the charter school. The analyzed data led me to develop a policy recommendation highlighting professional development for teachers and administrators as well as suggestions for increased parental involvement in public schools. This study has the potential to bring about positive social change by providing insights regarding why charter schools are becoming a better choice for parents through the perceptions of parents, teachers, and administrators. School leaders have the option to implement policy recommendations in a way that promotes student learning, positive school climate, and parental engagement, benefiting students within the district.
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Weatherholtz, Donna B. "Principals' response to pre-service teacher education reform : principals' procedures and perspectives when interviewing graduate M.Ed. students from the Educators For Collaborative Change, a professional development schools program... /." The Ohio State University, 2000. http://rave.ohiolink.edu/etdc/view?acc_num=osu148820315882551.
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Myoli, Ndileka. "A comparative analysis of the phonological acquisition of consonants in the speech of pre-school age isiXhosa and English-speaking children in selected schools in the East London area." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/d1015437.
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The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The problems of reading and incomprehension found in South African schools are often linked to children‟s differences of phonological acquisition rates and the articulation of consonants. This is according to the report of the Impact Study of the System Method for Reading Success study (SMRS) of 2009. This problem has always been associated with the racial inequalities that have previously ruled the South African education system. An understanding of the existence of the differences in children‟s articulation of consonants between the English-speaking and the isiXhosa-speaking children may lead to further understanding of the causes of such differences and the application of strategies that are aimed at remedying that situation. While many studies have been conducted in the area of language acquisition, this study found it necessary to contribute further to this debate. This study investigated the different rates of consonant articulation between pre-school-going Englishspeaking and isiXhosa-speaking children of 2-6 years of age. The main aim was to establish which of these two cohorts have early phonological acquisition of consonants and, therefore, master their articulation and why. 26 children from the two pre-schools within the East London directorate weren sampled, 13 consisting of females and males from each of the two pre-primary schools. This study used informal interviews and case study as the means of data collection as well as a case study as its investigation strategy. Children‟s speech utterances were recorded in order to analyse and compare with respect to order of acquisition, types of errors as well as the ages at which consonants were acquired. This study ensured a high degree of validity as well as giving due consideration to ethical matters in order to ensure the reliability of the results. The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.The study found that isiXhosa speaking children have earlier consonant acquisition than English-speaking children do. While that is the case, the study also found that English-speaking children‟s rates of phonological acquisition accelerated from the age of 4 years to the age of 6 years much more than the isiXhosa-speaking children of the same age could do. The implications of these results to education stakeholders, particularly the teachers and other related professionals who deal with children with articulation disorders on a daily basis, will create an understanding as well as an awareness of the existence of such problems. Policies formulated will have to take the existence of articulation disorders into consideration. The distribution of resources relevant to the needs of children will include and cater for children with such disorders. Further research is recommended to investigate more around this area of study to a point where solutions for the existing differences of articulation of consonants for one group of children over another are realised.
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Larsson, Linnea. "Konflikthantering : Att lösa konflikter med fokus på barnets bästa." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-6696.
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Abstract The purpose of this study was to investigate how preschool teachers reflect on the phenomenon of conflict, and to find out what children think about this in relation to Nanny method. I referred to the following questions: • How to reflect pre-school teachers on conflict management at the preschool? • What methods / approaches tell teachers that they use in conflict management? • How the children reflect on their experiences on conflict management at the preschool? In the background, Im trying to define the word conflict, and I also point to the methods and models that are already in conflict management. It is clear that a key ingredient in the conflict is communication, the question is how well we communicate with each other?I've done interviews with three active educators and four children to study this subject. The survey shows that the conversation is a very important factor in the conflict and both children and teachers agree on this. The teachers' desire to get the children to talk to each other if they become enemies seem to produce results because even the kids themselves say it is what is most important in the event of disagreement, it is also important to ask for help when you feel that the situation becomes too difficult.The work highlights the educators and children's experiences in conflict management. Keywords: Conflicts, children, conflict management, pre-schools, teachers' attitudes, Nanny methodSammanfattning Syftet med denna studie var att undersöka hur förskollärare reflekterar om fenomenet konflikthantering, och att ta reda på vad barnen tycker om detta i relation till Nannymetoden. Jag har utgått från följande frågor: Hur reflekterar förskollärarna om konflikthanteringen på förskolan? Vilka metoder/förhållningssätt säger pedagogerna att de använder sig av inom konflikthantering? Hur reflekterar barnen om sina upplevelser kring konflikthanteringen på förskolan? I bakgrunden försöker jag att definiera ordet konflikt och jag pekar också på de metoder och modeller som redan finns inom konflikthantering. Det framgår att en viktig nyckel när det gäller konflikter är kommunikation, frågan är bara hur vi kommunicerar med varandra? Jag har gjort kvalitativa intervjuer med tre verksamma pedagoger och fyra barn för att studera detta ämne. Undersökningen visar att samtalet är en mycket viktig faktor när det gäller konflikthantering och både barn och pedagoger är överens om detta. Pedagogernas strävan efter att få barnen att prata med varandra om de blir ovänner verkar ge resultat eftersom även barnen själva säger att det är det som är viktigast om det uppstår osämja. Det är också viktigt att kunna be om hjälp när man känner att situationen blir för svår. Arbetet lyfter fram verksamma pedagoger och barns erfarenheter kring konflikthantering. Nyckelord: Konflikter, barn, konflikthantering, förskola, pedagogers förhållningssätt, Nannymetoden
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Isbell, Rebecca T., and Pamela Evanshen. "Real Classroom Makeovers: Practical Ideas for Early Childhood Classrooms." Digital Commons @ East Tennessee State University, 2012. http://amzn.com/0876593783.
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1. The environment matters: design elements to consider : Beauty in everyday environments ; The impact of light ; Sounds make a difference ; A place for everything, everything in its place ; A secure and supportive environment ; Valuing diversity in the classroom ; Setting up appropriate learning environments -- 2. The process of planning for successful change : Creating the vision ; Developing a plan ; Introducing a new feature -- 3. Low-cost, big-impact changes : Decluttering ; Small changes ; Teacher's space -- 4. Building a sense of community in the classroom : Creating a welcoming and inviting entrance ; Developing a sense of place ; Valuing each member of the community ; Having effective group time ; Learning about and practicing responsibility ; Identifying personal spaces for children ; Providing choices for individual work ; Working in small groups -- 5. Real classroom makeovers : The importance of play ; Real classroom makeovers support children's play ; Literacy centers/areas ; Manipulatives/building ; Math and science ; Art and music ; Dramatic play ; Community meeting ; Nurturing environment -- 6. Early learning standards and the classroom environment : Early learning standards ; The unique needs of children ; Adapting the environment to all learners -- 7. The amazing (and real) classroom makeover adventure : The adventure ; Description of the classroom ; Developing a vision with an initial teacher interview ; The change process ; The first element of design considered ; The next element of design considered ; Teacher interview and reflection on the learning environment ; Art ; Books ; Blocks ; Gathering place ; Home living ; Science ; Writing ; Summary ; Teacher comments after the makeover -- Classroom evaluation checklist.https://dc.etsu.edu/etsu_books/1063/thumbnail.jpg
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Merry, Susan Jane. "How does the use of a quality assurance award influence the practice of educators and carers of 0-5 year olds in day nurseries, schools, pre-schools and at childminders? : a study to compare the findings from each sector in order to illuminate issues of q." Thesis, University of Exeter, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.437151.
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Bensiger, Joy. "Perceptions of Pre-service Teachers of Using Video Games as Teaching Tools." University of Cincinnati / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1337363651.
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Piccolo, Gustavo Martins. "Educação infantil : análise da manifestação social do preconceito na atividade principal de jogos." Universidade Federal de São Carlos, 2008. https://repositorio.ufscar.br/handle/ufscar/2455.
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Previous issue date: 2008-08-08This search went on the presuposed of the existence of social relations prejudice manifest by pre-school children of 5 and 6 years during the practice of its main activity, the children s play and games protagonized. Starting from this pressuposed, the general aim of this research was to raise indicative of demonstrations prejudiced by pre-school children of 5 and 6 years, in practice its main activity, and explicit as possible mediations established by teachers, by activity and by the colleagues to exerce interfered in the kind of interference assumed social relationship between peers. The study characterized as quality, orienting itself by assumptions of historical materialism, in view Historical-Cultural of Vygotsky. Data collection was developed in a pre-school in the state of Sao Paulo, using as methodological tools filming, comments and annotations in the field daily on the practice of recreational activities for children of 5 and 6 years, with the focus analytical the explanation of how they, because of the complex set of mediations by this activity, by colleagues or by teachers, take them to stereotyped knowledge that pejoratively label a difference, make patent in the construction of man construct in hierarchical designs and homogeneous. The results of the filming were divided into four categories: mediation, prejudice of a gender, prejudice of race and prejudice of beauty, and pointed to the existence of manifestations prejudiced based these categories during the pre-school recreational activities, and emphasize the importance exercised mediation by the teacher in criticize of these attitudes. This study used a distinction between the terms pre-concept and prejudice, as the first, based on Heller, represents an initial step in making the knowledge of any socially constructed phenomenon, while the second is defined not only as a construct without further consideration of that the facts are, but as a set of elements that oppress and discriminate pejoratively the difference, whether conscious or unconscious. Thus, the prejudice is composed of multiple grades. The data obtained in research support this distinction. Because of this, to conjecture the development cycle of prejudice, which can be divided into three stages: the difference pejorative labeling (1 Stage); breakdown of the difference (2 Stage), and maintenance of discriminatory attitudes even when there is awareness of the facts that contradict, namely the crystallization of prejudice (3 Stage). In pre-school, with rare exceptions, the manifestations prejudiced materializated in the first two phases, noting there is not the crystallization of prejudices, which gives importance the core mediations made by teaching in the architecture of social relations and more fraternal solidarity. Through these relationships are the children understand the difference not as inequality, but as the expression of humanity historic contained in the most diverse cultures, societies and human beings. The search ends highlighting the need for studies to investigate as appropriate children of prejudice from an early age, basic element for the establishment of a radical criticism about the processes by which exclusionary are involved several students in a present time.
Esta pesquisa partiu do pressuposto da existência de relações sociais preconceituosas manifestas por pré-escolares de 5 e 6 anos durante a prática de sua atividade principal, as brincadeiras e os jogos protagonizados. Partindo deste pressuposto, o objetivo geral da pesquisa consistiu em levantar indicativos de manifestações preconceituosas em crianças préescolares de 5 e 6 anos, na prática de sua atividade principal, e explicitar como as possíveis mediações estabelecidas pelas professoras, pela atividade e pelos próprios colegas exercem interferência no tipo de relação social assumida entre coetâneos. O estudo caracterizou-se como qualitativo, orientando-se por pressupostos do materialismo histórico, na perspectiva Histórico-Cultural de Vygotsky. A coleta de dados foi desenvolvida em uma pré-escola do interior do Estado de São Paulo, utilizando como instrumentos metodológicos filmagens, observações e anotações em diário de campo sobre a prática de atividades lúdicas por crianças de 5 e 6 anos, tendo como foco analítico a explicação de como elas, em virtude do complexo de mediações estabelecido por esta atividade, pelos colegas ou pelos professores, tomam para si conhecimentos estereotipados que rotulam pejorativamente a diferença, marca patente na construção do homem arquitetada em desígnios hierárquicos e homogeneizadores. Os resultados das filmagens foram divididos em quatro categorias: mediação, preconceito de gênero, preconceito de raça e preconceito de beleza, e apontaram para a existência de manifestações preconceituosas embasadas nessas categorias durante as atividades lúdicas préescolares, além de ressaltar a importância exercida pela mediação docente na contestação dessas atitudes. Neste trabalho utilizamos uma diferenciação entre os termos pré-conceito e preconceito, pois o primeiro, embasado em Heller, representa uma etapa inicial da tomada de conhecimento sobre qualquer fenômeno construído socialmente; já o segundo se define não apenas como um constructo sem maior ponderação dos fatos que o constituem, mas como um conjunto de elementos que oprime e discrimina pejorativamente a diferença, seja de forma consciente ou inconsciente. Dessa forma, o preconceito se compõe de múltiplas gradações. Os dados obtidos na pesquisa apóiam esta distinção. Em virtude disso, conjecturamos o ciclo de desenvolvimento do preconceito, que pode ser dividido em três etapas: rotulação pejorativa da diferença (1ª fase); discriminação da diferença (2ª fase); e manutenção das atitudes discriminatórias mesmo quando há consciência dos fatos que as contradizem, ou seja, a cristalização do preconceito (3ª fase). Na pré-escola, com raras exceções, as manifestações preconceituosas se concretizam na consubstanciação das duas primeiras fases, não se observando a cristalização dos preconceitos, o que dá importância crucial às mediações pedagógicas na arquitetura de relações sociais mais fraternas e solidárias. Por meio dessas relações as crianças passam a entender a diferença não como desigualdade, mas como a expressão histórica da humanidade contidas nas mais diversas culturas, sociedades e seres humanos. A pesquisa finaliza destacando a necessidade da realização de estudos que investiguem como as crianças se apropriam do preconceito desde a mais tenra idade, elemento basilar para o estabelecimento de uma crítica radical sobre os processos excludentes pelos quais são envolvidos diversos alunos e alunas hodiernamente.
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Maponya, Mapula. "An analysis of the asset-based community development approach to early childhood development interventions in Grahamstown township pre-schools: a case study of the Centre for Social Development and Rhodes University Community Engagement." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/63670.
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Is the glass half-full or half-empty? The purpose of this research was to show how Centre for Social Development and Rhodes University Community Engagement applies the Asset-Based Community Development approach in ECD interventions in Grahamstown township pre-schools. The subsidiary goals of the research were to highlight the challenges in the Early Childhood Development sector in Gahamstown, find out how the approach contributes to empowerment, participation and sustainability, and analyse the challenges that CSD and RUCE face in applying the approach and the relationship between the two organisations. The case study focused on the Centre for Social Development (CSD) and Rhodes University Community Engagement (RUCE). These two cases established projects that aim to improve Grahamstown township pre-schools. The apartheid system created a childhood of adversity for black children including inadequate access to social services, quality nutrition, health care and education. Black children in rural areas and townships faced tremendous obstacles in terms of access to quality ECD centres due to poverty and lack of adequate resources. In Grahamstown, various problems such as unemployment, poverty and restrictive apartheid regulations created a need for ECD interventions. Both organisations applied the Asset-Based Community Development approach to improve ECD in Grahamstown. The asset-based approach was created as a response to the impact of the needs-based approach. The needs- based approach focuses on deficiencies that exist in a community and uses outside experts and resources to address the deficiencies. The needs-based approach builds communities from the outside in, further disempowers community members and creates an environment of dependency. The asset-based approach on the other hand, was created to change the legacy of dependency by focusing on capacity building. A capacity-focused paradigm recognizes the gifts, skills and talents of community members. This approach is bottom- up beginning with what is available in the community and building on that. The approach aims to empower people, create a positive outlook on circumstances, and encourages organisations to work together with community members in community development projects. To achieve the main and subsidiary goals of the research, qualitative research was conducted using the case study method. In pursuing the objective of the thesis, I conducted research among ECD practitioners, student volunteers and staff from CSD and RUCE. Based on the findings it is clear that the application of the Asset-Based approach has a positive impact on ECD practitioners, children at the pre-schools and student volunteers. Through the application of the ABCD approach, ECD practitioners became proactive and took the driving seat in the development process. The ECD practitioners built strong relationships with community members and outside organisations. They have improved their skills and qualifications, and are on their way to restoring their agency, finding their voice and achieving independence. This has a positive impact on children at the pre-schools as they receive quality education and care. There are various challenges and contradictions in the application of the approach but the ECD practitioners view the communities in which they operate as half-full and not half-empty
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Cano, Leobardo. "Public School Teaching and Administrative Employment Applications in Texas: A Study of Compliance with and Awareness of the Civil Rights Acts of 1964 as Amended in 1972, and Equal Employment Opportunity Commission Policies and Regulations." Thesis, North Texas State University, 1985. https://digital.library.unt.edu/ark:/67531/metadc330769/.
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The purpose of this study was to determine whether application forms used in Texas public schools for teachers and administrators were in compliance with federal Equal Employment Opportunity Commission (EEOC) and Texas Human Rights Commission Act (THRCA) regulations regarding preemployment practices. Participating in the study were 740 public school districts in Texas. The study also attempted to determine if these application forms are in violation of EEOC regulations pertaining to pre-employment practices and whether classification based on the districts' size, wealth, student ethnicity and geographical location has a bearing on the degree of compliance with and awareness of EEOC and THRCA regulations. A model employment application form and set of guidelines were developed for school districts to use in securing pre-employment information. Inferential statistics were used through various applicable designs. Three different types of analysis were utilized. These were a Descriptive Analysis, a Goodman- Kruskal Gamma (y) Coefficient—chi-square analysis and a Multiple Regression analysis. The descriptive analysis included the calculation of percentages of the suspect questions appearing on teacher and administrator application forms utilizing the Criteria Used to Determine EEO Compliance and Awareness Among Texas School Districts. The Goodman-Kruskal Gamma (y) Coefficient and the chi-square analysis were employed in order to determine differences in compliance and awareness based on the districts' size, wealth, student ethnicity and geographical location. The GAMTAU. ASC Computer Program was used to test the Gamma values, with a standard z-score. The Multiple Regression analysis was employed to determine to what extent variation in the use of total suspect questions correlated with size, wealth, ethnicity and geographical location. The results of the data analyzed reveal that the size and ethnicity of the school district had a weak but significant correlation with EEO compliance and awareness based on employment application forms for teachers and administrators and that school districts in Texas were not in compliance with EEOC and THRCA regulations regarding application form pre-employment practices.
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Wheeler, John J., and David Dean Richey. "Behavior Management: Principles and Practices of Positive Behavior Supports." Digital Commons @ East Tennessee State University, 2014. http://amzn.com/0133386600.
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The case studies provide realistic portrayals of current dilemmas in policing, courts, corrections, and juvenile justice. Political and noble cause corruption, perjury and judicial/prosecutorial misconduct, ethnic and gender prejudice, and many other social and criminal justice themes are featured. Following each scenario are thought-provoking questions to facilitate personal reflection and class discussion. Each section contains a bibliography of topical books and articles for readers interested in a more in-depth treatment of the issues.https://dc.etsu.edu/etsu_books/1030/thumbnail.jpg
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Clayton-Molina, Cheryl Ann. "Hispanic High School Dropouts: Their Unheard Voices." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/232.
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America is in the midst of a high school dropout crisis that will cost $3 trillion in lost wages over the lifetime of the 12 million students who are predicted to drop out. Each year, in an America's northern states, approximately 10,000 students drop out of high school; the majority of these students are Hispanic. Guided by Ogbu's cultural-ecological theory of academic disengagement, the purpose of this phenomenological study was to understand the experiences of Hispanics who dropped out of high school and their rationales for dropping out.. Eight Hispanic dropouts in a local community were interviewed. The interviews were transcribed and interrogated via inductive analysis. Findings in this study show that the system and community forces that impeded academic achievement were in similar to those of Ogbu's findings. However, contrary to this theory, the participants in this study did not report any discrimination. The participants dropped out due to academic difficulties, early parenthood, and a lack of parental support. Hispanics' perspectives are needed if administrators and other stakeholders are to develop and apply ethnically skilled policies and performances that could be effective in accommodating Hispanics' educational needs. Reducing Hispanics' high school dropout rates will benefit taxpayers by providing substantial economic return. Guided by these findings, the school board will be equipped to support their educators, which in return could produce quality academic performance among Hispanic students.
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Story, Irene Novick. "Pre-kindergarten summer school an intervention for kindergarten readiness /." Laramie, Wyo. : University of Wyoming, 2008. http://proquest.umi.com/pqdweb?did=1594483041&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.
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