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1
Gatenby, Lisa Ann. "Nutrient intakes of primary school children." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.
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Background In April 2004 Hull City Council introduced free healthy school meals for all primary and special school pupils (approximately 20,500 children from 71 primary schools and 6 special schools) in an attempt to reduce health and education inequalities. The meals were prepared to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. This study was carried out to assess the nutritional content of the meals and children’s actual intake from school dinners in comparison to children’s nutritional intake from packed lunches. The study then aimed to assess how food intake at lunch time impacted upon food consumed for the remainder of the day. Methods Children were recruited onto the study from two schools in Hull. The schools were selected by the number of pupils on roll and the number of children eligible for free school meals. The first phase of research assessing lunch consumption was conducted with 147 children, aged 8 – 11 years. School meals and packed lunches were weighed and photographed before and after consumption to assess actual intakes. The second phase assessed total daily food and nutrient intakes in a small sample of 20 children. All assessments were carried out over five consecutive days. Results The food provided by the schools for lunch met the majority of the CWT nutritional guidelines, however children’s intake did not. Children who ate a hot school dinner consumed only the foods they liked from the school meals provided leading to a low energy and nutrient intake. Large differences, for example 367kcal in comparison to 760kcal, in nutritional intakes were found between those children who ate a hot school dinner and those who ate a packed lunch. Children who consumed a packed lunch consumed significantly (p less than 0.05) more energy, fat, saturated fat, non-milk extrinsic (NME) sugar and sodium than children who ate a hot school dinner, but with this consumed more micronutrients. However, neither of the groups of children met the CWT guidelines for lunch time micronutrient intakes. The food diary analysis revealed that those children who ate a hot school dinner went on to consume food high in energy, fat, saturated fat, NME sugar and sodium later in the day. The significant differences in nutrient intakes between the hot dinner and packed lunch groups at lunch time disappeared when total daily intakes were compared. Differences were found between the children’s nutritional intake from the two schools, which may be due to socio economic factors. Conclusion The free healthy school dinners were not having the desired effect of improving children’s nutritional intake, children chose to eat the foods they liked and left the rest. Children who ate a free healthy school dinner went on to consume foods high in energy, fat, NME sugar and sodium later in the day and overall did not have a lower intake of these macronutrients than those children who had a packed lunch.
2
Holt, Louise. "(Dis)abling children in primary school spaces." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/10900.
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This thesis examines how children are discursively (re)constructed as (dis)abled through mundane practices within mainstream primary schools, drawing upon in-depth qualitative research. Schools are conceptualised as porous local expressions of the education institution which comprise functionally specific micro-spaces (e.g. classrooms and playgrounds). Schools are viewed as a site of cultural conflict and contestation, between children and adults, who are unequally positioned in terms of power. It is revealed that within school (micro-)spaces varying expectations are placed upon children and adults which encourage particular practices. Actors within the school can contest, resist and potentially transform these 'rules', which are inherently unstable. Due to unequal relationships between children and adults within schools, it is also demonstrated that children are perceived as adults' 'becomings', with childhood viewed as a series of fixed stages of development. The organisation of children in schools reflects this discourse. However, it is also shown that conceptualisations of the 'normally developing child' are socio-spatially shifting, hence there is a variance of the 'norm' by which schools and school micro-spaces are designed. It is argued that the idea of a 'norm' of childhood development is a problematic social construct, given it is shown to conceal the diversity of children's capacities. Consequently, the education institution can be seen to be divided into general and special components, with the Special Educational Needs (SEN) institution diagnosing and treating children who fall outside of (and typically below) 'norms' of development, through an educational medical model of disability. This model is a subset of the individual tragedy model of disability (cf. Oliver, 1993a), representing disability as an 'individual pathology' and emphasising educational or medical intervention and cure. The SEN institution operates heterogeneously through porous school spaces, emphasising that (dis )ability is a sociospatially shifting construct, and this disrupts conceptualisations of disability as an essential, fixed identity positioning.
3
Foster, Emma. "Assessing dietary intake in primary school children." Thesis, University of Newcastle Upon Tyne, 2004. http://hdl.handle.net/10443/555.
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The foods we eat in childhood impact on health in adult life. With the increasing incidence of diet related diseases such as non insulin dependent diabetes and cancer it is important that food intakes are monitored. Further in order to assess the effectiveness of health promotion initiatives methods of assessing intake are required which are both accurate and sensitive enough to detect changes in diet. If nutrient intakes are of interest these methods must include a measure or estimate of the amount of food consumed. Weighing foods imposes a large burden on the subject, may not be practical or possible in some sub-sections of populations e. g. children, and often results in underreporting. The purpose of this work was to develop methods for assessing dietary intake in 4 to 11 year olds; to assess the relative validity of these methods; to utilise the methods to assess the effectiveness of a dietary intervention and to assess the validity of current methods of assessing portion size for use with children. Two methods of assessing dietary intake were developed and pilot tested with children aged 4 to 11 years old. A food record designed to measure frequency of fruit and vegetable intake and a food diary with interview using food photographs to measure nutrient intake. Following refinement the methods were used to assess the effectiveness of a fruit and vegetable intervention. In a further study the validity of adult food photographs and food models in estimating portion size with children was assessed in an interview where children were shown known weights of foods. The food record and food diary were successful in detecting changes in intake of fruit and vegetables as a result of the intervention. The food record was found to be difficult to complete and was accurate in measuring fruit and vegetable intakes only at the group level. Accuracy of chi ' ldren's estimates of portion size were poor, children significantly overestimated food portion sizes on average using both the food photographs and the food models. The precision of children's estimates of portion size was also poor with a large range of over- and underestimates of portion size using both the food models and the food photographs.
4
Finlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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Roberts, B. Lynne. "Very low birthweight children in primary school." Thesis, University of Liverpool, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.317215.
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Ang, Joy S. "Occupational awareness of Singapore primary school children." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/847.
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The introduction of career guidance programmes in Singapore schools had tended to predominantly focus on secondary pupils. The lack of proactive career guidance programmes for the primary school had been due to the misguided belief that children in the primary school still have an extremely long way to go before they enter the workforce, and that their career development had not yet begun. Studies have shown that children have a natural tendency to form firm impressions of occupations early in life. This has resulted in their adopting certain occupations and discarding others before they have fully explored and understood the variety of occupations available. The need for young primary school children - as future entrants to the workforce -- to keep their occupational options open is paramount given the ever-changing landscape of the future work world.
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
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Soo, Wai-man. "Primary students' perception of bullying." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278928.
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Mok, Sau-fong. "Pastoral care in Hong Kong primary school : a case study /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755031.
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Cheng, Chi-hong. "Aerobic fitness in Southern Chinese primary school children." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B37386700.
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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
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Mytton, Julie Ann. "Epidemiology of injuries in primary school aged children." Thesis, University of the West of England, Bristol, 2011. http://eprints.uwe.ac.uk/20897/.
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Background Injuries remain one of the leading causes of death and disability for children over the age of one year in the UK and socioeconomic differences persist in injury occurrence. Policy makers need to understand the distribution of injuries and their associated risk factors to address the issue. This thesis aims to summarise the evidence from cohort studies of injury occurrence and risk factors for injury in school aged children, to describe the injuries occurring to primary school aged children in an area of England, and to explore the relationship between secondary care attended injuries in those children and risk factors in the child, their family, their home and their neighbourhood. Methods A systematic literature review of cohort studies reporting injuries in school- aged children was undertaken. Data on injuries and risk factors was used from the Avon Longitudinal Study of Parents and Children (ALSPAC). Parent reported injury data collected four times between the ages of five and 11 years were coded and described. Multivariable logistic regression analyses of risk factors for secondary care attended injury were undertaken on the observed data and repeated on a dataset where missing values had been imputed. Results The review identified 44 papers from 18 cohort studies. Risk factors for injury were identified, and equivalent variables from ALSPAC included in analyses where possible. The distribution of 12,421 injury events in 5752 children in ALSPAC illustrated trends in injuries by type of injury, age and sex. Child factors such as male sex, having a previous injury treated in secondary care and behavioural problems were associated with increased risk of injury. Mothers with many life events and children living in privately rented accommodation had increased risks of injury. Children with two or more younger siblings had reduced risks of injury. Conclusions Few cohort studies have reported trends in child injury with age, collected information on the child's environment or reported associations between the environment and injury. This study addressed these issues. Limited evidence of environmental predictors for child injury were found, but factors in the child, their family and their home may usefully inform prevention initiatives.
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Owen, David Hugh. "Collaborative electronic map creation by primary school children." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.534833.
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Cheng, Chi-hong, and 鄭子康. "Aerobic fitness in Southern Chinese primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B37386700.
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Leo, Elizabeth Law. "Motivation and self-concept in primary school children." Thesis, Durham University, 1996. http://etheses.dur.ac.uk/1519/.
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Hamilton, Abbey. "Sunscreen application thickness amongst primary school children : the children and sunscreen study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/49039/1/Abbey_Hamilton_Thesis.pdf.
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Childhood sun exposure has been associated with increased risk of developing melanoma later in life. Sunscreen, children.s preferred method of sun protection, has been shown to reduce skin cancer risk. However, the effectiveness of sunscreen is largely dependent on user compliance, such as the thickness of application. To reach the sun protection factor (SPF) sunscreen must be applied at a thickness of 2mg/cm2. It has been demonstrated that adults tend to apply less than half of the recommended 2mg/cm2. This was the first study to measure the thickness at which children apply sunscreen. We recruited 87 primary school aged children (n=87, median age 8.7, 5-12 years) from seven state schools within one Brisbane education district (32% consent rate). The children were supplied with sunscreen in three dispenser types (pump, squeeze and roll-on) and were asked to use these for one week each. We measured the weight of the sunscreen before and after use, and calculated the children.s body surface area (based on height and weight) and area to which sunscreen was applied (based on children.s self-reported body coverage of application). Combined these measurements resulted in an average thickness of sunscreen application, which was our main outcome measure. We asked parents to complete a self-administered questionnaire which captured information about potential explanatory variables. Children applied sunscreen at a median thickness of 0.48mg/cm2, significantly less than the recommended 2mg/cm2 (p<0.001). When using the roll-on dispenser (median 0.22mg/cm2), children applied significantly less sunscreen thickness, compared to the pump (median 0.75mg.cm2, p<0.001), and squeeze (median 0.57mg/cm2, p<0.001) dispensers. School grade (1-7) was significantly associated with thickness of application (p=0.032), with children in the youngest grades applying the most. Other variables that were significantly associated with the outcome variable included: number of siblings (p=0.001), household annual income (p<0.001), and the number of lifetime sunburns the child had experienced (p=0.007). This work is the first to measure children.s sunscreen application thickness and demonstrates that regardless of their age or the type of dispenser that they use, children do not apply enough sunscreen to reach the advertised SPF. It is envisaged that this study will assist in the formulation of recommendations for future research, practice and policy aimed at improving childhood sun protection to reduce skin cancer incidence in the future.
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Lee, Christopher Graham. "Bullying in a primary school : a case study." Thesis, University of Plymouth, 2001. http://hdl.handle.net/10026.1/431.
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Bullying has become a significant issue for schools and one that has attracted the media spotlight. It has also received considerable attention from the research community since the late 1980s following the tradition established through the work of many Scandinavian researchers. Much of the research has been longitudinal and sought to illuminate the experience of children who bullied or were being bullied. There has been considerably less research into teachers' and parents' understanding and experience of bullying between school children. This thesis seeks to rectify that situation by examining the views of Year 5 and 6 pupils, teachers and a sample of parents from a case study primary school. The research was conducted over a period of two years in a school referred to under the pseudonym Nicholas Street. The thesis investigates three questions: first, the meaning that key parties attribute to the term bullying; second, the nature of their experience in the context of the school; and third, their views on how it is handled or resolved. Data were collected through semi-structured interviews and reinterviews with teachers; unstructured and semi-structured interviews, questionnaires and a selection 'game' with pupils and semi-structured interviews and questionnaires with parents. All interviews were audio-taped and transcribed onto a computer database (Hyperqual) and questionnaire responses from pupils were analysed with the support of computer technology (SPSS). The inductive analysis commenced with a case study of a single pupil, Lorraine. This provided the reference point for the structured analysis of bullying issues in the wider context of the school. Findings include: 0 the differing ways that bullying was defined by the parties; 0 the emergent distinction between a relationship that was founded on bullying and an action that might be described as bullying; 0 that bullying usually occurred between pupils in the same class and was not a clandestine activity nor unknown to non-participants (the secretive image); 0 that, although there was a degree of satisfaction reported by all parties concerning methods deployed in handling bullying, there was also inconsistency, confusion and a lack of awareness of policy.
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Lee, Hoi-lam Caroline. "Orthographic awareness in primary school children in Hong Kong." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B36207627.
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Thesis (B.Sc)--University of Hong Kong, 2000."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 10, 2000." Also available in print.
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Rossi, Rebecca. "Ethnic identification and self-concept in primary school children /." Title page, contents and abstract only, 1998. http://web4.library.adelaide.edu.au/theses/09ARPS/09arpsr833.pdf.
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Killen, Andrew. "Democratic experiences for children in an urban primary school?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3377/.
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This dissertation is an autoethnographic study recounting my experience of working in an urban primary school between 2008 and 2010. Over a two year period, during which time I was acting headteacher and then principal teacher, I recorded my experiences in a daily journal. My focus was on children, especially children living in areas of challenging socio-economic conditions. Starting with a concern that their school experiences and interactions with adults are undemocratic and unsatisfactory, my focus in this study was to question how democratic schools are for children. From the numerous themes available, I chose to focus on the experience of children through the interactions and relationships in school structures. I consider pressures on staff and the effects of policy on the profession and the impact of these on developing democracy for children. Over eight chapters, a number of themes permeate the dissertation, including relationships and an assessment of how children are viewed in school and in society generally. Children’s treatment in the school environment has barely changed over many decades. This is in direct contrast with freedoms they enjoy outside of school from, for example, their use of information communication technology. The dissertation looks to highlight the challenges that face the teaching profession and the ways in which the pressures associated with education currently conspire against developing democracy for children. I conclude by anticipating possible changes to the status quo that could, if implemented, increase democratic opportunities in schools. Prospects for change include a reassessment of leadership roles, further engagement with Curriculum for Excellence (CfE) and the adoption of a more radical educational approach.
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Kwan, Che-ying, and 關之英. "Syntactic development of primary school children in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31244324.
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Peters, Lamees. "Somali parents’ educational support of their primary school children." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86307.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.
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Horsburgh, Jacqueline Janet. "A study of seven looked after primary school children." Thesis, Open University, 2018. http://oro.open.ac.uk/53947/.
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This study explores the experiences of seven looked after children in two Scottish primary schools. The rationale behind this study is that if looked after children could be supported effectively during their time in primary school then they may be more likely to remain engaged with secondary school and increase their chances of educational success. Literature on looked after children has tended to highlight the barriers they experience in education. This thesis examines ways in which these barriers may be overcome. The main research question asked is: ‘What practices and approaches might be used to support looked after children to engage in learning?’ Subsidiary questions explore how looked after children are regarded by teachers, including the impact that the term ‘looked after’ may have on expectations, and what looked after children are able to tell us about the support they find most helpful. This dissertation draws on socio-cultural theories of learning in order to identify perceptions underpinning support provided to looked after children. The wider theoretical framework incorporates resilience, inclusion, collaborative learning and children’s voice. This qualitative research utilises case study methods. It explores data gathered from looked after children (N=12), their carers (N=6) including, relatives, foster carers and staff in a children’s home and school staff (N=10) comprising teachers, support staff and members of school management teams. Through the use of individual case studies an insight is offered into the support needs of a small group of looked after children. The main findings reveal that practitioners provide support in diverse ways. However, a common theme permeating the findings is the importance of establishing relationships prior to considering appropriate materials or programmes. In addition, the views of children captured in this study emphasise the importance of supporting the development of agency in those who are looked after. The conclusions presented include recommendations for a change in focus of staff development activities for those supporting looked after children.
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Sujeer, Athin Narayan. "Dental Fluorosis In Primary School Children In Lithgow NSW." Thesis, Faculty of Dentistry, 2007. http://hdl.handle.net/2123/4568.
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Morrison, Diane. "Promoting positive well-being in primary school age children." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/10076/.
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Jacob, Lorraine. "The development of multiplicative thinking in primary school children." Thesis, Jacob, Lorraine (2001) The development of multiplicative thinking in primary school children. Masters by Research thesis, Murdoch University, 2001. https://researchrepository.murdoch.edu.au/id/eprint/42490/.
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Multiplicative thinking cannot be generalised in any simple way from additive thinking. This would not be a concern if additive thinking was sufficient for children to progress mathematically but it is not. This study investigates the development of multiplicative thinking in children. Its purpose was to investigate how additive and multiplicative thinking differs and the developmental changes children make as they move from thinking additively to thinking multiplicatively. A premise of this study was that unless teachers could actually recognise the difference between additive and multiplicative thinking they would be unlikely to be able to help children develop the latter. There were two parts to this study. The first part was an analytical examination of the research, the second part an empirical study. An analysis of the mathematics of multiplication led to the conclusion that it was identification or construction of the multiplicand and the multiplier within a situation and the simultaneous coordination of these factors that typified multiplicative thinking about a situation. An analysis and synthesis of the existing research literature suggested five broad phases through which multiplicative thinking develops. These were labelled as one-to-one counting, additive composition, many-to-one counting, multiplicative relations and operating on the operators.
The second part of the study was empirical. It investigated the potential of a set of tasks to distinguish between additive and multiplicative thinkers in a way that could be used in classrooms and thus be helpful to teachers. A group of Year Three and Year Four children carried out the eight tasks during individual interviews. This study showed that although it was not easy to discern the difference between an additive and a multiplicative thinker it was possible through such tasks.
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Lee, Wing-yee Anna. "Orthographic awareness of Chinese primary school-aged poor readers." Click to view the E-thesis via HKUTO, 1999. http://sunzi.lib.hku.hk/hkuto/record/B36210018.
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Thesis (B.Sc)--University of Hong Kong, 1999."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 14, 1999." Also available in print.
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Sun, Ka-yu Maggie. "Attitudes of primary students towards their hearing-impaired peers." Click to view the E-thesis via HKUTO, 2001. http://sunzi.lib.hku.hk/hkuto/record/B36208036.
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Thesis (B.Sc)--University of Hong Kong, 2001."A dissertation submitted in partial fulfilment of the requirements for the Bachelor of Science (Speech and Hearing Sciences), The University of Hong Kong, May 4, 2001." Also available in print.
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Nagy, Liana C. "Ethnic differences in sedentary behaviour and physical activity among primary school age children. Towards a movement behaviour intervention for primary school age children." Thesis, University of Bradford, 2019. http://hdl.handle.net/10454/18334.
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High levels of sedentary behaviour (SB) and low levels of physical activity
(PA) in primary school children are a health concern especially for the South
Asians (SA) because of increased cardiovascular risk.
The study investigated ethnic differences in movement behaviours among
primary school children in three studies: 1) inclinometer and accelerometer
measured movement behaviours in White British (WB) vs. SA 6-8-year-old
children; 2) qualitative studies with children, parents and teachers explored
barriers and facilitators to reducing SB; and, 3) accelerometer measured
movement behaviours in children aged 8-11-years.
The inclinometer outcomes were: total SB, SB from bouts >30 minutes and
breaks in SB, while accelerometry considered: SB, light PA and moderate to-vigorous PA and counts per minute.
525 children, eight parents and six teachers participated. No ethnic
differences were identified in inclinometer outcomes except for SB breaks.
SA children had 25 fewer breaks compared to WB. Accelerometry identified
higher SB for SA children vs. WB in study one but no ethnic differences in
study three; a pattern for higher SB/lower PA for SA children vs. WB was
consistent in studies. Reasons for engagement in SB included: knowledge
and beliefs about SB, child characteristics, cultural norms, parenting, educational system and the built environment. A large proportion of
movement behaviour interventions components were related to education
and policy. Children’s levels of SB were similar to office workers regardless of ethnicity. Interventions to reduce SB need to consider SB breaks and PA, especially for SA children who were less active and more sedentary than WB.
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Celeste, Yee Soo Chuen. "Perspectives of looked after children on school experience : a study conducted among primary school children in a children's home in Singapore." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/3170/.
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The study was conducted on the ground that the education of looked after children (specifically children in a Children's Home) is significant for their development, future success and social integration. While low attainment has been reported from research done in UK, the issue is largely neglected by researchers in Singapore. The aim of thisstudy is to provide a description of looked after children's perspectives on their experiences in the mainstream schools in Singapore. The study was a case study conducted in a residential home with about 40 Primary School children. The research comprises four phases of data collection. It began with a preliminary finding that looked into the demography of the children in the Home, especially their educational attainment. Next, structured interviews that explore children's perspectives concerning school, teachers, classmates, lesson time, homework, and aspiration were conducted with 21 informants. Documents that provide information about the Home's operation were also collected and examined for the understanding of the Home's environment and support for children's education. Finally, conclusions drawn from these data were used to formulate a questionnaire that involved all Primary School children in the Home. Results from the preliminary study had confirmed that the academic achievements ofchildren in the Home were skewed towards the lower end. While the Home had incorporated a number of measures to ensure its charges were adequately supported to meet school demands, school progress was not its main thrust and a personalized educational plan to address individual needs was not practiced. Eight issues arose from the findings of the interviews and questionnaire survey. Concerning school, their general feelings, dissatisfactions, teachers' roles, relations with classmates, school transfer and aspirations were discussed. Although the Home was not the focus of the study, children's perspectives concerning the people and its environment on educational support gave the background to their experiences in school. Ultimately, there remains a need for school and the Home to improve their facilitations to encourage school progress among looked after children. The findings suggest that information plays an important role in teachers' effectiveness and it could be acquired through training and the stipulation of regular review meetings with the Home staff. Besides collaborating with the teaching staff, the Home could consider looking into a personalized educational plan, revamp its educational support programme and physical environment, and allow children's participation in certain decision making.
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Sullivan, Anna M. "Student empowerment in a primary school classroom : a descriptive study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2001. https://ro.ecu.edu.au/theses/1068.
Full textAbstract:
Empowering students to take control to lead functional and fulfilling lives should help them meet their needs for power and belonging, and enable them to realise their social goals. Such an outcome should positively affect students' achievement motivation. However, there is little understanding and research on the construct of student empowerment particularly in the primary school context from the teacher and student perspective. Teachers have a power-over relationship with students and arc in a position to decide how they exercise that power. Teachers who choose to enable student empowerment can share power with students to establish positive forces of power, namely power-with and power-to. This exploratory research examined the nature of student empowerment and how it can be enabled. A descriptive study using ethnographic techniques was conducted in a primary school classroom. Findings suggest that there are two dimensions of student empowerment: intrapersonal and interpersonal empowerment, which supports existing literature. Moreover, they build on the literature by indicating that intrapersonal empowerment is the ability and capability of students to pursue appropriate and complementary social and achievement goals through the establishment of agendas. Interpersonal empowerment is the pursuit of goals by students that are not in conflict with peers or the teacher. It is a sense of collective autonomy with peers and the teacher. This research indicates that student empowerment is a fluid and fragile phenomenon, but also one that the teacher can contribute to. The findings of the study suggest that teachers can enable students to become empowered by sharing power with students. Teachers can share power with students by facilitating the pursuit of students' agendas to help them coordinate their pursuit of appropriate social and achievement goals. That is, teachers can adopt beliefs and establish structures, processes and an environment conducive to student empowerment. These findings have led to the development of a framework, which describes the variables enabling student empowerment and their interrelationship. Finally, this study indicates the importance of student empowerment to enabling students to realise their social and achievement goals and meet their needs for power and belonging, thus enhancing motivation and achievement,
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Young, Ka-yi Deon. "Anxiety and language learning voices from primary six students in a primary school in Hong Kong /." Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.
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Lam, Sze-ching Cici. "Hong Kong primary students' perception of satisfaction with their schools." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37338304.
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Hertel, Russel, and n/a. "Time-in: a logical consequence for misbehaving children in primary school." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.140309.
Full textAbstract:
Time-In, A Logical Consequence for Misbehaving Students,
studied the effects of a primary school discipline program
designed and implemented by a trainee school counsellor. The
program delivered a series of logical consequences for students'
misbehaviour and a formalized entry point for counselling
intervention.
The program was based on a critical incident technique that
required teachers to issue infringement notices to misbehaving
students who failed to respond to warnings or contravened existing
rules regarding safe and responsible behaviour. Counselling and
system responses (loss of privileges, parent notification, in
school suspension, exclusion) occurred within an established
formula dependent on the number of infringements accruing to the
student. The school counsellor assumed full responsibility for
the collection of infringements, monitoring of on-going student
misbehaviour, parental contact and overall management functions of
the host school's discipline program. Counselling sessions and
mode of therapy were selected and employed to meet the specific
needs of misbehaving students once extended misbehaviour patterns
emerged.
Data collected throughout the study's duration (one year)
indicated a decline in the number of recurring offenders and a
drop-off in the number of infringements received by those pupils
who continued to transgress school policies regarding safe and
responsible behaviour. Five hundred and forty-seven infringement
notices were issued during the study which resulted in a total of
83 counselling sessions. Male students dominated all categories
of misbehaviour and accounted for 86% of the infringements issued.
Seventy-seven per cent of infringements issued were from class
teacher to students in the class setting.
Three questionnaires were administered at the end of the
program to teachers, parents and students. Both parent and
teacher questionnaire results supported Time-In procedures but
almost half of the students responded negatively to the
continuation of the program. Several hypotheses were posited for
this outcome.
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Wong, Ho-hang Anthony. "Dental care for primary school children in a rural area in China." Click to view the E-thesis via HKUTO, 2008. http://sunzi.lib.hku.hk/hkuto/record/B40988144.
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Miller, Allison E. "The socioeconomic determinants of self-esteem in primary school children /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09SPS/09spsm647.pdf.
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Giannopoulos, Voula. "Self-concept and ethnic group membership of primary school children /." Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09P/09pg434.pdf.
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Yeung, Wai-king Ophelia, and 楊惠瓊. "Facilitating communication and social skills training for primary school children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957596.
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Lin, Shui-ngor Miranda, and 連瑞娥. "Stress and coping strategies amony primary school children with dyslexia." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B27709917.
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Abudarham, Samuel. "The receptive lexicon of dual language Gibraltarian primary school children." Thesis, City University London, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.307884.
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Simm, Rebecca Jayne. "Education professionals' understanding of self harm in primary school children." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673844.
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Ferguson, Melanie A. "Characteristics of auditory processing disorder in primary school-aged children." Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14444/.
Full textAbstract:
The aims of this research were to identify and compare auditory processing, speech intelligibility, cognitive, listening, language and communication abilities in (i) typically developing, mainstream school (MS) children (n = 122) for direct comparison with (ii) children presenting to clinical services with auditory processing disorder (APD) (n = 19) or specific language impairment (SLI) (n = 22), and in (iii) a large population sample (n = 1469) who were categorised by their functional listening and communication abilities according to parental report rather than clinical diagnosis. All had normal hearing sensitivity. The clinically referred APD and SLI groups shared many behavioural characteristics across the broad range of measures. Both clinical groups significantly underperformed compared to the MS children, and the APD and SLI groups were virtually indistinguishable. This suggests diagnosis was based more on the referral route than on the actual differences. There was little association of auditory processing deficits with listening or language problems in either the clinical or the population sample after accounting for nonverbal IQ. The only exceptions were backward masking and frequency discrimination, the AP tests with the highest cognitive load. Poor general cognitive abilities were evident in those children with listening or language problems. These results suggest that top-down processing influences listening and language more than bottom-up sensory processing. It is argued that the term APD is a misnomer and should be renamed listening impairment. The co-occurrence of APD, or listening impairment, with both language impairment and autistic behaviours in the clinical and population samples suggests that APD is not a discrete and categorical disorder. Instead, APD as it is currently conceptualised, is dimensional, positioned more towards the language than the autistic extreme. Children with listening impairment who attend Audiology or ENT clinics should be screened for functional everyday measures of language and autistic behaviours to ensure appropriate onward referrals.
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Newton, R. "Parents, children and primary school mathematics : experiences, identity and activity." Thesis, Oxford Brookes University, 2012. http://radar.brookes.ac.uk/radar/items/05820562-32e0-7d48-b0bc-f61faf8e0f9a/1.
Full textAbstract:
Parental involvement in children’s learning plays a significant role in attainment in primary school. However, in the case of mathematics, a core subject in the primary school curriculum, research suggests that parents face a number of barriers to involvement. Following an approach informed by the sociocultural theory, this project aimed to investigate parental involvement in children’s school mathematical learning through a focus upon experiences, identity and activity. Twenty-four parent-child pairs took part in the study. The children were all aged between 7 and 11 years old and attended primary schools in the UK. Parents took part in a semi-structured episodic interview and parent-child dyads were observed completing a 20-minute simulated school mathematical activity. Data analysis consisted of four phases. Firstly, interview responses were subjected to a thematic analysis to examine parental experiences of: (1) school mathematics, (2) parent-child mathematical activity, and (3) home-school communication. Secondly, the interview transcripts were analysed using dialogical self theory to investigate mathematical identity. This concentrated on how parents constructed a mathematical ‘self’, to describe themselves, and a mathematical ‘other’, to describe their children. Thirdly, the observations of parent-child mathematical activity were analysed for mathematical goals, contingency and scaffolding. Finally, the results of the second and third phases were compared to study the relationship between identity and goals. Analysis of parental experiences extended existing academic research in a number of areas. This included parental interaction strategies, particularly propinquity, and barriers to parental involvement, for instance divergent mathematical understandings. Uniquely, in applying dialogical self theory to study mathematical identity, this research showed how the mathematical ‘self’ and ‘other’ shift spatially and chronologically through participation in sociocultural activity. Identity formation was also shown to be a reflexive process that embraced a range of diverse social influences. Mathematical goals were seen to form and shift due to the activity structure, artefacts and conventions of the task, social interaction between the dyad, and the prior experience parents and children brought to the task. Analysing parentchild school mathematical interaction in this manner provides a distinctive contribution to understanding a widespread, but poorly understood social practice. The final stage of analysis indicated that the mathematical identities parents assigned to children more closely match the goals in parent-child mathematical activity than the mathematical identities parents constructed for themselves. The original and important findings generated by this project provide distinct implications for academics, educators and others working with parents and children.
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Yeung, Wai-king Ophelia. "Facilitating communication and social skills training for primary school children." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14034773.
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COSTA, FRANCESCA. "BILINGUALISM IN DIFFERENT CONTEXTS: ACADEMIC OUTCOMES IN PRIMARY SCHOOL CHILDREN." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2021. http://hdl.handle.net/10281/329993.
Full textAbstract:
I tre studi presentati nella tesi hanno esplorato diversi contesti di bilinguismo in Italia. Sono stati analizzati la relazione tra bilinguismo e doppia-alfabetizzazione e i loro effetti sugli apprendimenti scolastici. Ad oggi, l’educazione bilingue è ancora vista con scetticismo, sebbene anche come una risorsa. Il primo contesto è quello delle scuole di immersione Italiano-Inglese, dove i bambini sono educati in modo bilingue, con una continua e consistente esposizione alle due lingue. Il secondo è quello dei bambini immigrati, che imparano l’Italiano come seconda lingua nelle scuole pubbliche monolingui, e che vengono alfabetizzati solo in Italiano, oppure anche nella loro lingua madre (minoritaria). Gli studi hanno investigato lo sviluppo cognitivo, linguistico e delle abilità di lettura, e la relazione tra linguaggio e alfabetizzazione. I bambini delle scuole di immersione erano bilingui sequenziali precoci, esposti all’Inglese come seconda lingua (L2) entro i tre anni alla scuola dell’infanzia. I bambini immigrati erano bilingui sequenziali che vivevano stabilmente in Italia, con differenti lingue minoritarie, esposti all’Italiano come seconda lingua maggioritaria (L2) entro i cinque anni, in concomitanza con l’ingresso alla scuola primaria.
I risultati emersi dai due studi sui bilingui delle scuole di immersione hanno dimostrato che essi non sono disavvantaggiati né in ritardo rispetto ai pari monolingui Italiani nello sviluppo cognitivo, linguistico, narrativo e delle abilità di lettura. Essi inoltre migliorano in entrambe le lingue durante il percorso scolastico. Sono emerse correlazioni positive tra le performance di lettura e linguaggio in Italiano e in Inglese, a supporto delle evidenze sul transfer di abilità dall’Italiano L1 all’Inglese L2. Infine, le abilità linguistiche correlano con quelle di lettura nella stessa lingua, a conferma che l’età di prima esposizione bilingue impatta positivamente sugli apprendimenti, ove il linguaggio orale supporta lo sviluppo delle abilità di lettura (così come le abilità mnestiche). In conclusione, il metodo di immersione Italiano-Inglese non rappresenta uno svantaggio per l’acquisizione e lo sviluppo degli apprendimenti nei bambini, che anzi raggiungono buone capacità linguistiche di lettura. L’immersione bilingue rappresenta dunque un affidabile sistema educativo, che offre grandi opportunità per il futuro dei nostri bambini.
I risultati raggiunti dallo studio sui bilingui immigrati hanno dimostrato un vantaggio a livello dell’intelligenza non verbale a favore dei bi-alfabetizzati, rispetto a quelli istruiti solo in Italiano L2 (mono-alfabetizzati). Al contrario i bilingui mono-alfabetizzati hanno ottenuto migliori performance al test di memoria a breve termine. I bilingui bi-alfabetizzati hanno dimostrato un vantaggio rispetto ai mono-alfabetizzati nella comprensione scritta, abilità fondamentale per lo studio e il successo scolastico, sebbene non nelle abilità di lettura nel loro complesso. Nessuno svantaggio comunque è emerso nelle misure di velocità e accuratezza in lettura nei bi-alfabetizzati. Infine, le abilità cognitive e linguistiche correlano con quelle di lettura. Anche se potrebbe non esserci un vantaggio globale su tutti i parametri considerati, educare i bilingui immigrati anche nella loro L1 sembra potenziare alcune abilità cruciali per il loro successo scolastico, e non inficia lo sviluppo degli apprendimenti in Italiano.
Implementare l’immersione bilingue e la doppia-alfabetizzazione nelle politiche educative Italiane sembra essere una scelta vincente da sostenere. Entrambi i sistemi educativi bilingui considerati si sono dimostrati efficaci, e rappresentano un’esperienza educativa positiva, di cui le future generazioni possono e dovrebbero giovare.The three studies presented in this thesis aimed at exploring different contexts of bilingualism in Italy. We explored the relationship between bilingualism and biliteracy and their effects on academic outcomes. For educational stakeholders, biliteracy is partly perceived with concern, partly considered a resource. The first context studied in this project are Italian-English immersion schools, where children are educated bilingually, being consistently and continuously exposed to both languages. The second context focuses on immigrant children (heritage bilinguals), who learn Italian as a second language in mainstream monolingual, public schools, and receive formal reading and writing instruction only in Italian or additionally in their respective mother language (minority language). The studies investigated cognitive, linguistic, and reading development, and the relation between language and literacy. Children in immersion schools were early sequential bilingual, exposed to English as a second language (L2) by the age of three in kindergarten. Heritage bilinguals were sequential bilinguals living stably in Italy, with heterogeneous minority languages, and exposed to Italian as a second-majority language (L2) at last from the age of five, when starting Italian public primary school. The results from the two studies with children in Italian-English immersion programs showed no disadvantage or delay in their cognitive, linguistic, reading, and narrative development in Italian (L1) compared to Italian monolinguals and an improvement in both the languages across grades. Positive correlations were found between Italian and English performances in reading and language measures, supporting the evidence of a presumable transfer of skills from Italian L1 to English L2. Finally, language abilities in one language correlated with reading abilities in the same language, confirming that the age of first oral bilingual exposure impacts literacy development, with oral language supporting reading development (as well as memory skills). We concluded that Italian-English immersion education does not disadvantage literacy acquisition in children, but they obtain a good language proficiency and reading development. Bilingual immersion education represents a reliable education system, which gives access to many possibilities for children’s future. The results from the study with immigrant bilinguals showed that children who were instructed in both their languages (biliterates) performed better in the non-verbal intelligence test than those literate only in Italian L2 (monoliterates). In contrast, monoliterates were better at short-term memory. Biliterate bilinguals did not performed better than monoliterates in general reading skills, but in reading comprehension, which is generally considered a fundamental ability for academic success. However, no disadvantages emerged for the biliterate children in reading speed and accuracy. Finally, the cognitive and language measures correlated with reading proficiency measures. Even if there might not be a comprehensive advantage in all the reading measures, educating heritage bilinguals also in their L1 enhances some crucial skills for their academic success and does not hamper literacy development in Italian. Sustaining bilingual immersion and a biliteracy route to learning appears to be an excellent choice to be implemented in Italian educational policy. Bilingual immersion programs and immigrant children's biliteracy education showed to be both effective and represent a beneficial educational experience for future generations of children.
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O'Shaughnessy, Samantha Jane. "School Twitter accounts : exploring the perceptions of primary school children, their parents and school staff." Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/100295/.
Full textAbstract:
This exploratory study considered the perceptions of those involved with using a school Twitter account. Twitter is essentially an internet based microblogging (the posting of very short entries or updates on a personal webpage or social networking site) service in which members can post updates known as ‘Tweets’ of 140 characters (including spaces and punctuation) to answer the question “What’s happening?”. The study analysed how pupils used Twitter in a mainstream primary school setting and evaluated the views and opinions of the pupils, parents and the staff who took part. It described ways in which schools, parents (and the wider community) could use this social media tool to communicate and share children’s learning with key stakeholders. It also examined the use of social media from an eco-systemic viewpoint and considered how Twitter might fit in with the theory of a New Learning Ecology (Spires et al., 2009 & 2012). A combination of quantitative and qualitative data was collected. The project ran in two separate phases – a pilot study (summer 2014) and a main research section (summer 2015). Each phase lasted approximately half a term. The pilot study involved twelve pupils from years five and six, a focus group of three parents and one member of teaching staff (n=16). Pupils from the first school helped to set up a school Twitter account and drafted Tweets which were then posted to the school account by their class teacher.
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Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
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Woodward, David. "Children's perceptions of gender : an action research study with year three primary school children." Thesis, University of Sussex, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360595.
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Lau, Siu-ting. "A study of language attitude and language attainment with reference to primary school students in Hong Kong." Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B36855753.
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Lee, P. M. "Study of food contents of lunch boxes for primary school children." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B31971957.
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