Dissertations / Theses: 'Primary school students'

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Okesli, Tayyibe Fulya. "Relationship Between Primary School Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609970/index.pdf.

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The purpose of this thesis was to investigate environmental literacy of 6th, 7th and 8th grades primary school students in public schools of Bodrum, Turkey. The study was carried out during the spring semester of the 2006-2007 academic years. A total of 848 students enrolled in four public primary schools completed the 49-item Environmental Literacy Questionnaire (Kaplowitz &
Levine, 2005). The components of environmental literacy which are defined as knowledge, attitude, use and concern of students about environmental issues were examined by means of frequency distributions. Results displayed that although students had low levels of knowledge about the environent, they displayed positive attitudes and high levels of concern toward the environment. They were also aware of the importance of interaction between humans and the environment. Relationships among the components of the ELQ (knowledge, attitudes, uses, and concerns) have been analyzed by means of zero order correlations. The strongest correlation found between &lsquo
attitude and use&rsquo
and &lsquo
use and concern&rsquo
variables among the components of the ELQ indicating that the students with positive attitude towards environmental issues have positive views on environmental uses and service and students concerning about environmental problems have more positive views on environmental use and service. Canonical correlation analysis was used to examine the relationship, if any, between the background characteristics of students and the set of environmental literacy variables in the questionnaire. The results showed that students who were interested in environmental issues, who gave importance to environmental problems, who thought they had good knowledge about environmental issues, whose parents&rsquo
were interested in environmental issues and involved in environmental activities had better knowledge about environmental issues, more positive attitude towards environmental issues, more positive view on environmental uses and service and concern environmental problems. In addition, the results of analysis by means of Multivariate Analysis of Variance (MANOVA) demonstrated that female students had more positive attitudes towards environmental issues, more positive views on environmental use and more concern about environmental problems than male students&rsquo
had but same level of knowledge on environmental issues.

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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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Soo, Wai-man, and 蘇慧雯. "Primary students' perception of bullying." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961903.

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Chau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.

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Demie, Asheber [Verfasser]. "Primary School Students in Bale Zone / Asheber Demie." München : GRIN Verlag, 2019. http://d-nb.info/1189903997/34.

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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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7

Horobin, Margaret Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school /." St Andrews, 2009. http://hdl.handle.net/10023/693.

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8

Gronn, Donna, and res cand@acu edu au. "Teachers Mentored by Students in Using ICT." Australian Catholic University. Trescowthick School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010.

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Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.

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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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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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Chow, Tsui Twiggy. "How senior primary school students perceive their own study problems." Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B43894252.

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Gillan, Kevin P. "Technologies of power : discipline of Aboriginal students in primary school." University of Western Australia. Graduate School of Education, 2008. http://theses.library.uwa.edu.au/adt-WU2008.0183.

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This study explored how the discursive practices of government education systemic discipline policy shape the behaviour of Aboriginal primary school students in an urban education district in Western Australia. First, this study conducted a Foucauldian genealogical discourse analysis of the historical and contemporary discursive forces that shaped systemic discipline policy in Western Australian government schools between 1983 and 1998 to uncover changing discursive practices within the institution. This period represented a most turbulent era of systemic discipline policy development within the institution. The analysis of the historical and contemporary discursive forces that shaped policy during this period revealed nine major and consistent discursive practices. Secondly, the study conducted a Foucauldian genealogical discourse analysis into the perspectives of key interest groups of students, parents and Education Department employees in an urban Aboriginal community on discipline policy in Education Department primary schools during the period from 2000 to 2001; and the influence of these policies on the behaviour of Aboriginal students in primary schools. The analysis was accomplished using Foucault's method of genealogy through a tactical use of subjugated knowledges. A cross section of the Aboriginal community was interviewed to examine issues of consultation, suspension and exclusion, institutional organisation and discourse. The study revealed that there are minimal consistent conceptual underpinnings to the development of Education Department discipline policy between 1983 and 1998. What is clear through the nine discursive practices that emerged during the first part of the study is a strengthened recentralising pattern of regulation, in response to the influence of a neo-liberal doctrine that commodifies students in a network of accountability mechanisms driven by the market-state economy. Evidence from both genealogical analyses in this study confirms that the increasing psychologisation of the classroom is contributing towards the pathologisation of Aboriginal student behaviour. It is apparent from the findings in this study that Aboriginal students regularly display Aboriginality-as-resistance type behaviours in response to school discipline regimes. The daily tension for these students at school is the maintenance of their Aboriginality in the face of school policy that disregards many of their regular cultural and behavioural practices, or regimes of truth, that are socially acceptable at home and in their community but threaten the 'good order' of the institution when brought to school. This study found that teachers and principals are ensnared in a web of governmentality with their ability to manoeuvre within the constraints of systemic discipline policy extremely limited. The consequence of this web of governmentality is that those doing the governing in the school are simultaneously the prisoner and the gaoler, and in effect the principle of their own subjection. Also revealed were the obscure and dividing discursive practices of discipline regimes that contribute to the epistemic violence enacted upon Noongar students in primary schools through technologies of power.

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Tan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.

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Leung, Hei Pak, and 梁希珀. "Evaluation of students' achievement and attitudes in primary school mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957237.

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Chow, Tsui Twiggy, and 周翠. "How senior primary school students perceive their own study problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894252.

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Khan, Shereen Alima. "Mathematics proficiency of primary school students in Trinidad and Tobago." Thesis, Teachers College, Columbia University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10256768.

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To address the problem of underperformance in mathematics, Trinidad & Tobago introduced national tests to provide feedback to stakeholders, so that well-targeted interventions can be planned. After more than a decade of generating and sharing reports on performance with these stakeholders, results of national tests remained much the same. It was evident that the feedback was ineffective in instituting the desired changes. In keeping with Vygotsky’s notion that instruction can be improved by teaching within the child’s Zone of Proximal Development, this study devised a model, incorporating the principle of assessment for learning to provide feedback on student performance.

Data from the 2015 mathematics (Standard 3) national test was analysed to describe the proficiencies of students within each of four performance levels. Using a mixed methods design, a sample of 180 scripts was analysed to determine content-specific proficiencies. These were categorised into (i) what students know and can do (Zone of Achieved Development), (ii) what they can do with help (Zone of Proximal Development) and (iii) what they cannot do.

The findings indicated that students in the lower performing groups had deficiencies in reading and comprehension skills and this impacted on their mathematics performance. Division and multiplication algorithms posed difficulties for these students. Performance in measurement was poor, with only the top performing group demonstrating proficiency in this strand. Items requiring higher order thinking were challenging for all students. Inability to carry out mathematical modeling prevented students from obtaining correct answers to questions covering almost half of the test.

A key recommendation is that teachers be given support in planning and instructional strategies to cater for all learners. Intense, ongoing professional development, targeting problem solving, mathematical modeling, and teaching algorithms was recommended. To enable learners to experience more depth and less breadth in achieving competence in measurement, reform in curricula demands, assessment techniques and instructional strategies was suggested.

The study also called for re-conceptualising the design and implementation of national assessment. Such approaches should incorporate models that provide feedback on all curricula outcomes on a continuous basis, and empower teachers to analyse classroom data so as to diagnose student deficiencies.

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Tan, Li-hua. "Primary school students' thinking processes when posing mathematical word problems." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23425155.

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Leung, Hei Pak. "Evaluation of students' achievement and attitudes in primary school mathematics." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999588.

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Carter, Margaret A. "Reducing high levels of communication apprehension among primary school students." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36550/9/Margaret%20Carter%20Thesis.pdf.

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This study focused on a group of primary school teachers as they implemented a variety of intervention actions within their class programs aimed towards supporting the reduction of high levels of communication apprehension (CA) among students.Six teachers and nine students, located across three primary schools, four year levels,and six classes, participated in this study. For reasons of confidentiality the schools,principals, parents, teachers, teacher assistants, and students who were involved in this study were given fictitious names. The following research question was explored in this study: What intervention actions can primary school teachers implement within their class programs that support the reduction of high CA levels among students? Throughout this study the term CA referred to "an individual's level of fear or anxiety associated with either real or anticipated (oral) communication with another person or persons" (McCroskey, 1984, p. 13). The sources of CA were explained with reference to McCroskey's state-trait continuum. The distinctions between high and appropriate levels of CA were determined conceptually and empirically. The education system within which this study was conducted promoted the philosophy of inclusion and the practices of inclusive schooling. Teachers employed in this system were encouraged to create class programs inclusive of and successful for all students. Consequently the conceptual framework within which this study was conducted was based around the notion of inclusion. Action research and case study research were the methodologies used in the study. Case studies described teachers' action research as they responded to the challenge of executing intervention actions within their class programs directed towards supporting the reduction of high CA levels among students. Consequently the teachers and not the researcher were the central characters in each of the case studies. Three principal data collection instruments were used in this study: Personal Report of Communication Fear (PRCF) scale, semistructured interviews, and dialogue journals. The PRCF scale was the screening tool used to identify a pool of students eligible for the study. Data relevant to the students involved in the study were gathered during semistructured interviews and throughout the dialogue journaling process. Dialogue journaling provided the opportunity for regular contact between teachers and the researcher, a sequence to teacher and student intervention behaviours, and a permanent record of teacher and student growth and development. The majority of teachers involved in this study endeavoured to develop class programs inclusive of all students.These teachers acknowledged the importance of modifying aspects of their class programs in response to the diverse and often multiple needs of individual students with high levels of CA. Numerous conclusions were drawn regarding practical ways that the teachers in this study supported the reduction of high CA levels among students. What this study has shown is that teachers can incorporate intervention actions within their class programs aimed towards supporting students lower their high levels of CA. Whilst no teacher developed an identical approach to intervention, similarities and differences were evident among teachers regarding their selection, interpretation, and implementation of intervention actions. Actions that teachers enacted within their class programs emerged from numerous fields of research including CA, inclusion, social skills, behaviour teaching, co-operative learning, and quality schools. Each teacher's knowledge of and familiarity with these research fields influenced their preference for and commitment to particular intervention actions. Additional factors including each teacher's paradigm of inclusion and exclusion contributed towards their choice of intervention actions. Possible implications of these conclusions were noted with reference to teachers,school administrators, support personnel, system personnel, teacher educators, parents, and researchers.

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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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Chan, Lai-chuen Martin. "An evaluative study of a hotline project for primary students." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22331311.

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Corish, Sylvia, and n/a. "The excellent principal - what do students think? : Perceptions of selected senior primary school students about the role of the principal in three New South Wales public primary schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060629.160710.

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The research outlined in this thesis explores the issue of the effective principal through the perceptions of a sample of senior primary aged school students. The study originated due to a concern that too much of the current literature concerning effective schools and effective principals relies on the views of significant adults. Given that students are the focus of the school's and principal's energy it is difficult to understand why their views have not been sought more frequently. This study was initiated and conducted in an effort to determine what is was that students expected of the effective principal. The research is based on content analysis of the written responses from a sample of one hundred and ninety five senior primary aged school students aged between ten and twelve years from an education district in an education region of the New South Wales Public School System and in addition one to one interviews with a group of thirty students. The analysis resulted in the development of two sets of descriptors. One set of descriptors outline the fourteen most significant Behaviour Descriptors of the effective principal as perceived by the senior primary aged students surveyed while the other set outlines the eleven most significant Quality Descriptors of the effective principal. These two sets of descriptors of the effective principal have much support in the effective schools research. One area notably different however is the emphasis given by the students to the need for the principal to develop positive, warm and caring relationships with each student in the school. Although students were realistic in their understanding of what this implied they were adamant and consistent in their desire for such a relationship in order that the principal be deemed effective. The results of the study provide specific, clear, unambiguous descriptions of behaviours and qualities expected of the effective principal by the students surveyed. The descriptors are presented in a manner useful to practitioners.

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Tay, Lee Y. "Engaging academically at-risk primary school students in an after-school ICT-mediated program." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/168.

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This case study documented how a group of 14 academically at-risk Primary 5 students were engaged in academic related tasks in an after-school program mediated by a game-like 3D Multi User Virtual Environment (MUVE), Quest Atlantis (QA). Although there was no significant difference in the students' academic performance, they were observed to be more engaged in the-learning tasks and had acquired a range of information and communication technology (lCT) skills. The program started off with irregular students' attendance. However, this situation gradually improved over the year long program. It had also attracted other Primary 5 students to enrol themselves in the program. The planned schedule of the after-school program and the 3D MUVE provided the structures and online learning environment to engage these students. Adopting an activity theoretical perspective, this thesis reported on the after-school program from the perspectives of the students and teacher, emphasising on the context that was made up of rules, community, and roles. Activity theory was used to organise and analyse the actions, repair actions, and identify the disturbances in the activity systems of both teacher-researcher and students and through this, the more systemic contradictions were identified. Activity theory provided the framework to reveal and illuminate the disturbances and contradictions during the implementation of the after-school program. The insights and findings from this study emerged through the analysis of the disturbances and contradictions. A case study approach was used in this thesis to look into the effectiveness of the intervention of the use of a 3D MUVE to re-engage a group of academically at-risk students in an after-school program, using both quantitative and qualitative methods. The main findings suggested that: (1) the importance of the less visible social mediators - the rules, community, and division of labour - in this after school activity system; (2) the pivotal role of the teacher; (3) that QA is both a tool and an object to the students; (4) the importance of the object of the activity in determining focus and direction of an activity; and (5) that authenticity of learning tasks enhances learning engagement. This study illuminated the possibilities and potentials of the use of a game-like 3D MUVE for the re-engagement of this group of academically at-risk students. However, the context, the teacher, and the design of the learning tasks also played crucial roles in the engagement of these students.

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Young, Catherine Mary. "Identification of gifted students in Australian Catholic primary schools." Thesis, Australian Catholic University, 2019. https://acuresearchbank.acu.edu.au/download/01b2b8b2a32763aaf35541ff6ccfa950caea3adaf7ee759109aea698def025c4/2418664/0-YOUNG_2019_Appendices_Indentification_of_gifted_students.pdf.

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The research investigated the problem of identification of giftedness in primary-aged school students. The study was conducted in primary schools in a large Australian metropolitan Catholic education system, referred to in the study as the system that claims best practice and has historically provided strong support for the specific needs of students with learning difficulties. Gifted education is, however, new to the culture of this system of schools and the under-identification of gifted students has been identified as a matter of concern. The scholarly literature provides considerable research regarding teacher attitudes and their impact on gifted education and gifted students, but little research has been undertaken to investigate the impact of teachers’ knowledge, attitudes and experiences on the identification of giftedness. To address this gap in the research, the present study examined the question: How is the identification of giftedness of students in primary schools influenced by the knowledge, attitudes and experiences of principals and teachers? Using a mixed methods design within the paradigm of pragmatism, the research data were collected in two phases: the collection and analysis of quantitative data at a system level through an online survey, and case study involving analysis of school documentation and semi-structured interviews across six sites. In Phase One, the online survey was distributed across the system of 111 Catholic primary schools. The responses from the system-wide survey assisted in the selection of schools with high and low rates of identification of gifted students as case study sites for the second phase of the study. In Phase Two, a total of six principals and 44 teachers participated in the case study from across six sites selected as three successful- and three non-successful schools. Phase Three included the final synthesis and analysis of all data. The data collected sought to determine the knowledge, attitudes and experiences of teachers and leaders, and school approaches and practices of identification, and their influence on the identification of giftedness in these schools. The central findings of the study are reflected in a proposed model, which elucidates specific elements in relation to knowledge and attitudes of educators, and the approaches and practices of schools, towards gifted education and identification of giftedness that enable the effective identification of giftedness. Within knowledge, the levels of training and the significance of understanding the multidimensional nature of giftedness were identified as core to the process of identification of gifted students in the primary school setting. Positive attitudes towards giftedness, and a shared responsibility for the identification process, among the school leadership and teachers leads to effective identification. The research also found that sharpened focus on identification through leadership, embedded school-wide policy and practices, provision of resources, and ongoing professional learning are key elements of effective identification. Essential to the identification process is the involvement of teachers and leaders in early and ongoing identification practices using a range of accessible objective and subjective measures. The model highlights the complex interplay of factors that contribute to effective identification of giftedness and the significance of teacher, leader and systemic commitment to gifted education. The research findings and recommendations have significance from the perspective of educational system leaders and school-based practitioners who have the challenge of effectively identifying, and responding to, the needs of their gifted students.

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Lee, Fong-man, and 李晃汶. "Teachers' perceptions of students with dyslexia in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B44390518.

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Lam, Sze-ching Cici, and 林絲靖. "Hong Kong primary students' perception of satisfaction with their schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37338304.

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Shabdin, Ahmad Affendi. "Developing a vocabulary knowledge test for primary school students in Malaysia." Thesis, University of Nottingham, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.397583.

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Vu, Phuong Anh. "Gender stereotypes in story textbooks for primary school students in Vietnam /." Oslo : Institute for Educational Research, Universitetet i Oslo, 2008. http://www.duo.uio.no/publ/pfi/2008/77612/vu_thesis.pdf.

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Young, Ka-yi Deon, and 楊嘉怡. "Anxiety and language learning: voices from primary six students in a primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38762870.

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Richter, Mechthild. ""Now he's a secondary school student" : successful transition from primary to secondary school for students with autism spectrum disorder." Thesis, Strasbourg, 2019. https://publication-theses.unistra.fr/restreint/theses_doctorat/2019/RICHTER_Mechthild_2019_ED519.pdf.

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Cette thèse portait sur la transition du primaire au secondaire des élèves atteints de troubles du spectre de l’autisme (TSA) en France, dans le contexte du développement de l’inclusion scolaire. L'étude 1 a permis de déterminer les critères d'une transition réussie. Elle a montré que la transition est complexe et touche plusieurs acteurs. L'étude 2 a permis de saisir les représentations sociales d’une transition réussie. Celles-ci sont largement cohérentes entre les gens, qu’ils considèrent ou non un élève atteint de TSA. Néanmoins, des différences subsistent et ont été étudiées plus en détail dans l'étude 3. Cette étude a produit des résultats concernant les expériences et les perceptions des acteurs clés. De plus, elle a permis d’identifier des stratégies pour une transition réussie ainsi que des obstacles. Les résultats des études ont été combinés pour élaborer des recommandations pour une transition primaire-secondaire réussie pour les élèves atteints de TSA. En raison de la complexité de la transition, chaque recommandation doit être adaptée à chaque cas et chaque intervenant. Les mesures existantes ainsi que les nouvelles recommandations sont discutées dans le contexte de l'ambition de parvenir à un système scolaire inclusif
This thesis investigated the transition from primary to secondary school of students with Autism Spectrum Disorder (ASD) in France. Study 1 provided criteria for a sucessful transition. It showed that the transition is complex and affects several stakeholders. Study 2 captured the social representations of lay people on a successful transition. These are largely congruent between lay people considering or not a student with ASD. Nevertheless, differences remain and were further investigated in study 3. This study delivered results concerning the experiences and perceptions of concerned stakeholders. Moreover, it identified strategies for a successful transition, as well as barriers. The results of these studies were combined to develop recommendations for a successful primary-secondary transition for students with ASD. Due to the complexity of the transition, every recommendation has to be adapted to each case and stakeholder. Existing measures as well as the new recommendations are discussed in the context of the ambition to achieve an inclusive school system

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Li, Fu-ming Baldwin. "Using diagrams to solve word problems involving percentage in primary six students." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35676802.

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Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.

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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.

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Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.

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This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquo
perceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.

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Horobin, M. Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school." Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/693.

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For many years, educators, psychologists and parents have expressed concern about the apparent deterioration of pupil motivation and performance after children move to secondary school. This study used a longitudinal design to examine the transfer process from the perspective of a group of 393 children (195 boys, 198 girls) as they moved from 19 primary schools to four secondary schools in Fife. Children’s self-perceptions of school commitment, school belonging, school participation, self-esteem and global wellbeing were evaluated four times over a 13 month period, twice before transfer in the final year of primary school and twice after transfer in the first year of secondary school. Information was also collected about family and home life, emotions, lifestyle and school on each occasion. The data was analysed using multilevel modelling in order to examine how each of the five outcome variables changed over the time of the study, and how they related to a series of independent variables. It was anticipated that changes in these outcomes may have occurred immediately after the move to secondary school, perhaps followed by an improvement six months later after they had adapted to changes and settled in to their new schools. The results showed that, contrary to expectations, all outcomes except school participation recorded an improvement at wave 3, immediately after the transfer to secondary school. However, there was some evidence that after an initial ‘honeymoon period’, children perceived certain aspects of school in a less positive light and by wave 4 there was a decline in all outcomes except for the perception of self-esteem, which continued to improve. Since wave 4 was only a few months after transition, a significant change in children’s views is seen quite quickly after transfer. It is not clear whether this represents a return to a more realistic level or if this signals the beginning of a more prolonged negative attitude towards school and education in general. The general conclusion is that the process of transfer to secondary schools is well managed, but it might be helpful for induction programmes to prepare children for the changes in teaching and learning methods that might be encountered, and perhaps other types of programme might be beneficial during the first year.

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35

Wong, Gunter. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31473672.

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Li, Lai-king, and 李麗琼. "A study of economics understanding of primary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957298.

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Wong, Gunter, and 黃冠德. "Visual orthographic skills in Hong Kong primary school students with spelling difficulties." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B31473672.

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Wang, Chin-Chiang, and 王清江. "Effectiveness of primary school students' reading comprehension on diverse expository prose formations." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B48369093.

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隨着閱讀研究的蓬勃興盛，許多學者從認知層面探討人類閱讀的歷程，本研究主要目的欲運用認知負荷的設計原則(分心效應與冗餘效應)，編排說明文體，探討學生閱讀後的篇章理解表現與編排後的說明文體是否能降低學生的認知負荷。本研究主要採用實驗研究，進行三次實驗。受試者為香港某私立小學四年級學童，受試者依據其語文理解測驗(前測)分數，隨機分派到實驗組與控制組。研究工具主要以閱讀理解表現測驗和認知負荷量表為主，訪談為輔。每次實驗大約35 分鐘，之後，研究者隨機抽取3-5 位受試者進行訪談。本研究主要以組別為自變項，閱讀理解表現和認知負荷量表的得分為依變項，前測分數為共變項，對收集到的資料進行單因子共變數分析。資料分析顯示：實驗一(字、字義整合)與實驗三(文字、圖片整合)兩項實驗結果呈現，兩個組別並沒有因為不同編排而在閱讀理解與減輕認知負荷上有所差異；而在實驗二(段、段意整合)，兩個組別因不同編排的文本而在閱讀理解表現與認知負荷量表上呈現差異。最後，研究者亦提供教學與研究上的建議給教育學者和未來研究者。 With the prevailing research on reading around the world, many scholars have being explored the process of human’s reading in aspect of cognition. The main goal of this study was to investigate the effectiveness of primary school students’ reading comprehension on diverse expository prose formations which was designed based on the principles of cognitive load theory (the split-attention effect and the redundancy effect). This study had three experiments and the fourth grade students were selected as subjects who randomly assigned to experimental group and control group based on their pre-test scores. The research tools included reading comprehension test, cognitive load scale (a 7-point Likert scale), and interview. Each test lasted 35 minutes, and then, 3-5 subjects were chosen to be interviewees. ANCOVA was used to analyze the collected data: group was the independent variable, the score on reading comprehension test and cognitive load scale were dependent variables, and the score on pre-test was covariate variables. The findings showed that there were no significant differences between two groups in the first experiment (text, vocabulary definitions integration) and the third experiment (text, pictures/photos integration). However, there was a significant difference between two groups in the second experiment (text, text summary integration). Finally, the recommendations of teaching and research for educators and future researchers were provided as well.
published_or_final_version
Education
Master
Master of Education

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39

Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students." Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.

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This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.

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Hansen, Helena. "The Accuracy of EFL Self-assessments made by Swedish Primary School Students." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-35318.

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The objective of this study was to examine the accuracy of Swedish primary school students’ EFL self-assessments. Self-assessment is an important component of formative assessment, which is the main tool used by Swedish primary school teachers when evaluating EFL proficiency. In the study, a survey and a vocabulary picture test were conducted. The survey consisted of Likert-scale statements and was used for students’ EFL self-assessments. It was followed by an English vocabulary picture test to evaluate students’ English vocabulary. To investigate whether there was a correlation between the results of students’ self-assessments and their results on the vocabulary picture tests, a Spearman’s rank correlation coefficient was produced. Furthermore, results were also analysed by individual, item, and gender. In conclusion, EFL self-assessments made by the students were found to have a weak correlation of 0.22 to their results on the English vocabulary picture test. Thus, the findings of this study indicate that young Primary School students’ EFL self-assessments should not be used as the sole evaluation of English proficiency.

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Wardman, Natasha Penelope. "Rules, rights and responsibilities: Becoming 'responsible' students in upper-primary school contexts." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/f5a3f36a14e8159ca8a60f7c05e532990657d660181efeceea1d0f87c3214151/3938082/Wardman_2013_Rules_rights_and_responsibilities_becoming_responsible.pdf.

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This study investigates how the discourses embedded in education policy and mediated through principal and teacher pedagogy work to shape upper-primary students’ understandings and experiences of responsibility for self and others. The study analyses findings from a poststructuralist educational ethnography undertaken in three case study sites from Catholic, Independent and State schooling sectors. These case study schools are located in a regional city in the Australian state of New South Wales. The study critically examines how every day, taken-for-granted, discursive practices of policy-makers, teachers and students work to construct ir/responsible subjectivities. Data was generated through observational field notes, semi-structured individual or focus-group interviews with principals, teachers and students, and document archiving. The study is situated in a policy context in which national, state and school-level policies shape definitions of responsibility applied in schooling contexts. The study explores how such definitions are mediated through pedagogies applied and rationalised by educators, and also considers how students negotiate often contradictory discourses of responsibility in order to understand and become ‘responsible’ subjects. The study highlights distinctions between pedagogies of control that normalise compliance and submission through practices of surveillance, punishment and reward; and pedagogies of agency and alterity that facilitate students’ understandings of ethical responsibility by offering opportunities for negotiation, encouragement, emotional labour and open dialogue. It is argued throughout the thesis that such negotiation is a complex and often impossible task as students are simultaneously expected to unquestionably conform to authority on the one hand and exercise their independence and ethical deliberation on the other. Furthermore, educators also face institutional pressures to shape their pedagogies in ways that encourage conformity and control over responsibility. The research explores themes proposed in the MCEETYA (now MCEECDYA) 2008 Melbourne declaration on educational goals for young Australians and contributes new knowledge about socio-cultural factors that enable and constrain primary school children's understandings and experiences of 'responsibility' and how this may impact on the achievement of national goals.

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Li, Lai-king. "A study of economics understanding of primary school students in Hong Kong." [Hong Kong : University of Hong Kong], 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13833248.

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43

Cheng, Hsien-Kuang, and 程顯光. "Primary School Students’ Family Educational Expenditures." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/06719005749753025586.

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碩士
國立嘉義大學
教育行政與政策發展研究所
95
This research aimed to analyze the education investment regarding the family of primary school student. Based on questionnaires, stratified and cluster sampling, this paper examines 395 effective samples out of 549 sent requests. According to the findings, the families of Changhua county have their average income in between $400,000 to 600,000 (NTD) before tax. The average education investment to an individual student is $75,733 (NTD), while $37,058 (48.9％ overall) was spent on school-discipline cram schools, $16,121 (21.3％ overall) was spent on extra-curriculum learnings. The study also revealed that in urban and suburban areas, parents usually have better educational background, higher average income, and privileged social status, thereafter infused higher amount into education investment, an indicator to the social imbalance. Based on research findings, here are some suggestions for further studies: 1. Advice to education bureaucracies : a better relocation and reform of the current subsidy regulation; an additional directive in terms of shared resource and supplementary policies to help those disadvantaged families. 2. Advice to school : an on-sight mechanism to discover and help the disadvantaged groups with suitable teaching methods to inspire and encourage the potentials of learning desires; an active propaganda to promote the benefit of reading and the knowledge of human subjects. 3. Advice to parents: a better use of touchable resources and the creation of new resources.

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羅健豪. "Primary school students from the eastern region." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/01313369445790255704.

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He, Tzu-Chen, and 何姿徵. "Research of primary school students' social play behavior." Thesis, 1999. http://ndltd.ncl.edu.tw/handle/32563709321800217350.

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Ju, Ya-Wei, and 朱雅瑋. "The primary school students'''' intuitive concepts of probability." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/45911416638241525780.

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Chien, Tai-Yun, and 簡岱芸. "Primary school students' critical thinking in tactical games." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/3ukwmd.

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碩士
國立臺灣師範大學
體育學系
105
Within the increasingly complex and diverse society, it is crucial to develop students’critical thinking and problem solving competencies. The study aimed to investigate primary school students' critical thinking competencies in physical education class through a tactical approach for invasion games learning. Participants were 59 pupils(sixth grade, male=31, female=28). They were divided into experimental group (EG,n=30) and control group (CG, n=29). Pre-test and post-test were conducted through critical thinking ability questionnaires. During the learning cycle, 20 lessons were implemented by tactical approach. For 10 weeks a total of 10 (400 minutes) of the tactical game game mode and skills orientation ball teaching physical education, 10 classes per class for ten weeks. The two-way analysis of variance (ANOVA) of mixed design was used to analyse and compare the scores of critical thinking competencies. In terms of EG, critical thinking behavior assessment observation form was also used to analyze the observational data. Results showed the process of group discussion with relation to critical thinking and the major deferences between EG and CG. The findings of this study were as follows: 1. Tactical game model strategy for the promotion of junior high school students in the "overall critical thinking", "deductive" ability to score has improved significantly.2. Tactical game mode strategy will be divided into red, purple, yellow, orange four groups, and the red team, purple team in the movement of critical thinking ability "deduction" capacity facets significant difference.3. Tactical game model strategy will help the junior high school students in the learning process, through peer group members interaction and discussion analysis run, help children in the critical thinking ability to show.

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LEE, I.-HON, and 李一弘. "Reserch on Experiential Value of Traveling Abroad for Primary School Students(A Case of Tongmen Primary School students in Hsinchu City)." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/90943849159862026592.

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碩士
中華科技大學
航空運輸研究所
105
The objects of this study are primary students who have traveled in the past. The sampling is focused on the middle and high grade students of the Tongmen primary school in Hsinchu City。The reseach method is 「Questionnaire Approach」. The purpose of this study: First, to understand 「Student statistical variables」 , 「Students travel abroad behavior」, 「Students travel abroad leisure involving」, 「Students travel aboard itinerary Experiential Value」and 「Students travel aboard Experiential Value by plane」 Second, to analyze the relative relationship between 「Students statistical variables」 and 「Students travel abroad leisure involving」Third, to analyze the relative relationship between 「Students travel abroad behavior」and「Students travel abroad leisure involving」 Fourth, to analyze the relative relationship between 「Student statistical variables」and 「Students travel aboard itinerary Experiential Value」 Fifth, to analyze the relative relationship between 「Students travel abroad behavior」and 「Students travel aboard itinerary Experiential Value」 Sixth, to analyze the relative relationship between 「Students statistical variables」and 「Students travel aboard Experiential Value by plane」 Seventh, to analyze the relative relationship between 「Students travel abroad behavior」and 「Students travel aboard Experiential Value」 Eighth, to analyze the relative relationship between 「Students travel abroad leisure involving」and 「Students travel aboard itinerary Experiential Value」Ninth, to analyze the relative relationship between 「Students travel abroad leisure involving」and 「Students travel aboard Experiential Value by plane 」In this study,「Students travel aboard itinerary Experiential Value」 is according to the values of 「Efficiency」, 「Beauty」, 「Excellence」 and 「Escape from the reality」 ,which Mathwick (2001) developed.「Students travel aboard Experiential Value by plane」 is focused on the aspects of 「Environmental landscape」, 「Recreation」, 「Security」 and 「Service」. 「Students travel abroad leisure involving」 adopts the concept of Pigram and McIntyre (1992) ,which defines and categorizes products by aspects of 「Attraction」, 「Self-Expression」 and 「Centralization」.Study method is 「Sampling method」。 A total of 500 valid questionnaires were used in this study. The results show that：There is no significant correlation between 「Student statistical variables and Students travel abroad behavior」and 「Students travel abroad leisure involving 、 Students travel aboard itinerary Experiential Value and Students travel aboard Experiential Value by plane 」There was positive correlation between 「Students travel abroad leisure involving」and 「Students travel aboard itinerary Experiential Value 」There was positive correlation between 「Students travel abroad leisure involving」and 「Students travel aboard Experiential Value by plane 」

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Chinvarakorn, Vasana. "Effects of students’ background vs. school conditions on primary schools students’ academic achievement in Thailand." Thesis, 1993. http://hdl.handle.net/2429/4875.

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This study attempted to investigate whether or not the results derived from research conducted in industrialized countries, about school resources and school conditions having very little effect on students’ academic achievement when students’ background is controlled for, apply to a developing country such as Thailand. Data on Grade-6 students from the BRIDGES Project in 1987-1988 were analyzed; however, the aggregated nature of data only allowed an investigation at the school level. The analyses show that both sets of variables representing students’ background and school conditions have a significant impact on students’ achievement scores. However, the national-level results do not agree with results from any single region. The study concluded that specific social and economic conditions in each locality seem to have a significant impact on how students’ background and school conditions affect students’ academic achievement; therefore, one should not assume that results from research in industrialized countries will necessarily apply to a developing country, or that national-level results will apply to regions within the country.

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Moore, Janette Maree. "The transition from primary school to secondary school : one experience." Thesis, 1999. https://eprints.utas.edu.au/20947/1/whole_MooreJanetteMaree1999_thesis.pdf.

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This thesis addresses the issue of the transition of students from primary school to secondary school and attempts to answer the following three research questions: 1) What are the perceptions of students about secondary school a) in Grade Six prior to admission, and b) within their first six months after admission? 2) What are the perceptions of parents about secondary school a) prior to the transition of their son/daughter to secondary school, and b) towards the end of their son' sf daughter's first year at secondary school? 3) To what extent are Grade Six primary teachers' predictions of students' peiformances in their first year of secondary school va_lidated by the students' secondary teachers? Following an overview of the relevant literature, this thesis describes the data gathering procedures which were undertaken throughout 1994, 1995 and 1996 in an attempt to answer the research questions. The research phase of this thesis was conducted in only two schools. The participants were students, parents and teachers of these schools. Students, parents and teachers participated in a variety of data gathering procedures. Each procedure is described and the results are reported, analysed and discussed. This thesis finds that the perceptions of secondary school held by students both prior to and following enrolment in secondary school vary on the basis of gender and familial association with the secondary school. The research identifies 19 perceptions which are of concern to children prior to transition and eight perceptions which are of concern to children following transition. Such concerns are outlined. Additionally this study finds that the perceptions of parents can be grouped into several main areas both before and after transition but that these areas are not particularly consistent across the time span. As well the study claims that the Grade Six and Seven teachers fmd reasonable congruence between each other's assessments of students in their first year of secondary school. This thesis concludes that modifications to transition educational practices are necessary at all levels of the education system and accordingly makes recommendations for modifications to current practice.

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Dissertations / Theses on the topic 'Primary school students'

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