Dissertations / Theses on the topic 'Primary school'
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Craig, Ian. "Primary school size and its relationship to school effectiveness : an exploration of optimal size for primary schools." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369681.
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Kyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.
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This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.
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Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.
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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
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Ahmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.
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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.
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Roberts, Joanne P. "The transition from primary school to secondary school." Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.
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A feature ofthe education system in the United Kingdom is the transfer of children, at approximately age of 11, from a smaller primary school to a larger secondary school. Evidence suggests this transition is an important time in a child's life and whilst many children make a smooth transition, some find this change very difficult. This thesis reviews the literature regarding parental influence on the transition from primary school to secondary school. Research has identified tha,t parental involvement in a child's education can have a considerable effect on a child's academic and psychological adjustment. However, during transition, when children typically have to manage a number of competing demands, parental involvement generally declines substantially. To contextualise and facilitate an understanding ofthe factors which effect parental involvement during transition, th~ review aisp considered the influence oftransition on adolescent adjustment and parental influence on adolescent adjustment. The experimental paper explored the long term effects oftransition on adolescent adjustment by investigating how pre transition levels of cognitive ability, levels of psychopathology and emotional intelligence have an effect on transition. Pre transition (year 6) pupils comple.ted measures ofcognitive ability, emotional intelligence and psychopathology. Post transition (year 7 and year 8) pupils completed measures ofemotional intelligence, psychopathology and answered questions abouttransition. The results demonstrated low self concept and/or high anxiety scores were significant predictors ofa negative report oftransition. Furthermore, a higher score on one measure ofemotional intelligence proved a significant predictor ofa positivereport oftransition.
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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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Hardie, Lorraine. "Successful primary school principal leadership /." Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.
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Wikeley, Felicity Jane. "Parental choice of primary school." Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244957.
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Forsskåhl, Ellen. "Solvallas pre- and primary school." Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208544.
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Solvallastaden är en ny stadsdel som planeras i Stockholms västra förorter, i närheten av Bromma flygplats. Idag ligger Sveriges största arena för travsport i området. Framöver kommer området prioritera grönska, möjligheter till idrott, framkomlighet till fots och bostäder. I den nya stadsdelen planerar vi en kombinerad lågstadie- och förskola, planerad för 240 barn i åldrarna 1 - 10 år. Tomten ligger i direkt anslutning till en lummig skog och ett planerat parkstråk. Den omgivande bebyggelsen består av bostadskvarter i olika höjd. Bebyggelsen närmast skogen är 5 våningar för att sedan etappvis bli högre mot vägen. Jag ville frigöra så mycket gårdsyta som möjligt, och har arbetat med en byggnad som omgärdar skolgården. Tillgången till skogen och möjligheten att utnyttja den som en förlängning av skolgården gjorde att jag har valt att öppna upp Den smala byggnaden sluter sig runt en gemensam, skyddad gårdsmiljö. Två portiker leder in besökaren utifrån, och kan också öppnas och bli helt genomgående in till gården. Från gatan skymtar innergården genom den dubbelglasade dörren. Byggnaden stiger i höjd i en spiralliknande sekvens. Den lägre delen är för förskolan, den högre för de äldre barnen. De varierande takhöjderna skapar olika rumsliga upplevelser interiört. Fasaden består av olika nyanser av rosa klinkerplattor i fiskbensformationer. Fönsersättningen är anpassad efter barnen i olika åldrar; på vissa ställen går fönstren från golvnivå till 100 cm, så att bara de små barnen ser ut. Taket är väldigt synligt och en central del av gestaltningen. Vattnet blir ett pedagogiskt element, som samlas in i en grund damm i ett hörn på gården. Jag har delat upp förskolan och F-3-klasserna i olika längor. Som sammankopplande länk ligger gemensamma funktioner som mat- och gympasal, förråd, lärarrum, kök och så vidare. Den lägre delen där förskolan huserar, mot sydost, möjliggör en ljus gårdsmiljö. Alla bas-, grupp- och lekrum är placerade i ett band mot den omhuldande ytterväggen. Kommunikations och vistelseytor ligger som ett skikt mellan innergården och rummen, där gården hela tiden är närvarande. Lärandemiljöerna har ett genomgående ljusflöde, med glaspartier som öppnar upp mot korridorerna och gården. Korridorerna som binder samman gården och undervisningsrummen skapar utrymme för umgänge. I skolan finns en böljande bänk med förvaring längs hela korridoren. På utvalda ställen vidgas korridoren, så att små fickor med väggyta för utställningar skapas.A new urban district, Solvalla city, is planned in the western suburbs of Stockholm. The task given was to plan a pre- and elementary school, for children aged one to ten years old. The school is planned to teach around 240 children. The plot, where the school building is to be situated, is linked to both to a forest and a park. I wanted my schoolyard to integrate with the forest, letting the forest flow into the playground and simultaneously maximize the use of the garden. I decided to separate the younger children, aged 1 to 5, and the older ones, due to different pedagogical needs. The younger ones will be using the lower, southeast wing, and the older children the opposite. I wanted there to be a connecting link, therefore I placed the common function, such as kitchen, the teacher’s room, school cantine, the sports hall and a grand main entrance in a wing in between the two. My aim was to create a building that in an embracing gesture envelops the garden, creating a safe space inside. I decided to let the outer wall be solid and closed, and the walls facing the courtyard transparent and light. The fluorescent glass walls lets the light and nature into the building. The corridors, surrounding the garden, become a layer between in and out. Placed along the solid wall are all teaching rooms; the classrooms, group rooms, play rooms and so forth. The corridor is more than a corridor, a space that effetively moves you from place A to B - it evolves into playful spaces and can be used for exhibitions, hanging around or playing. This is also the link between the garden and the rooms. The metallic roof gradually rises, in an almost circling motion, from low to high. This creates a playfulness and allows the water to be a pedagogical element, as well as symbolizing the growth of the children, from small to bigger. The facade is made of shiny, differently shaded, pink tiles in a herringbone formation. With the facade I strived for a bold appearance, creating identity and making the building stand out in the neighborhood.
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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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Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.
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Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
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September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.
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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
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Thatcher, M. "The self-evaluating school : a primary school case study." Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419553.
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Woo, Ching-hang Amy, and 胡菁恆. "Chinese net: school complex primary school & resource centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986900.
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Lebesa, Mabel Kgomotso. "Exploring the school culture in a township primary school." Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.
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Educational change in most South African public schools resulted in irregular school attendance by learners; poor performing schools; disputed authority relations between principals, teachers, learners and parents; low morale; general demotivation; conflicts and violence around the school. A negative school culture results in low academic achievement and a high number of disciplinary problems that can result in the malfunctioning of the school. Schools that exhibit a negative school culture experience learners that are unmotivated, unwilling to learn and who demonstrate disruptive behaviour. The study was directed by the following research question: How does school culture impact on the functioning of a township primary school? The attitudes, perceptions and beliefs of the principal, teachers, parents and learners towards the school culture were explored through interviews with the principal and four grade 7 teachers, a focus group discussion with the parents, class observations of one grade 7 class and learners' drawings of the school culture. The transcriptions were analysed using qualitative content analysis. The findings suggest that the learners seem to be the victims in the scenario of this particular school, while all the other stakeholders blame each other and in doing so, add to the negative school culture, rather than trying to improve the school culture in some or other way.Dissertation (MEd)--University of Pretoria, 2015.
tm2015
Humanities Education
MEd
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Woo, Ching-hang Amy. "Chinese net : school complex primary school & resource centre /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946018.
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Cain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process." Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.
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This thesis makes a conceptual contribution to the field of school leadership studies with a descriptive and analytical representation of the current practice and development of leaders in English Primary schools. The aim of the research is to investigate the development of nineteen school leaders, nesting their own vivid descriptions of their leadership development within a professional researcher enquiry for new knowledge and understanding. An extensive literature review locates the argument in a historical and cultural context, directed by the first research question: ‘What are the knowledge claims about the changes to school leadership and management in the policy and research literature in the last twenty-five years?’ The second research question asks: ‘What are the knowledge claims of the practice of school leadership in Primary schools as found in the official and research literature?’ Findings from the literature provide knowledge of the official expectations and advice given to school leaders in the implementation of their work. The literature also provides knowledge of leadership practice associated with issues of power, micro-politics, social and moral frames used by leaders as social agents in interpreting their leadership. Research questions three and four direct the field-research asking: ‘How are leadership roles practised and developed in Primary schools?’ and ‘What are the empirical findings that build knowledge of Primary school leadership practice and development?’ A case-study methodology structured the field-work, with qualitative research conducted in four Primary schools in North-West England during one academic year, 2008-2009. The empirical data for the case was primarily collected from nineteen members of four Senior Leadership Teams (SLT) through semi-structured interviews and observations of SLT meetings. The analysis of the full research findings is presented in an original construction of leadership, conceptualised as the PIVOT. This framework presents the key findings as integrated factors in a holistic frame around a central point, the PIVOT of leadership, which is explained as the Purpose, the Identity, the Values, the Options and the Trust, presenting wider issues for educational leadership decisions. The final research question five asks: ‘What recommendations can be made for policy and practice regarding school leadership development in Primary schools?’ Findings from the case-study make a contribution to knowledge about current school leadership practice and development, explained as a holistic, integrated approach underpinned by a wider, educative rationale, identified in the PIVOT framework. This raises issues for policy-makers and school practitioners in the development of Primary school leaders as educational leaders and provides a resource for further research enquiry by academic researchers with an interest in developing Primary school leaders.
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Newman, Barry Keith. "Control technology in the primary school." Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35659.
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This study traces the origins of control technology in the primary school from the beginning of the 1980's and identifies the factors which led to the emergence of this new curriculum area. The various local and central government initiatives are reviewed in terms of their catalystic effect in stimulating the development of resources and growth of training to encourage primary schools to introduce control technology into their curriculum. A central part of the study investigates how one local authority, Northamptonshire, has responded to the development of this curriculum area in its primary schools. This investigation took the form of a questionnaire to all primary schools, as well as an additional questionnaire to teachers attending control courses, to assess the current county position and identify issues that emerged which might limit the growth of this curriculum area. As part of this investigation case studies were carried out in two Northamptonshire primary schools to identify possible difficulties in the transition from the use of constructional materials to the introduction of computer control. By reviewing the latest developments in primary control and using the evaluation of the Northamptonshire investigation the study attempts to relate all the activities essential to the development of control technology to the requirements laid down in the National Curriculum. This inevitably leads to the identification of many current issues which will affect the future development of this curriculum area. By 1990 control had become an accepted part of the primary classroom, with recognition as a requirement of the National Curriculum, but for the majority of schools it represents yet another challenge to be met during this decade.
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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.
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Wang, Jing. "Training primary school principals in China." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509096.
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Chiang, Oi-kit Kezia, and 蔣愛潔. "Dictation in a local primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.
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Fraser, Alister. "Independent learning in the primary school." Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242432.
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Wragg, Caroline Maria. "Classroom management in the primary school." Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384986.
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McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
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Thesis (MEdPsych)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
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Renton, Margaret. "Primary school-children's strategies for addition." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018781/.
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Children use a range of addition strategies during the primary years and progress from using mainly counting based strategies to retrieval of known number facts. This thesis looks at the cognitive developmental and social factors which influence children's strategy choices for addition sums during these early years. Siegler and Jenkins's (1989) model for the distribution of strategies based on the speed and accuracy of a strategy for a particular sum, and Baroody and Ginsburg's (1986) schema based theory of a search for relationships and cognitive economy are challenged. The studies in this thesis reveal a large proportion of children whose conceptualisation of these abstract concepts seems to be at variance with that of adults. Contrasting theories about the conceptual basis for the transition from counting all to using min are investigated through a comparison of performance on commutativity tasks and strategy choices for sums. The studies trace development over the primary years and show an informal knowledge of commutativity in very young children. Curriculum interest in number patterns prompted an investigation into possible links between retrieval of number facts for sums and retrieval for number patterns. Performance on the patterns varied, and though a relationship was found more research in this area of curriculum development is needed before any conclusions can be reached. When questioned, most of the children aspired to using retrieval, though analysis of performance showed that strategy choice was governed by type of sum, age and rated ability.
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Chiang, Oi-kit Kezia. "Dictation in a local primary school." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.
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Woods, Lois. "Children's perspectives of primary school environments." Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51143/.
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It has been recognised for many years that children learn from direct experiences with their surrounding environments (Weinstein and David, 1987). Considering children spend the majority of their early lives occupying school buildings, the quality of this built environment is important as it is thought to have an impact on their learning, social development and well-being. The architectural design of school environments, procured over the past 15 years has been constantly evolving with the need for new and improved school buildings coupled with significant changes in education over the past few decades. In the UK, during the 2000s, there was significant investment in the Building Schools for the Future (BSF) programme, with a desire to achieve high quality inspirational environments that enhance learning (DfES, 2003c), where design quality was considered an important factor to address issues of sustainability, flexibility and adaptability (DfES, 2002b). As such, there has been significant research undertaken into school design, which has found that certain elements of the environment may have an impact on learning and achievement. However, a change in government in 2010 led to the existing school building programmes at the time being axed and the Priority School Building Programme (PSBP) being introduced in 2011, with baseline design guidelines and the aim to make school construction more cost-effective (National Audit Office, 2017). During the economic downturn, it became apparent that some elements of school design were being omitted to reduce building costs. Considering the current situation, this poses the question: what impact does the latest wave of school buildings have on the users and their experiences in these new settings? Optimising the design of school buildings remains important, and in order to achieve this, we need to examine some of our existing and recently constructed school buildings. This thesis reviews the current situation by investigating the impact of ‘new’ primary school buildings on children’s experiences and their daily lives at school, conducting a post-occupancy investigation of four case study schools. The qualitative research targeted the end-users, the children themselves, by exploring their views on their schools. The research also highlights the potential of participatory techniques through use of creative methods, providing an understanding of primary school buildings through the children’s eyes, giving them a voice within the research. The findings identify that, from the children’s perspective, new primary schools are to an extent, providing sufficient spaces in which to learn. However, it remains that there are some environmental issues which are affecting children. The importance of the holistic school environment has been highlighted as well as desirable spaces and places for children at school, with an emphasis on outdoor spaces and the natural environment. By providing insights into their daily experiences, the findings suggest that such spaces ought to be considered higher priority in the design process. The research aims to set a precedent for architects and designers, providing an insight into four post-occupancy case studies, whilst looking forward to integrating participatory techniques in future school evaluation and design. By enriching existing knowledge in the area of school environments, it provides fresh information that will continue to aid the future design of schools by architects, which ultimately, has the potential to have a positive impact on development and well-being.
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Bhengu, T. B. "Accountable parental involvement in primary school." Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/517.
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Submitted in fulfillment of the requirement for the Degree Master of Education in the Department of Educational Psychology of the Faculty of Education at the University of Zululand, South Africa, 2003.The aim of this study was to pursue an investigation into accountable parental involvement in primary schools From the literature study it became clear that there are many areas and possibilities for parents to become formally and informally involved in the schooling of their primary school children. Formal involvement of parents in school activities is based on juridical, historical and educational grounds. Juridically, legislation in South Africa stipulates that parents must be involved in the school at least at the level of governance. Parents exert a lot of influence on their child's cognitive development in the early years and thus the contact between home and school should be maintained, especially during the primary school years, if the child is to succeed in formal schooling. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive attitudes must be inculcated in parents to become actively involved in their children's formal schooling. • Educators and parents must be trained to offer parental involvement programmes. Further research should be conducted concerning the accountability of parents regarding their involvement in primary schools.
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Wang, Kuanyun Rhoda, and 王宽韵. "Examining philosophical congruity between kindergartens and primary schools in Hong Kong: implications for thekindergarten-primary school transition." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439150X.
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Nhlapo, Velaphi Aaron. "Managing school safety in the primary school / Velaphi Aaron Nhlapo." Thesis, North-West University, 2006. http://hdl.handle.net/10394/2546.
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Scullion, P. A. "Quality of school life and the Irish medium primary school." Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403205.
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Argyro, Kokoretsi-Stavrinides. "School-based self-evaluation in Greece : A challenge for primary schools." Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523008.
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This thesis explores whether and to what extent a particular school self-evaluation (SSE) programme, aimed at school accountability and school improvement, can be accommodated into the Greek reality. The research employs an ethnographic case study in one primary school in Athens and involves collaborative action research (CAR) with an external collaborator for the programme initiation and implementation. The school was scrutinised by a number of methods such as participant observation and teachers' interviews. The pupils', parents' and teachers' questionnaires as well as focus groups used by CAR offered a valuable source of information, thus combining triangulation in data gathering. The research reveals that the SSE cannot give visible and direct outcomes in reference to school accountability and improvement purposes. Individual teachers' attempts cannot support the cyclical process of SSE - improvement - evaluation, which needs a co-operative and innovative culture. The individualistic and non innovative school culture seems to be the most influential factor. The study, however, indicates that the process of the SSE implementation can promote invisibly and indirectly the programme purposes. It can affect the participants and particularly the teachers, who seem to develop individual answerability and professional responsibility. This, in turn, can prepare the school for external accountability. Simultaneously, the process, 'by doing' and critical reflection, seems to act as a 'learning process' for teachers' personal and professional development. The process can reflect upon the teachers' classes and the school as an organisation, even the school culture, since new patterns seem to challenge the established ways and practices of school operation, including school values. External collaboration appears to be a powerful tool in the process. The researchercollaborator can undertake the role of the leader initiating the innovation as well as that of the manager inspiring commitment, developing the feeling of ownership and providing approaches and tools. Balancing power relationships within the school reveals as a particularly sensitive task for herlhim to accomplish. Such a complicated role raises questions about the persons who can undertake it; consultants from educational authorities or researchers from higher education and, perhaps, experienced teachers from other schools can be proposed. In any case, external collaborators should be trusted persons, equipped with appropriate knowledge and skills, clearly familiar with the school context and relieved from appraisal responsibilities. The external collaborator's responsibilities are expected to be delegated to the school. Thus, the role of the Head and teachers should be upgraded. This seems to have political implications while the need for teachers' and heads' professional development reveals as decisive. A prerequisite seems to be the establishment of a national policy, which will establish a framework for teachers' professional development and provide a kind of balanced autonomy to schools legitimating, thus, innovations. Within this context, SSE aimed at school accountability and improvement should be seen as a long-term project.
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Yip, Valerie Wing Yan. "Parental involvement, school strategies and reading in Hong Kong primary schools." Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608455.
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Cheng, Alison Lai-Fong. "School-based management and quality management in Hong Kong primary schools." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30854.
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The thesis aims to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which school-based management and quality management have been effectively implemented in primary schools, and the relationship between the implementation of school-based management and quality management in Hong Kong primary schools. The study starts with a literature review of school-based management and quality management, including the development, concepts, features, the perception and relatedness of school-based management and quality management. The second part deals with the research design and methodology, including a literature review of research methods, theoretical framework and diagrammatic model of the research, subject sampling method, instruments and procedure of data collection method and data analysis method for survey, interview and documentation. The third part is an analysis and interpretation of the results. The thesis ends by presenting conclusions, implications and recommendations arising from the study. The findings showed that all eight elements of school-based management are perceived as being implemented in Hong Kong primary schools. However, the extent of their implementation is different. The most adopted elements of school-based management are school policy, financial planning and control and leadership competence and work relationship. As for quality management, all four elements are perceived as being implemented in Hong Kong primary schools, but the degree of their implementation is not the same. The most frequently used elements of quality management are value and duties and systems and teams. It was found that principals' perception of school-based management and quality management is more positive than teachers'. Teachers and principals regard expected quality management more positively than present quality management. It was found that quality management is perceived as positively affected by school-based management.
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Brown, Anne Patricia. "An evaluation of after school nutrition clubs in Liverpool primary schools." Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549430.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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Wong, Wai-ling Winnie. "A new primary school for quality education." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950940.
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Wong, Shuk-ching. "Improving ICT use in a primary school." Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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Dick, Sithembele Leonard. "Examining parental involvement in governance at primary schools : case study of three township primary schools in the Western Cape." University of the Western cape, 2016. http://hdl.handle.net/11394/5566.
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Masters in Public Administration - MPAIn Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.
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Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /." Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.
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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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Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the
constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom
Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects
and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables
on classroom management approaches of teachers.
Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquomanagement approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
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Glenn-Hume, David, and n/a. "Being a boy in a primary school." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060712.095746.
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This thesis uses a poststructuralist methodology and leads to a Foucauldian analysis of
power, subjectivity and discursive practices for a group of twelve boys in a Year 3 and 4
classroom.
The thesis is written in a poststructuralist way, and as such, it is experimental. It
experiments with a writing style that encourages the critical engagement of the reader in
deconstructing the text. The personal subjectivity of the author is placed in the
foreground risking a vulnerability that is not apparent in theses generally.
The thesis describes the structure and practicalities of research in a primary school
classroom using a video camera to collect data. Transcripts were made from videotapes
of a school day and interviews with the boys. These were analysed for the frequency of
use of Foucault's "disciplinary techniques" using qualitative research software.
Furthermore computer analysis assisted the extraction of "mini-narratives" from the
transcripts. These "mini-narratives" are used to lead a description of the subjectivity of
the boys and their positioning in the discourses of schooling and hegemonic masculinity.
A picture emerges of a young male subjectivity caught up in the dilemmas of concurrent
positioning in both schooling practices and hegemonic masculinity practices. It is
proposed that boys often see their available positionings as limited by schooling
discourse to "positive-female" or "negative-male". Hegemonic masculinity discourse
limits available positioning to "positive male" or "negative-female". Positioning by the
boys in these discourses is depicted as rapidly changing to the extent that inconsistencies
and confusions arise for boys. The "mini-narratives" use the transcribed voices of the
boys to tell of the challenges and practicalities of being a boy in a primary school.
Recommendations are made that include moving beyond dualistic ways of subject
positioning. The recommendations include ideas for teachers to involve themselves and
their students in developing new ways of speaking about gender difference.
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Hindmarsh, Patricia, and res cand@acu edu au. "Towards an Ecologically Sustainable Catholic Primary School." Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp233.18052010.
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The research intention is to identify the characteristics of an ecologically sustainable contemporary Catholic primary school and the conditions that support the development of such a school community. The literature review showed there is a clear mandate from the Catholic Church to consider ecological conversion as integral to its evangelising mission, a mission that is at the heart of Catholic education, including the school. An extensive body of educational literature, including philosophy of education and curriculum frameworks, identified environmental awareness and responsibility as mandatory outcomes for all students. The literature study defined and described ecological conversion, sustainable education, environmental education and related conceptual understandings. The literature study also provided examples of strategies to guide the strategic implementation of these understandings within the total learning program of a school. From examples found in the literature, a framework, Steps in Becoming an Environmentally Active Catholic Primary School, incorporating the specifically Catholic religious dimension, was developed by the researcher to provide benchmarks and indicators against which a school’s progress in journeying towards ecological sustainability could be evaluated. This qualitative, constructionist study incorporated some elements of Grounded Theory in gathering and analysing data from within two Australian Catholic primary case study schools recognised for their commitment and good practice in sustainable education. From the analysis of the data gathered through interviews, focus groups and participant observation, the distinctive characteristics of the two schools were identified and their stage of development evaluated against the framework Steps in Becoming an Environmentally Active Catholic Primary School. In addition, the factors that had supported school development and the factors that were barriers to that development were named. From the study, conclusions about the nature of an ecologically sustainable Catholic primary school were drawn and recommendations made about how best to support the development of such a school.
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Smith, Marion Jenifer. "A Primary School Year : rhythms and relationship." Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522277.
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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.
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Wong, Wai-ling Winnie, and 黃惠玲. "A new primary school for quality education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984903.
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Siu, Shun-mei, and 蕭舜美. "Primary school teachers' perceptions of project learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.
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Yeung, Kin-chung Clifton, and 楊健忠. "Understanding primary school principals: the biographies approach." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962087.
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Wong, Shuk-ching, and 黃淑貞. "Improving ICT use in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040069.
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