Dissertations / Theses on the topic 'Primary teaching'
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Button, Dianne. "Men and primary teaching." Thesis, University of Bristol, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.299729.
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Macknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
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Hudson, Peter. "Mentoring for effective primary science teaching." Thesis, Queensland University of Technology, 2004. https://eprints.qut.edu.au/16002/1/Peter_Hudson_Thesis.pdf.
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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices.
This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching.
Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively.
Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Hudson, Peter. "Mentoring for effective primary science teaching." Queensland University of Technology, 2004. http://eprints.qut.edu.au/16002/.
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Primary science education is a key area in the curriculum, yet primary science education is still less than adequate, both in the number of teachers implementing a primary science syllabus and the quality of primary science teaching. Mentoring may support both teachers in their roles as mentors and preservice teachers as mentees to develop their primary science teaching practices. This research investigated mentoring for developing preservice teachers of primary science, which was divided into two stages. Stage 1 was concerned with the development of an instrument aimed at measuring preservice teachers' perceptions of their mentoring in primary science teaching. Stage 2 involved developing a mentoring intervention based on the literature and the instrument developed from Stage 1 of this research, and further investigated the influence of the intervention on mentoring practices. Stage 1 involved a survey instrument developed from the literature and a small qualitative study. This instrument was refined after pilot testing and then administered to 331 final year preservice teachers. Stage 2 involved pilot testing a mentoring intervention, which was then implemented with 12 final year preservice teachers and their mentors over a four-week professional experience (practicum). Using a two-group posttest only design, these 12 final year preservice teachers (intervention group) and 60 final year preservice teachers (control group) from the same university were compared after their four-week professional experience program. The survey instrument developed from Stage 1 was used to measure both the control group's and intervention group's perceptions of their mentoring in primary science teaching. Stage 1 results indicated that five factors characterised effective mentoring practices in primary science teaching and were supported by Confirmatory Factor Analysis (CFA). The final CFA model was theoretically and statistically significant, that is, X2(513) = 1335, p < .001, CMIDF = 2.60, IFI = .922, CFI = .921, RMR = .066, RMSEA = .070. These factors were Personal Attributes, System Requirements, Pedagogical Knowledge, Modelling, and Feedback, and had Cronbach alpha reliability coefficients of .93, .76, .94, .95, and .92, respectively. Stage 2 findings indicated that mentees involved in the intervention received statistically significant more mentoring experiences in primary science teaching on each of the 5 factors and on 31 of the 34 survey items. It was concluded that the mentoring intervention provided mentors and mentees with opportunities for developing their primary science teaching practices. Additionally, this approach simultaneously targets mentors and mentees' teaching practices and was considered economically viable.
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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
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Sigel, Deena. "Teaching Midrash explicity in the primary school." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.
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Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most widely read. But since midrash is based on the theology ofthe ancient rabbis and was the rabbis' medium for conveying their understandings of Scripture, of God, of righteousness and man's place in this world to their followers, these texts are naturally complex and their content is often abstract. Current pedagogical practice does not address midrash as a discrete subject and does not, therefore, address these underlying characteristics of midrash. It has been my professional experience, as well as that of other Bible teachers, that a lack of explicit pedagogy for midrash can cause problems of understanding for the young student which may negatively influence her view of Scripture. This paper describes an educational innovation (for year six students) that was developed and tested by the author in the format of a design experiment. The strategy for teaching midrash explicitly builds upon academic scholarship on midrash content; on scholarship on the way that children form religious understandings and on scholarship that relates to the way that children make sense of texts. The research was conducted on an international scale, in one school each in Israel, England and the U.S. The findings reflect the challenges faced and the successes that were achieved in teaching midrash explicitly in the primary school.
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Swire-Walton, Lena. "Knowledge base for teaching primary science in Jamaica." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0013/NQ59682.pdf.
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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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Liu, Chun-lung. "Implementing ICT into teaching in a primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.
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Liu, Chun-lung, and 廖進龍. "Implementing ICT into teaching in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.
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Callender, Christine. "Black teaching styles in multi-ethnic primary schools." Thesis, University of Reading, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.262532.
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Cruz, Alberto. "Teaching behaviours of primary physical education student teachers." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30996.
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The purpose of the study was to examine the teaching behaviours of Hong Kong physical education students teachers. Thirty-two local pre-service and in-service student teachers were videotaped teaching two ball games lessons in their own schools or in the allocated schools during their final practicum. Each videotaped lesson was coded using the Physical Education Teacher Assessment Instrument (PETAI). Data generated by the PETAI were comprehensively described and comparison was made between the two groups' behaviour categories by employing the independent t-test. Results indicated that the in-service group had significantly higher percentages of response presentation and total teacher instructional time than the pre-service group did, whilst the pre-service group spent significantly higher percentages of time in planned presentation, equipment management, activities organization, behaviour management and overall management time than did the in-service group. Six pre-service and in-service student teachers were randomly selected to participate in the second phase of the study. They were observed teaching two ball games lessons and were invited to take part in two pre-lesson interviews and two post-lesson stimulated recall sessions. Qualitative data were collected through lesson observation and interviews. Constant comparison and analytic induction were used to organize and categorize the data. Results showed that there were similarities and differences in teaching behaviours, teaching strategies and decision making during different stages of teaching between the two groups of subjects. Although the two groups of subjects held similar teaching beliefs and perceptions about physical education, they appeared to possess different teachers' knowledge of teaching. It was likely that the different teaching experience in physical education between the two groups accounted for the differences in their teaching behaviours. Findings of the present study hold implications for the preparation of physical education teachers.
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Ireland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study." Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.
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In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education is still a highly problematic issue. However, before teacher educators can hope to effectively influence teacher implementation of inquiry teaching in the science classroom, educators need to understand teachers’ current conceptions of inquiry teaching. This study describes the qualitatively different ways in which 20 primary school teachers experienced inquiry teaching in science education. A phenomenographic approach was adopted and data sourced from interviews of these teachers. The three categories of experiences that emerged from this study were; Student Centred Experiences (Category 1), Teacher Generated Problems (Category 2), and Student Generated Questions (Category 3). In Category 1 teachers structure their teaching around students sensory experiences, expecting that students will see, hear, feel and do interesting things that will focus their attention, have them asking science questions, and improve their engagement in learning. In Category 2 teachers structure their teaching around a given problem they have designed and that the students are required to solve. In Category 3 teachers structure their teaching around helping students to ask and answer their own questions about phenomena. These categories describe a hierarchy with the Student Generated Questions Category as the most inclusive. These categories were contrasted with contemporary educational theory, and it was found that when given the chance to voice their own conceptions without such comparison teachers speak of inquiry teaching in only one of the three categories mentioned. These results also help inform our theoretical understanding of teacher conceptions of inquiry teaching. Knowing what teachers actually experience as inquiry teaching, as opposed to understand theoretically, is a valuable contribution to the literature. This knowledge provides a valuable contribution to educational theory, which helps policy, curriculum development, and the practicing primary school teachers to more fully understand and implement the best educative practices in their daily work. Having teachers experience the qualitatively different ways of experiencing inquiry teaching uncovered in this study is expected to help teachers to move towards a more student-centred, authentic inquiry outcome for their students and themselves. Going beyond this to challenge teacher epistemological beliefs regarding the source of knowledge may also assist them in developing more informed notions of the nature of science and of scientific inquiry during professional development opportunities. The development of scientific literacy in students, a high priority for governments worldwide, will only to benefit from these initiatives.
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Safa, Nehme. "Information technology as a tool for teaching primary mathematics." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/31008.
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In this paper, the researcher describes the attitudes and opinions of a sample of primary Math teachers in Lebanon towards using technology as a tool for teaching math, investigates the importance of integrating technology into Math curriculum in terms of learning theories, and presents an exemplary integrated math lesson plan prepared by the surveyed math teachers. In particular, he discusses the learning theories underpinning integration strategies; explaining how each strategy addresses classroom needs, and how each suggests a way to integrate technology resources. 35 primary math teachers are selected on a random basis from a cluster population. The teachers are selected in a way that represents different primary grades (G1, G2, G3, G4, G5, G6, G7), different school systems, different socioeconomic areas, and geographic locations. The researcher prepares and justifies the use of a survey as an appropriate method for studying the above educational issue. Three methods of collecting data were used: documentary sources, observation, interviewing and mail questionnaires. On analzying the results, two findings emerged. First, the main use of the educational technological tools is to enhance higher order thinking skills. Upper and middle teachers rate the use of the educational technological tools to enhance higher order thinking skills higher than do the lower grade teachers. Second the use of the educational technological tools to enhance basic skills was less frequent. Lower grade teachers report using the educational technological tools for this purpose significantly more than do teachers in the middle and upper grades. The researcher refers the main use of the educational technological tools to foster higher order thinking skills to a growth in various social psychosocial and cognitive skills. The factors that contribute to these outcomes are identified: the software's instructional design and cooperation and collaboration among students. Finally, implications and recommendations for education are presented along with suggestions for further research.
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Chung, Shuk-fan, and 鍾淑芬. "Teaching of rhyming skills in poems for primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.
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Brown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.
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Carre, Clive George. "Subject matter knowledge and teaching performance in primary science." Thesis, University of Exeter, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.332004.
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Anosike, Cordelia Nwamaka. "Improving primary science teaching in Nigeria : a workshop approach." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10021732/.
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Earlier studies have shown that the majority of the teachers in primary schools in Nigeria are ill-equipped to teach science. It was also established that most of these primary school science teachers had rather poor background and training in science. The present study was therefore designed to establish the efficacy of practical workshops as a way of furthering teachers' professional competency in science. This was done through a field study of these teachers in their teaching environment. The investigation was carried out in three phases. The first phase involved a questionnaire survey covering 180 primary six teachers located in three of the 30 states of Nigeria (Anambra, Kaduna and Plateau). The aim of this survey was to identify the topics in the primary science core curriculum which the teachers found difficult to teach. It was found that the teachers found magnetism a difficult topic to teach. The second phase involved the mounting of a 2-day in-service training workshop on the teaching of magnetism, for fifty teachers located in Anambra state. The workshop was designed as one of the mechanism for improving the knowledge and teaching skills of the teachers in science. The third phase of the study involved post-workshop visits, follow-up interviews and the observation of the teachers in action in their own classrooms. The visits were followed by a 1-day workshop which provided an opportunity for the workshop programme to be evaluated as well as for the teachers to meet for mutual exchanges of experiences. The outcomes of the workshops indicated that the teachers, as a result of their participation in the workshops, had achieved a greater understanding of magnetism and subsequently were able to teach the topic more confidently. The implications of this study for pre-service and in-service teacher education programmes as well as classroom science teaching practice are discussed.
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Tomita, Fukuyo. "Concepts of professionalism in teaching in Japanese primary schools." Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020279/.
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This study explores what concepts teachers, parents and school community members have of professionalism in teaching, and especially the boundaries of that professionalism in Japan. It will also consider how these concepts affect teaching practices in schools. This thesis begins with a review of current theories of teacher professionalism drawn largely from western literature and considers the question of why Japanese scholarship has produced little parallel discussion (Chapter 2). It reviews the origins of teacher professionalism in Japan through a historical and cultural account of the development of the education system (Chapter 3), and through an exploration of the training arrangements for, and the working conditions of, Japanese teachers (Chapter 4). Chapters 5 - 7 report the findings from an empirical investigation of attitudes to teacher professionalism. Although most of these investigations were conducted in Japan, some data is included from English subjects in the interests of signalling the particular characteristics of the Japanese situation: teachers, school community members and parents, some with experiences of both Japanese and English school systems, are included. Chapter 8 contains an account of the ideas and practices of a Japanese headteacher who has attempted to reverse many of what he sees as harmful practices within Japanese primary schools, together with the reactions of his teachers, not all of whom are positive. This account illuminates many aspects of professional culture in Japan. The conclusion reviews the principal themes, attempts to explain why the present situation with regard to teacher professionalism has emerged and offers a suggestion for improving the situation; for teachers themselves to reconsider their own role and responsibility, and how the teacher education system might be changed.
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Burrell, Andrew Vincent. "Primary teachers' theoretical orientations towards the teaching of literacy." Thesis, University College London (University of London), 2002. http://discovery.ucl.ac.uk/10020396/.
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This thesis examines teachers' beliefs or orientations in relation to literacy teaching. Two studies are presented. The first is a small-scale, in-depth study which examines Reception teachers' beliefs of how children learn to read and how these relate to classroom practice. Furthermore, it examines the relationship between academic theories of how children learn to read, including instructional practices, and teachers' own beliefs. While recognising the debate which has characterised the teaching of reading in polemic terms, the author argues that teachers' beliefs have largely been neglected within this debate. An attempt is made to discover whether this dichotomy applies to teachers' own beliefs and their practice. Researchers studying teacher cognition acknowledge difficulties in eliciting beliefs. In the present study due consideration was given to validity and reliability issues. A triangulation of methods including a Statement Sorting Task, classroom observation and assessment of children was employed to address weaknesses identified in previous research. Whilst it was possible to identify the existence of some shared beliefs between teachers who agree with certain propositions pertaining to a particular theoretical position, none of the classrooms observed typified practice that could be considered exclusive to one theoretical orientation. Nevertheless, in some classrooms practice reflecting one theoretical stance predominated. Some cases of 'mismatches' between teachers' elicited beliefs and their observed practice were also found to exist. The Statement Sorting Task was also used in the second study. This examined 10 Reception and 12 Y5 teachers' beliefs in relation to the National Literacy Strategy (NLS). The findings suggest teachers' views are in line with the content of the NLS in some respects. However they are much less in favour of the pedagogy which the NLS propounds. Reception teachers in particular did not find any of the statements about the NLS pedagogy came close to their views. By contrast, Y5 teachers' views were more in line with statements about NLS pedagogy. Response patterns suggest that, after almost a year's experience of the NLS, primary teachers show a degree of acceptance towards its content, but not to its pedagogy.
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Lucas, Carmen Manuela Pereira Carneiro. "Integrated approach to teaching English in primary and preschool." Doctoral thesis, Universidade de Aveiro, 2013. http://hdl.handle.net/10773/10690.
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Doutoramento em Didáctica e Desenvolvimento CurricularThe current research work presents a study which sought to observe emergent foreign language literacy behaviours in a foreign language (English) in a preschool setting. Therefore we proceeded to the design and implementation of an integrated approach to teaching English, through a methodology inspired in the action-research paradigm, here understood as an opportunity of pedagogic innovation and teacher training. The study was carried out simultaneously in primary schools, with the main purpose of comparing the attitudes of older learners regarding their foreign language literacy behaviours. The data were collected through lesson observation and audiorecording, further transcribed, research diaries, questionnaires, portfolios and semi-structured interviews to specialists in foreign and second language pedagogy. The adopted procedure to analyze the corpus was the application of content analyses techniques. Results demonstrate the significance of playful integrated approaches in the enhancement of emergent reading and writing behaviours, thus stimulating preschool children’s intrinsic motivation in learning the target language and culture. Thus, the observed emergent reading and writing behaviours allow setting an analogy with bilingual children, considering that in the process of learning a foreign language, they develop at the same time their mental flexibility as well as self-regulatory behaviours in several areas of knowledge. The results also allow stating that motivational strategies that enhance intrinsic motivation such as play and storytelling are critical in raising cultural and linguistic awareness, in contrast with the findings obtained at the primary school level of education through the English democratization programme. Therefore the main implications of this study suggest the possibility of entitling preschool children to foreign language education, being this period understood as unique in preventing reading and writing failure when learning a foreign language. As such preschool education might be considered as a foundation stage in children’s linguistic future, in a perspective of lifelong education.
O presente trabalho de investigação apresenta um estudo que procurou observar comportamentos de literacia emergente numa língua estrangeira (Inglês) em contexto da educação pré-escolar. Procedeu-se à conceção e implementação de uma abordagem integrada ao ensino da língua inglesa, através numa abordagem metodológica inspirada no paradigma investigação-ação, percecionada como oportunidade de inovação pedagógica e de formação de professores. O estudo foi desenvolvido em simultâneo no 1ºCEB, tendo como principal objetivo comparar os comportamentos e atitudes dos alunos de outra faixa etária relativamente aos comportamentos de literacia em língua estrangeira. Os dados foram recolhidos através da observação, gravação de aulas, posteriormente transcritas, diários do investigador, questionários, portfolios dos alunos e entrevistas semi-estruturadas a especialistas na área da pedagogia de línguas estrangeiras, analisados através da aplicação de técnicas de análise de conteúdo como procedimento de análise do corpus. Os resultados demonstram a relevância de abordagens integradas de cariz lúdico na promoção de comportamentos de leitura e escrita emergente, estimulando assim motivação intrínseca nas crianças pela aprendizagem da língua e cultura-alvo. Por conseguinte, os comportamentos observados de literacia emergente em língua estrangeira permitem estabelecer uma analogia com as crianças bilingues, na medida em que ao aprenderem uma outra língua desenvolvem em sincronia a sua flexibilidade mental e estratégias de auto-regulação em diversas áreas de conhecimento. Os resultados permitem ainda concluir que estratégias promotoras de motivação intrínseca como o lúdico e o storytelling são vitais na sensibilização à diversidade linguística e cultural, por oposição aos resultados evidenciados pela estratégia nacional para o ensino de línguas estrangeiras no 1.ºCEB. As principais implicações deste estudo sugerem a possibilidade de generalização da língua estrangeira na educação pré-escolar, sendo esta etapa compreendida como um período privilegiado na prevenção de insucesso na leitura e escrita na aprendizagem de uma língua estrangeira. Deste modo, a educação pré-escolar pode ser considerada como um tempo fundador do futuro linguístico das crianças, numa perspetiva de educação linguística ao longo da vida.
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Winstanley, Rhuna. "Beginning teaching : the ideal and the reality : a study of primary teachers in the first four years of teaching." Thesis, University of Gloucestershire, 1992. http://eprints.glos.ac.uk/3109/.
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The aim of the study is to examine the perceptions of a sample of graduate teachers (B. Ed. Hons. ) in primary schools of beginning teaching. It consists of a questionnaire survey of 57 teachers in he first year of teaching (1986-1987) and case studies, based on interviews, documents and questionnaires, of 10 teachers during their first four years of teaching (1986-1990). The study begins with a brief outline of its purpose and methods (Introduction) and an account of influences an teachers and teacher training from 1970-1990 to place it in context (Chapter 1. ). Part 1. (Ch. 2-6) gives details of the survey. Data analysis Shows that the training course was seen as helpful by more teachers than any in-service support, although this was still a minority. Teachers were at different developmental stages and the majority received little inservice support and found evaluation of teaching difficult. Certain 'beliefs', for example a belief in group teaching, were widely held. In Part 2. (Ch. 7-10) methods of data collection and analysis for 10 case studies are given. A synthesis of data in the form of a life history was sent to each subject for verification at the end of four years. Theoretical frameworks adopted from Fuller (1969). Lacey (1977) and Berlak and Berlak (1981) were used in analysis of life histories to form case studies, allowing themes to emerge. Comparison of the case studies in an analytic survey suggests that new teachers enter teaching with an 'ideal' but find adjustment necessary to the reality of being a class teacher. In the first year of teaching student teaching practice is seen as unrealistic, giving insufficient experience in teaching basic skills, class organisation and long-term planning. Years 2-4 mark a period of professional growth, when teachers appear to learn more effectively from their teaching experience, placing theory in a practical context. Although it appears that the theoretical base of the ideal of teaching may have been imperfectly conceptualised as a student, the ideal is retained. Once teachers begin to 'know the Job' they look for further intellectual stimulus and career challenge and this nay occur in the second or third year of teaching. In Chapter 11. the influence of personal theory disposition an the development of theory-practice relationships is considered and related to theories associated with teacher learning. Conclusions from the study and implications for initial training, teacher development and further research are discussed. The importance of extended school experience with opportunity for reflection and analysis of teaching is argued. Training for mentors is urged as a means of pronoting collaborative enquiry between mentor, student/new teacher, and college tutor, establishing continuity between training and induction and stimulating whole school development. The need for attention to student teachers' individual learning needs, and to their acquisition of the broad range of competencies required for classroom teaching and for reflective analysis and further professional development, is also stressed. A brief conclusion points to the compromise entailed in drawing generalisations whilst attempting to preserve the individual teacher's 'voice'.
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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.
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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school improvement. As well as managing change there has also been an expectation for principals to provide educational leadership. School decision-making and management appears to have intensified the work of the principal. The schools of EDWA offer a special opportunity to study the way in which principals who have increased responsibility for managing change and establishing school based decision making and management have responded to the challenge of leadership. In the research literature theories of transformational leadership have been viewed by several researchers and perhaps education authorities as a desirable form of leadership. According to this view transformational leadership may enhance school based decision-making and management during a period of educational restructuring. This study considers the case of the teaching principal in EDWA primary schools. The focus of the research is to establish the extent to which principals who are successful in managing school improvement during a period of educational restructuring are using transformational leadership practices. Leithwood's (1994) synthesis of transformational leadership practices is used to conceptualise the way.in which principals attempt to do their work. The qualitative study used a sample of three teaching principals who were reported as being successful in managing change. The study focussed on whether teaching principals had been able to make use of opportunities to demonstrate any or all of the dimensions of transformational leadership. This research comprised a pilot study followed by the main study. The participants in both studies were selected using a purposive sampling technique to maximise variation. The pilot study involved three teaching principals from country and city schools. Three teaching principals and two teachers from each of their schools in both city and country areas participated in the main study. In each study data were collected using a semi - structured interview schedule. Principals and teachers in the main study were asked the same questions as a means of obtaining data triangulation. The findings of the study suggested that educational restructuring had compressed the amount of time in which teaching principals had to complete their educationalleadership1 administrative and teaching work. This resulted from an intensification of the principals' work. The findings indicated that many of the practices in Leithwood's (1994) synthesis of transformational leadership are being used and are relevant to the leadership of teaching principals during an era of restructuring. However, the study found some limitations of the model as it applied to the Western Australian context. These appeared in the dimension of developing a widely shared vision. It was found that in the Western Australian context the operationalisation of developing a widely shared vision in a school was obstructed due to a centralised. focus on objectives and outcomes.
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Bamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.
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Vella, Yosanne. "Supporting young children's learning with primary historical sources." Thesis, University of the West of England, Bristol, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249418.
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Tam, To-kuk. "ICT implementation in teaching different subjects in a primary school /." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39838134.
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Abdul, Hussain Mohammed Ali Habib. "Inquiry communities in primary mathematics teaching and learning in Bahrain." Thesis, University of Leeds, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.530853.
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Li, Hsiao-Jung. "Gender and power in the primary teaching workplace in Taiwan." Thesis, University of Bristol, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551293.
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The aim of this thesis is to explore how the gendered division of teaching work is shaped, so as to theorise these dynamics of gender and power: male domination and female subordination within the primary teaching workplace. Drawing on empirical data from the ethnographic research in a primary school in Taiwan, men's dominance in higher posts as well as the preference for men in the teaching of PE and computing courses has been observed, despite the fact that female teachers are a majority. By contrast, women and feminine attributes are devalued in the administrative hierarchy. The evidence supports that the teachers, regardless of their gender, value caring and its critical role in their classroom practices. More importantly, the influence of personal attributes, the emphasis on professionalism, and the humanist approach have been identified as providing various accounts of caring. Disciplinary roles, role models, the teaching of older children and difficult classes and leadership roles are considered to be men's work. I argue that male association with authority and power is generated through gendered task segregation. Furthermore, male domination in power is a consequence of the endorsement of women. The differentiation of power is thus embedded in interpersonal interactions as part of this teacher workplace culture. The findings further indicate the complexities of gendered power: female teachers' reliance on men and their masculinity, which revealed not only that women suffer more negative experiences from the principal's leadership but also their lack of confidence in the power struggle. In addition to involving male domination and female subordination, power relations in my research may also indicate the importance of male allies and their sharing of power in the workplace.
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Siu, Ha-ping Angel, and 蕭霞萍. "Using web-based assessment for learning and teaching primary mathematics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30424574.
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Teixeira, Adla Betsaida Martins. "The domestication of primary school teaching : a Brazilian study case." Thesis, UCL Institute of Education (IOE), 1998. http://eprints.ioe.ac.uk/21964/.
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This thesis explores the ways in which the work of women teachers in primary schools in one region of Brazil has been re-defined by agents within the school itself. The investigation was pursued through semi-structured interviews with 48 women teachers and 14 school managers working mainly in poor communities. It reflects the experiences of teachers from Municipal schools in one of the developed cities: Belo Horizonte. Informal talks with teachers involved in activities outside classroom, other school staff such as secretaries and door-keepers, and parents encountered at the school entrance (some parents agreed to participate in tape-recorded interviews) also provided useful information for the study. Among the secondary• material collected during the field work were visual and written didactic texts used inside schools, the school files relating to discipline problems between pupils/parents and teachers, and the school files of "Colegiado" meetings. Also inside schools, observations were made of school meetings with parents; pedagogical meetings and a extraschool activities such as paren& and pupils' preparation for a party and showing of a school video. A search of written material from local newspapers archived by the Teachers' Union related to teachers was conducted. Visits to, and contacts with, the Municipal Secretary of Education provided material on extra-school administration. Study at the local University, with its extensive archive of recent studies on the history and conditions of work of women teachers in Brazil, in the State of Minas Gerais and specifically in the Municipal schools of Belo Horizonte,was a rich source of academic material for this study. It is suggested that the domestication of teachers' roles has been promoted within schools by teachers, the school managers and others involved in school life (parents, pupils and other school staff). This has led to a considerable increase in the number of roles schools and teachers are required to fulfil in communities with serious economic and social limitations. In a society where state social support is insufficient, schools provide palliative solutions for a range of needs. However, as schools become increasingly involved in business other than formal education, teachers' roles have changed and thus are judged through a gendered filter iii which stresses femininity over professionalism. Women's acceptance of poor working conditions and their involvement in the immediate social problems of pupils and local communities has been beneficial for the Brazilian and State governments, as well as for the local community. However, there have been negative consequences for the development of better ways to teach children from these communities and the status and socio-economic position of teachers themselves. The domestication of the roles of women in teaching has thus had long-term negative consequences for the education of the poor.
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Scoffham, Stephen. "Devising geography teaching materials for English primary schools 1980-2000." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365206.
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Taylor, Denise. "The role of commercial mathematics schemes in primary mathematics teaching." Thesis, University of York, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.288795.
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Wolfe, Sylvia Carol. "Teaching and learning through dialogue in primary classrooms in England." Thesis, University of Cambridge, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.612852.
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Altun, Zuhal Dinç. "Exploring teaching strategies of Turkish primary teachers in music education." Thesis, University of Leicester, 2005. http://hdl.handle.net/2381/30883.
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Contemporary literature suggests that there is a growing body of research in music education, however, research on the teaching processes and effective teaching strategies of primary teachers in teaching music is highly limited and highlights the need for qualitative research in the pedagogy of music. Thus, with reference to music as one of the foundation subjects of the Turkish primary curriculum, this study aims to investigate primary teachers' teaching strategies in Turkish primary classrooms. In the study the 'qualitative' research approach was adopted in order to fulfil the aims and objectives of the study. The study was carried out in two state primary schools in Turkey. A total of six primary school teachers with different educational backgrounds participated in the study. As one of the research instruments, a semi-structured interview schedule was prepared and participant teachers were interviewed regarding their perceptions about music education and experiences in the classrooms. As a second means of data collection, classroom observation was used as an instrument. Each teacher was observed during their music lessons for a period of two hours (two lessons). The analysis of the qualitative data suggests that there are ranges of factors influencing teachers' music teaching activities in negative ways in classrooms. Negative factors influencing the classroom were found to come from the students, curriculum, lack of teacher competencies, inadequate facilities and resources for music education, limited support from parents, and the negative effects of audiovisual media. Data obtained from classroom observations reveal that although teachers employ a range of teaching strategies in music lessons, there is limited variety in the type of strategies used. In all the music classes similar practices could be seen. The findings suggest that in the field of music education teachers need more support in improving their pedagogical skills in teaching music as well as their technical skills in the subject. It is suggested that due to the lack of confidence and competence of primary teachers, music specialist teachers should be assigned to the task of delivering music curriculum. In addition, it is recommended that education faculties should take a more active role in training teachers, and more in-service training activities should be provided for teacher development in music education.
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Suzuki, Takako. "Multigrade teaching in primary schools in Nepal : practice and training." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10007484/.
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One or the most significant unsolved issues in achieving Education for All is increasing the quality of education, especially among the most disadvantaged groups. In remote areas, where many of these groups live, primary schools are often organised as multigrade schools. In these schools. teachers are simultaneously responsible for two or more grades during one lesson period. However, multigrade teaching is often overlooked by both policy makers and researchers. Multigrade teachers are unsupported because mono grade teaching predominates. There is a very limited corpus of research on multigrade schools or multigrade teaching. This study aims to draw the attention of both policy makers and researchers to multigrade teaching in the context of Nepal. The research is framed by five research questions: (l) What arc the contemporary and historical system characteristics of multigrade teaching? (2) What are the characteristics of multigrade primary schools? (3) What are the practices of multigrade teaching? (4) What kind of models of im10vation and change best explain current teacher training? (5) Does current training address the problems of multigrade classrooms and improve knowledge, competence and performance of teachers? The study relies on needs-based (i. e. context and input), process and output evaluations of multigrade teacher training, conducted during twenty months of fieldwork. The main sources of evidence were observations. interviews, questionnaires, documentary analysis and focus group discussions. It can be assumed that multigrade schools are prevalent in Nepal. Although no clearly stated policies on multigrade teaching have been established, special in-service training for multigrade teaching is conducted. The practice of multigrade teaching in classrooms is diverse. Detailed observation identifies five different patterns of multigrade class organisation. This typology serves as a tool for both policy makers and researchers for understanding effective practice in the classroom. The evaluations trace the process of teacher training from the central to resource centre level, and eventually to the classrooms. Current training is inspired by diffusion-oriented models of innovation and change. While trainees gain knowledge and competence in 'practice teaching' during the training course, its final impact of the course on teacher performance in the classrooms remains modest. Problems in the training process are identified and recommendations for future improvements formulated.
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Moreano, Giovanna, Ursula Asmad, Gustavo Cruz, and Gisele Cuglievan. "Conceptions about mathematics teaching in teachers of primary public schools." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101723.
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This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.Esta investigación forma parte de un estudio cualitativo, realizado en cinco escuelas estatales de Lima entre el 2005 y el 2007. El principal objetivo fue identificar las concepciones que los docentes sostenían sobre la enseñanza y aprendizaje de matemática para comprender su práctica pedagógica. La muestra estuvo conformada por nueve docentes de sexto grado de primaria. Los resultados muestran un fuerte arraigo de las concepciones pedagógicas tradicionales, que se encuentra reflejado en las prácticas pedagógicas de los docentes. La enseñanza de matemática se caracterizó por el seguimiento de reglas y procedimientos, la práctica rutinaria de ejercicios, el uso de palabras clave y la falta de un contexto significativo para su aprendizaje.
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Geschier, Sofie M. M. A. "The empathy imperative : primary narratives in South African history teaching." Doctoral thesis, University of Cape Town, 2008. http://hdl.handle.net/11427/8175.
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Includes abstract.Includes bibliographical references (p. 229-240).
National and international literature on intergenerational dialogue presents the sharing of primary narratives as necessary to prevent an atrocity from happening again. International literature on history education and memory studies questions this ‘never again’ imperative, pointing out that remembrance does not necessarily lead to redemption. The aim of this research is to conduct a similar exercise by investigating the following paradox within South African history education. On the one hand, public spaces such as the District Six Museum and the Cape Town Holocaust Centre acknowledge and involve primary witnesses in the education of the younger generations. On the other hand, South African history teachers are expected to know how to bring about change, while their multiple positionings, being both teachers and primary witnesses to the Apartheid regime, are neglected. The thesis sets out to address this paradox through a case study of means by which Grade Nine history teachers and museum facilitators use and construct primary narratives about the Holocaust and Apartheid Forced Removals in classroom and museum interactions with learners. A dialogue with the interrelated fields of oral history, trauma research and memory and narrative studies, as well as positioning theory and pedagogical theories on history education and the mediation of knowledge forms the theoretical basis for the study.
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Lan, Shasha. "Teaching and learning of number concept in Chinese primary classroom." Master's thesis, University of Cape Town, 2017. http://hdl.handle.net/11427/27302.
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The research investigated the practices of the teaching and learning of number concept and primary mathematics broadly, within a classroom context in China's Inner Mongolia province. Informed by Vygotsky's cultural historical theoretical framework, and using an ethnographic approach - with triangulated data collection methods, the research examined a teacher's approaches to teaching primary mathematical concepts. The research explored the teacher's rationale and understanding underpinning her classroom practices in order to uncover sociocultural contingencies and influences on the part of both the teacher's and learners' framing of the teaching and learning of mathematics in a Chinese Grade 1 classroom. The findings suggest that the teaching of mathematics, specifically number concept, has been and is undergoing changes, as policy regulations within the Chinese schooling system also undergo transformation. The findings further suggest that the introduction of learner-centred teaching into the Chinese curriculum policy framework has not significantly, if at all, supplanted teacher-controlled approaches in the classroom under investigation. While the emphasis placed by the teacher on precision and efficacy appears to have enabled learners to acquire the necessary skills and procedures to carry out the number operations, the concurrent lack of emphasis on individual, or authentic learner-centred approaches that engage learners in problem-based exploration of knowledge, appears to have inhibited the development amongst learners of independent and critical problem-solving skills.
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McSorley, Julie A. F. "Primary school teachers' conceptions of the teaching of art criticism." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36691/1/36691_Digitised%20Thesis.pdf.
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Ramsey, Duncan James. "The impact of a staff development programme to encourage reflective teaching." Thesis, University of Liverpool, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.275058.
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Tsang, Man-sing, and 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.
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Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
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Cheung, Chi-kit, and 張志傑. "Lower primary students' understanding of whole number addition and subtraction." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960030.
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Cho, Jeemin. "Examining influences on teaching and learning in South Korean classrooms." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/66407/.
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This study investigates national primary schools in South Korea, specifically, focusing on identifying and describing the characteristics of the micro pedagogical content of the classroom, and various socio-cultural and historical influences on classroom pedagogy. A mixed method exploratory approach was used. Eight focus group interviews were conducted with teachers and students to explore the field. Using a grounded theory methodology, the analysed results were then used to inform the quantitative survey design. As a result, 294 teacher questionnaires and 302 student questionnaire were collected from nine schools in Seoul. To check for consistency from earlier data collections, eight lesson observations and follow-up interviews from four schools were conducted. In addition, documentation and photographs were collected as supplementary materials. This study has illustrated the effects of the past on the present. Specifically, demonstrated that the learning environment at the micro classroom level was informed by the historical and socio-cultural influences of the community and beyond. Especially post-war reconstruction, Confucianism, chemyeon and the structure of the honorific language have been shown to be informative and predictive of student and teacher behaviour.
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Evetts, Julia. "Sociological aspects of women in primary teaching : career contexts and strategies." Thesis, University of Nottingham, 1990. http://eprints.nottingham.ac.uk/28436/.
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This collection of articles and the book are a product of one piece of research on the careers of women in teaching. The research began with a statistical analysis of the career characteristics of women and men in teaching in one educational authority using data collated from Teachers' Service Cards. Then the research focused on women in primary teaching. Career history interviews were conducted with twenty-five married women who were headteachers of primary or infant schools from two educational areas of an English midlands county. The data for the research consisted of the Teachers' Service Cards, the interview material, together with DES official statistics on Teachers in Service. The articles appear in the order they were published. The first article contains an examination of material from the Teachers' Service Cards. Articles two, three and four are analyses of aspects of the women head teachers subjective careers based on the interview data. The fifth article examines aspects of the local labour market for primary teachers using the interview data. The sixth article argues that the use of career history material can make a significant contribution to sociological understanding about careers. The seventh article uses official statistics to explore the effects of the wider contexts of expansion and contraction on primary teachers careers. The book represents an attempt to bring together the themes and issues in the articles and to develop them further.
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Wagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
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Barişeri, Nurtuğ. "Primary music teacher education in England and Turkey." Thesis, Durham University, 2000. http://etheses.dur.ac.uk/4287/.
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This research investigates the primary student teachers' music education in England and Turkey. It is aimed to determine the generalist PGCE and specialist B.Ed students' attitudes and confidence towards primary music teaching before and after their teacher education courses. Similarly it investigated the 3(^rd) and 4(^th) year generalist student teachers' attitudes and confidence towards primary music teaching. Pre and post course questionnaires, interviews and informal observations were used for the study in England and a single questionnaire was applied to Turkish students. Factor analysis was used to construct a valid post-course questionnaire, which was also used to interpret some of the findings. English students' attitudes towards music teaching are based on three factors: (I) confidence in pedagogical content knowledge, (II) beliefs about value of music, (III) enjoyment of teaching music. Turkish students' responses on attitude statements created four factors: (I) confidence in content of music, (II) teaching role and beliefs to the value of music, (III) confidence in pedagogy, (IV) enthusiasm for music teaching. Turkish students tended to separate their pedagogical confidence from their subject knowledge confidence, whereas these aspects were merged for English students. In contrast to the Turkish teacher education course, the PGCE course increased students' confidence in their pedagogical knowledge and in creative activities at the end of their course. 3(^rd) year Turkish students were more confident in their musical and teaching knowledge and had more positive beliefs about the value of music education than the 4(^th) year students. Lack of time for music teaching practice and class management problems were shown as the main obstacles to the development of students' confidence to teach music further. The main implication for Turkish courses is to give more emphasis on pedagogy and creative activities for the education of students and English students should be given more chance to teach music during their teaching practice. Key Words: primary music education, specialist-generalist student teachers, attitude, confidence, and teaching practice.
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Park, Yee-han. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B31963481.
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Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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