Dissertations / Theses on the topic 'Primary Victoria'
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1
Smith, Ronald William 1945. "Professional development organization and primary mathematics teachers : exploring connections with beliefs and practice." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8624.
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Gibbs, Desmond Robert. "Victorian school books : a study of the changing social content and use of school books in Victoria, 1848-1948, with particular reference to school readers /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00001321.
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Ferris, Alison Jill 1949. "Classroom music in Victorian state primary schools 1934 to 1981 : curriculum support." Monash University, Faculty of Education, 2002. http://arrow.monash.edu.au/hdl/1959.1/8472.
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Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
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Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Creaser, Christine Mary. "The experiences of migrant children in the Catholic primary school in Victoria in the 1950s and 1960s." Thesis, Australian Catholic University, 2015. https://acuresearchbank.acu.edu.au/download/e570fd3fef755b2df4f4f1e2cc668165e50499f26ae0bc990d841bf31ef47df0/3875203/Creaser_2015_The_experiences_of_migrant_children_in.pdf.
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Very little research has been undertaken into the Catholic primary school as it existed in Melbourne in the 1950s and 1960s. At this time, all over Australia, the infrastructure (which included school buildings) had been allowed to decline in order to allow everything to be directed towards the war effort. The situation that children all over Australia faced in their schools comprised outdated buildings and very little resources. There were insufficient teachers as fewer had been trained during the Second World War, and conditions were a long way from ideal. This was also the situation in government schools, but in Catholic schools it was much worse because there was no government funding to help to re-establish class rooms and provide needed resources. The end of the War brought the soldiers back to Australia resulting in a marked rise in the birth rate, which in turn brought a large increase in the numbers of children needing to begin school from the 1950s onward. Add to this situation, the arrival, from the late 1940s of thousands of refugees and displaced persons from Europe, the large number of whom were non-English speaking. More than fifty per cent of these migrants professed an association with the Catholic Church and were thereby in need of a Catholic education for their children. At the same time, the numbers of women entering the religious life was growing much more slowly than the numbers of children needing a Catholic education. The sum total of all these factors occurring simultaneously resulted in huge class sizes, insufficient quantities and quality of teaching resources, inadequate school buildings, either because of their age in inner city areas or because in new, outer suburban suburbs, there were no schools and such things as church halls or temporary buildings had to be used. Such was the need for teachers, that teacher training was often hastened so that classes would have a teacher. On top of all this, no provision was made for the teaching of English to those children whose first language was not English. None of the teachers, either in Catholic schools or government schools, had any idea of how to go about this and all expected the children to pick it up as they went along. Teachers coped as best they could to manage the situations in which they found themselves. This chaotic situation is what prompted the researcher to undertake a study to try to understand what the migrant children, in particular, experienced in order to gain an education. From such an oral history project, it was hoped: to gain some understanding of the situation in the Catholic education system at the time of peak migration in the 1950s and 1960s together with the changes which occurred at this time, and; to try to understand the situation under which the teaching Religious were working; to try to understand the experiences of the migrant children who were undertaking their primary school education at that time. Because there were so many migrant groups arriving in Australia at that time, the task of studying representative samples of all of them is far too large for a study of this kind, so a decision needed to be made as to which ethnic groups should be part of the project. The Italian was the largest group, but there has been a volume of study already undertaken about them. The next largest group was the Greek, but as they follow Orthodox beliefs, they were unlikely to be looking for a Catholic education for their children. The next two groups, both much smaller than the Greeks and the Italians, were about the same size. These were the Polish and the Maltese and it was decided that both groups could be studied and perhaps it could be determined not only what life had been like for them in a new country where the way of life was so different to what they had experienced in their home country and where they could not understand the language, but if they had experienced their transitions to Australia in the same way. An oral history project was decided as being the best way to gather the information needed, allowing the interviewees to tell their stories without being confined to the boundaries of a questionnaire. This would allow interviewees to describe events and situations of which the researcher was not aware. Investigations were undertaken to determine what the backgrounds were to each ethnic group’s lives in their respective countries of origin. What the situation was like in Australia at that time was also investigated. The researcher needed to know in what physical conditions the immigrants lived when they first arrived and what the financial situation of the family as well as the number of children in the family and where the interviewee fitted in the family. The physical situation in which they were schooled was considered important and what they learned from their teachers. The researcher believed it was relevant to find out what conditions were like in the school from the teachers’ point of view, to enable the broadest understanding of what the children experienced. Finding migrants who had attended a Catholic primary school in the 1950s and 1960s was much more difficult than anticipated and eventually the snowball method of sampling was employed. In this approach, the interviewee who had responded to the initial requests for interviews which were made through ethnic organisations and clubs, and through the church newspapers, were asked to recommend others of their ethnic group to become interviewees. Social encounters sometimes resulted in more suitable references, thus more snowballing as more suggested interviewees were recruited. The teaching sisters were found by sending letters to each of those orders who had been responsible for providing sisters to teach in Catholic schools, requesting interviewees willing to talk about their experiences. Several of the sisters from these orders agreed to be interviewed. How they managed to cope under the very difficult situations in which they found themselves, adds to the picture. A list of questions was drawn up to set the direction of the interviews not to be a rigid path to follow. From here interviewees were encouraged to talk about their personal experiences and what they felt about their primary school life. Each of the interviews was carefully dissected to find out what the common experiences were and what factors most impinged on the stories. Experiences to more than one interviewees were considered most important, and what the sisters talked about enhanced the whole picture. From this research project, it was hoped that a better understanding of what the post-war child immigrants to Australia experienced as they settled, would be illustrated. Although many advances have been made in teaching migrant children and of the need to teach them English as a second language, rather than letting them learn from the other children, it is the more personal experiences of ‘slings and arrows’ that can be transferred to today’s migrants, so that we can teach them with more understanding.
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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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McKay-Brown, Lisa. "The development of music concepts in the primary school aged child : a Victorian profile /." Connect to thesis, 1999. http://repository.unimelb.edu.au/10187/2445.
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Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.
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Reed, Brian, and n/a. "A survey of regular teachers' concerns towards the integration of disabled children in state primary schools, Bendigo region, Victoria." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061107.100059.
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The integration of disabled children into regular schools is
a current educational and social issue causing widespread
interest, concern and debate throughout Australia. The most
controversial and innovative adoption of integration policy
has occurred in Victoria since the release of the Collins
Report in 1984.
The present study was conducted in 26 State primary schools
in the Bendigo area of the Loddon Campaspe Mallee region of
Victoria where disabled children had been integrated in
regular classrooms with the assistance of a paid teacher
aide during 1988.
The purpose of the study was to survey the concerns of those
teachers into whose classes children with disabilities had
been integrated.
The Stages of Concern (SoC) dimension of the Concerns-Based Adoption Model (C-BAM) was chosen as the research
methodology. C-BAM was developed at the Research and
Development Center for Teacher Education, University of
Texas at Austin, and for the purpose of this study, the
methodology consisted of a questionnaire of 35 standardized
items (the Stages of Concern Questionnaire), and a School
Survey.
The study set out to identify the concerns of teachers
(ii)
toward integration, and to establish reasons why teachers
are at particular stages of concern. Factors included
teachers' age, gender, number of years of teaching
experience, qualifications and in-service training. Other
issues related to the disabled children themselves, the
school, and factors such as availability of resources,
funding levels, and access to support systems.
This study developed from the policy document Integration in
Victorian Education (the Collins Report, 1984). Since then,
the Ministry of Education has published two additional
booklets (in January and February, 1987), which partly
address some of the issues included in this thesis. These
include resourcing, in-servicing and the legal implications
of the innovation.
The analysis of the data points to major shortcomings which
will jeopardize the implementation process and the likely
success of the innovation. A number of recommendations have
been suggested, with particular reference to the pre-service
and in-service training of teachers, and issues relating to
funding and resources.
The findings have implications for all classroom teachers,
as potentially all are required to accept disabled children
into their classes. The results and recommendations also
have relevance for the Ministry of Education, whose
responsibility it is to ensure that the integration of
disabled children into regular classes is fully supported at
a government level, and for training institutions, whose
task it is to provide appropriate pre-service and in-service
programs for present and future classroom teachers.
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O'Mahony, Gary Raymond McColl, and mikewood@deakin edu au. "Learning the role: Through the eyes of beginning principals." Deakin University. School of Scientific and Developmental Studies, 2002. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.120428.
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This study examines how first year principals learn their roles and provides the picture through their eyes. As there is no formal preparation requirement to become a principal in Victorian government schools, new principals must seek out and direct their own learning for the role. The study describes the informal and formal sources of learning that are sought by beginning principals to help them learn about their new role. The focus is on identifying what sources of learning were used through different phases of the study and how some became more critical than others in shaping and developing the role of a principal in the school.
This thesis is a story of continuous professional socialization and learning of a group of seven beginning principals using case studies and interviews over four phases of learning in their first year in the role as they proceed from appointment, entry, establishment through to consolidation of the role.
The process of socialization underpins the study and is conceived as a process of learning in which the participants actively direct and participate in their own socialization. However, greater emphasis is placed on the developing nature and reliance on learning in role development. Previous studies of professional socialization of beginning principals have identified licensure programs as significant in the preparation and ongoing development process, whereas this is not the case in Victoria where no such requirements exist. This study adds to existing studies through the finding that there are similarities in the stages of professional socialization process in the Australian context, but also explores new aspects about professional learning by identifying various phases and sources of learning for Victorian principals. These ranged from dependence upon an apprenticeship arrangement, through self-directed task learning, to that of becoming an independent learner within a professional community of equals. Some of the themes identified and explored in this study included examining phases of learning, sources of learning, and their effect on role development.
The study was initially based on identifying and exploring some of the key issues and the significance of learning experiences suggested by the beginning principals rather than researching predetermined hypotheses. This grounded and qualitative approach involved data collection over four different time phases in the first year in the role and allowed flexibility in the construction of case studies and the cumulative development of data through the study. The greater part of the data were collected through interviews in each of the four phases of the study along with the collection of survey data for comparison and contrast in the first and final study phases.
The research raises many issues that can serve as a basis for further exploration of the complexity of the role of learning within professional socialization for beginning principals. As well, it suggests a number of implications for the organization of professional learning and socialization in beginning principal socialization for the first year in the role.
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Lane, Maureen, and res cand@acu edu au. "Growing Up Catholic in Sunshine, 1919-1927, The Establishment of Our Lady of the Immaculate Conception Primary School: A journey in historiography." Australian Catholic University. School of Education, 1999. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp213.02092009.
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This study is, in effect, the compilation and the telling of the story of the establishment of the school of Our Lady of the Immaculate Conception at Sunshine, it seeks to add to the quantum of knowledge available in regard to: First - the story of that particular school's establishment, Second - its derivation from and contribution to the \vider context of the development of Catholic education in Victoria, and Third - its place in the story of the growth of a suburban community as a reflection of some of the social forces which were operating in Victoria at that time. This thesis is the result of an invitation by the writer to a number of people to collaborate in constructing the storf. These people ranged from those who, as children, attended the new school, and those whose experience of its establishment was a generation removed but who, nevertheless. claim an affinity ,with the school and its society, to those archivists, professional and otherwise, whose task or desire is to keep alive the historical foundations of our culture. It this thesis is attached to any particular school of historiography it would be closest to the Annales school as outlined in The Living Past: Western Historiographical Traditions (1975). As Andrea and Schmokel describe it, The labors of love of a group of historians associated with the journal Les Annales have produced a wealth of informative detail studies about the life styles, living standards, social values and assumptions about various social groups in all periods of French and European history. (This school) simply seeks to recover knowledge about the past as it was lived. (p.266) In the light of postmodern criticism developed since 1975, this thesis acknowledges directly the ideological base from which the author is coming. Nevertheless, it remains within the orbit of Annales historiography in that it seeks to
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Clissold, Carolyn M. "How discourses stifle the Primary Health Care Strategy's intent to reduce health inequalities : a thesis submitted to the Victoria University of Wellington in partial fulfilment of the requirements for the degree of Master of Arts (Applied) in Nursing /." ResearchArchive@Victoria, 2006. http://hdl.handle.net/10063/185.
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Pardjono, [none], and mikewood@deakin edu au. "The Implementation of student active learning in primary mathematics in Indonesia." Deakin University. School of Scientific and Developmental Studies, 1999. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.134922.
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Twenty years after the first pilot projects began to develop Student Active Learning (SAL) in Indonesia, and four years since it was adopted for use in the last provinces, this research investigates the implementation of Student Active Learning in Indonesian primary mathematics classrooms.
A study of the relevant literature indicates that teaching based on constructivist principles is unlikely to be implemented well in mathematics classrooms unless there are high quality teachers, readily available manipulative materials, and a supportive learning environment. As Indonesian schools often lack one or more of these aspects, it seemed likely that Student Active Learning principles might not be fully implemented in Indonesian primary mathematics classrooms. Thus a smaller scale, parallel study was carried out in Australian schools where there is no policy of Student Active Learning, but where its underlying principles are compatible with the stated views about learning and teaching mathematics.
The study employed a qualitative interpretive methodology. Sixteen primary teachers from four urban and four rural Indonesian schools and four teachers from two Victorian schools were observed for four mathematics lessons each. The twenty teachers, as well as fourteen Indonesian headteachers and other education professionals, were interviewed in order to establish links between the background and beliefs of participants, and their implementation of Student Active Learning. Information on perceived constraints on the implementation of SAL was also sought.
The results of this study suggest that Student Active learning has been implemented at four levels in Indonesian primary mathematics classrooms, ranging from essentially no implementation to a relatively high level of implementation, with an even higher level of implementation in three of the four Australian classrooms observed. Indonesian teachers, headteachers and supervisors hold a range of views of SAL and also of mathematics learning and teaching. These views largely depended on their in-service training in SAL and, more particularly, on their participation in the PEQIP project Typically, participants expressed views of SAL were at the same or higher level as their views of mathematics learning and teaching, with a similar pattern being observed in the relationship between these latter views and their implementation of SAL principles. Three factors were identified as influencing teacher change in terms of implementation of SAL: policy, curricular and organisational, and attitudes.
Recommendations arising from this study include the adoption of reflection as an underlying principle in the theory of SAL, the continuation and extension of PEQIP type projects, changes in government policy on curriculum coverage and pre-service teacher training, and more support for teachers at the school and local authority levels.
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Hill, Kathleen J. (Kathleen Josephine) 1920. ""This one is best" : a study of children's abilities to evaluate their own writing." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8956.
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Bradshaw, Keith Allan, of Western Sydney Macarthur University, and Faculty of Education. "Integration of children with behaviour disorders: a comparative case study analysis in two Australian states." THESIS_FE_XXX_Bradshaw_K.xml, 1994. http://heston.uws.edu.au:8081/1959.7/41.
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This study was conducted in response to the policies for the integration of children with behaviour disorders in Victorian and New South Wales Primary Schools. These two states were selected for this study for three reasons. Firstly, the two states have adopted and are implementing integration policies which are, in many areas, contrasting. Secondly, compared to other Australian states, Victoria and New South Wales have the most children enrolled in their respective school systems and, hence the largest number of children whose schooling is influenced by these policy decisions. Thirdly, the integration policies of both states group children with behaviour disorders under the generic term 'children with disabilities.' The findings of the present study suggest a number of areas that future implementors of integration policies need to consider. Firstly, mandatory special education courses need to be implemented by all teacher training institutions. Secondly, to effectively integrate children with behaviour disorders into the regular classroom an individual, collaboratively designed program needs to be utilized. Collaboration between special setting teachers and regular class teachers would appear to be crucial in program design. Thirdly, teachers stress emerged as an issue which policy designers need to address urgently. Fourthly, resources and support, including the availability of in-service courses on children with behaviour disorders, need to be increased and made available to regular classroom teachers. Finally a range of alternate educational programs/opportunities, not just a choice between regular and special settings, needs to be developed for children with behavoiur disorders. The study is important to the field of special education and in particular to children with behaviour disorders in three ways. Firstly, data were gathered using both qualitative and quantitative research methods. This approach would appear to be the most appropriate method for gathering data on integration as it allows for many of the child's ecosystems to be investigated and for the child's numerous and important interactions to be examined. Secondly, the study highlighted the importance of investigating the individual needs of children with behaviour disorder when considering integration, Finally, the study allowed for a number of variables, important for practitioners when integrating children with behaviour disorders, to be identified and examined.Doctor of Philosophy (PhD)
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Cordery, Carolyn Joy. "Dimensions of accountability : voices from New Zealand primary health organisations : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Accounting /." ResearchArchive@Victoria e-Thesis, 2008. http://hdl.handle.net/10063/583.
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Young, John Richard. "A case study of the manageability and utility of assessment in three New Zealand primary schools 1993-2006 : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Doctor of Philosophy in Education /." ResearchArchive@Victoria e-Thesis, 2009. http://hdl.handle.net/10063/1142.
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Moriarty, Micheline Wyn. "An investigation of the spirituality of children in Victorian state primary schools." Thesis, Australian Catholic University, 2010. https://acuresearchbank.acu.edu.au/download/48148d4e94100e97e6ec51098bbbc27825c2819fad15c916f57162807ff21567/4578767/65012_downloaded_stream_237.pdf.
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The aim of this research was to investigate aspects of the spirituality of children in Victorian state primary schools. The researcher's experience as a teacher of Christian Religious Education (CRE) in Victorian state primary schools motivated her to investigate the spiritual experiences of contemporary children in this secular, and largely unexplored, context. The objective was to enhance the teaching of Christian Religious Education in these schools. The theoretical framework for this research was hermeneutic phenomenology, drawing on Gadamer's (1975) 'fusion of horizons', and Ricoeur's (1974, 1985) methods of textual interpretation and his concept of 'narrative identity'. A review of the literature of recent research into children's spirituality suggested to the researcher that children's spirituality can be expressed in four dimensions: 1) consciousness and 2) relationships, 3) identity and 4) roadmap, with an integrating central concept of worldview. This conceptualization became the basis for the research method. The research method consisted of three semi-structured interviews, two group interviews and one with individual children. These interviews were conducted in three Victorian state schools, with a total of 24 children aged eight to ten years (grades three and four). The group interviews explored the children's experiences relating to heightened consciousness (for example, awe and wonder) and their relationships with the Transcendent, other people and the natural world. The individual interviews explored the meaning-making dimensions of identity (self concept), and roadmap and worldview (values and aspirations). These interviews were video-taped, and transcribed. Profiles were prepared on each child based on Champagne's (2003) spiritual modes of being. There were four major findings of the research.;Firstly, the children demonstrated their capacity to 'reach out' with a heightened consciousness to explore their understanding of, and relationship with the natural world, the Transcendent, and other people (Hay & Nye, 2006). Secondly, the children demonstrated innate spiritual resources within themselves (Hart, 2003). The different environments in which the children were living seemed to have an impact of the development of their values, and their 'sense of meaning and connectedness' (Hyde, 2008). For most of the children the social context was non religious. This meant that the children used contemporary resources other than religion to express meaning and values. Finally, the children's sense of identity seemed to grow out of all these factors, as they tried to construct a meaningful 'story' of their lives (Ricoeur, 1985). These findings led the researcher to revise the initial conceptualization of children's spirituality to a more dynamic construction culminating in a sense of self identity and meaning. Based on this study the researcher recommends that the teaching of CRE in state schools attempts to enhance this sense of self-identity by providing the children with Biblical language and stories as vehicles for expressing their innate spiritual awareness through their own story. This may also encourage a meaningful relationship with Other. Furthermore, introduction to Christian values can both enhance the positive and critique the negative values of the society in which these children are developing their sense of self-worth and connectedness.
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Aguilar, Soplin Doris, and Lescano De Saavedra Katerine Ysabela Olivos. "Proyecto de inversión pública: Instalación del servicio de estimulación temprana en el Centro de Salud la Victoria II, distrito La Victoria, Chiclayo – Lambayeque 2018." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2019. http://hdl.handle.net/20.500.12423/3721.
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En el presente proyecto: Instalación del servicio de estimulación temprana en el Centro de Salud la Victoria II, Distrito La Victoria, provincia de Chiclayo, Región Lambayeque, con una población de 771 niños menores de 3 años, se desarrollará basándose en la atención integral, con el fin de estimularlos desde temprana edad para reducir los casos de retraso o déficit en el desarrollo psicomotor, aprovechando al máximo sus capacidades a través de nuevos y tecnificados métodos de enseñanza dentro de un ambiente moderno que permita su mejor desempeño en la sociedad; puesto que la estimulación temprana constituye un reto del próximo milenio, acometerla es responsabilidad no solo del profesional de enfermería, sino también se rescata la participación activa de los padres en esta labor. El objetivo general del proyecto es incrementar el acceso al servicio de estimulación temprana a los niños menores de 36 meses. Al finalizar, se habrá logrado: fortalecer las competencias del personal de salud para una adecuada atención integral; dotar de equipamiento suficiente en los servicios de salud y desarrollar conocimientos apropiados a las familias para el cuidado integral del niño menor de 3 años; también se habrá fortalecido las capacidades de los agentes comunitarios en los sistemas de vigilancia comunitaria, para una adecuada atención integral. Se concluye que dicho proyecto brindará un servicio que beneficiará en el crecimiento y desarrollo al niño menor de 36 meses, en el periodo horizonte del proyecto que es de 10 años, los mismos que garantizaran la ejecución, seguimiento y monitoreo del proyecto.
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Mountain, Vivienne, and res cand@acu edu au. "Investigating the Meaning and Function of Prayer for Children in Selected Primary Schools in Melbourne Australia." Australian Catholic University. School of Religious Education, 2004. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp51.29082005.
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Prayer is a central element of all religions (Coleman, 1999; Engebretson, 1999). Alongside the sense of the theological importance of prayer there has been increased recognition of the psychological function and personal benefit of prayer for adults (Pargament, 1997). This thesis reports on research that investigated the theological and psychological perceptions of prayer held by children, shown through their understanding of the meaning and function of prayer. This thesis contributes to the research field of children’s spirituality. As there is little existing research literature on children and prayer, the findings of this study provide valuable new understanding and propose new aspects of theory with implication for professionals involved in the education and the welfare of children. The research reported in this thesis represents the first Australian research on children’s perception of the meaning and function of prayer. The choice of participants reflects the diverse philosophical and religious traditions found in the Australian, multifaith society. Semi-structured interviews were video-recorded with 60 participants from primary school Year Five (10-12 years). Five male and five female participants were selected from each of six different schools in the Melbourne metropolitan area. These were: the Catholic, Independent (Christian), Christian (Parent-Controlled or Community School), Jewish, Islamic and the Government schools. Students completed a drawing exercise and a written sentence completion exercise as part of the interview, and the three sources of data were analysed qualitatively using the method of Grounded Theory. The data was interpreted in the light of a detailed literature review on the nature and function of prayer as part of children’s spirituality. The review also examined relevant sections of the literature of religious education and literature on contemporary Australian life. This study has provided Australian data on the meaning and function of prayer for children as part of children’s spirituality. Considerable agreement has been observed through the data, between children educated in a variety of school systems which embraced different philosophical and faith traditions. In the multicultural Australian community said to be secularized, prayer for these children has been shown as a valued aspect of life. The personal experiences of prayer for many were seen to be associated with the community of faith to which the participants belonged, and for others, prayer was learnt eclectically and practised in a private individualistic manner. All participants indicated that they had prayed and all contributed ideas about prayer through the interviews. All participants perceived prayer to function as an aid in life. Prayer was used by participants at significant moments in their life, and the words or thoughts in prayer helped to clarify and articulate deep feelings. Eight elements of theory (in accord with the literature on Grounded Theory ) have been generated through this research which are presented as recommendations for professionals engaged in religious education and student welfare.
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Cabrejo, Horna Ana Cecilia, and Carhuallanqui Patricia del Carmen Villena. "Efectividad del programa educativo: conocimiento y práctica en madres, para controlar la pediculosis en una institución educativa primaria, La Victoria, 2013." Thesis, Universidad Católica Santo Toribio de Mogrovejo, 2014. http://tesis.usat.edu.pe/jspui/handle/123456789/294.
Full textAbstract:
La presente investigación tuvo por objetivo determinar la efectividad de un programa educativo en el conocimiento y práctica de las madres para el control de pediculosis en escolares, la metodología fue cuantitativa, con diseño cuasiexperimental de corte longitudinal. La muestra de estudio estuvo conformada por 60 madres de niños con pediculosis; las 25 madres que asistieron al programa educativo formaron el grupo experimental y las 35 que no asistieron, al grupo control. Para medir el conocimiento de las madres se utilizó un cuestionario, y para medir la práctica se usó una lista de cotejo para los niños en dos momentos y sirvió para detectar la presencia o ausencia de piojos. En esta investigación se respetó los principios éticos de Sgreccia; y de rigor científico de Lincon y Guba. Como resultado existe diferencia entre las puntuaciones medias del pretest y postest del grupo experimental, se aprecia que la significancia para la hipótesis planteada es menor a la especificada (0.05) concluyendo que el programa educativo tuvo un efecto significativo en el nivel de conocimiento; para el control de pediculosis. En cuanto a la práctica, el resultado de la lista de cotejo la presencia de piojos en los niños cuyas madres participaron; disminuyó significativamente. Antes del programa el 100% presentaban piojos y después del programa disminuyó a 44%. Esto no ocurrió con los niños cuyas madres no ingresaron al programa. Encontrando que sólo el 17.14% no presentaron piojos. Concluyendo que el programa educativo tuvo un efecto medio en el control de pediculosis.
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Cabrejo, Horna Ana Cecilia, Carhuallanqui Patricia del Carmen Villena, Horna Ana Cecilia Cabrejo, and Carhuallanqui Patricia del Carmen Villena. "Efectividad del programa educativo: conocimiento y práctica en madres, para controlar la pediculosis en una institución educativa primaria, La Victoria, 2013." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2014. http://tesis.usat.edu.pe/handle/usat/443.
Full textAbstract:
La presente investigación tuvo por objetivo determinar la efectividad de un programa educativo en el conocimiento y práctica de las madres para el control de pediculosis en escolares, la metodología fue cuantitativa, con diseño cuasiexperimental de corte longitudinal. La muestra de estudio estuvo conformada por 60 madres de niños con pediculosis; las 25 madres que asistieron al programa educativo formaron el grupo experimental y las 35 que no asistieron, al grupo control. Para medir el conocimiento de las madres se utilizó un cuestionario, y para medir la práctica se usó una lista de cotejo para los niños en dos momentos y sirvió para detectar la presencia o ausencia de piojos. En esta investigación se respetó los principios éticos de Sgreccia; y de rigor científico de Lincon y Guba. Como resultado existe diferencia entre las puntuaciones medias del pretest y postest del grupo experimental, se aprecia que la significancia para la hipótesis planteada es menor a la especificada (0.05) concluyendo que el programa educativo tuvo un efecto significativo en el nivel de conocimiento; para el control de pediculosis. En cuanto a la práctica, el resultado de la lista de cotejo la presencia de piojos en los niños cuyas madres participaron; disminuyó significativamente. Antes del programa el 100% presentaban piojos y después del programa disminuyó a 44%. Esto no ocurrió con los niños cuyas madres no ingresaron al programa. Encontrando que sólo el 17.14% no presentaron piojos. Concluyendo que el programa educativo tuvo un efecto medio en el control de pediculosis.Tesis
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Boluarte, Sanguinetti Yandira, Godoy Elizabeth Espinoza, and Mamani Silvana Grimanesa Mendivil. "Adaptación del programa de intervención “Leito” para la mejora de los predictores de la lectura en niños de primer grado de una Institución Educativa Estatal del distrito de La Victoria." Master's thesis, Pontificia Universidad Católica del Perú, 2020. http://hdl.handle.net/20.500.12404/19306.
Full textAbstract:
Esta investigación tiene como objetivo principal comprobar la mejora de los
predictores de la lectura en niños de primer grado de una Institución Educativa
Estatal del distrito de La Victoria a través de la adaptación del programa “Leito,
preparémonos para la lectura”. El diseño es cuasiexperimental en donde la muestra
está conformada por cuarenta estudiantes, además se utiliza como instrumento de
evaluación el Test de Habilidades Prelectoras (THP) y el sub test de la prueba ALE
para la denominación de figuras y de esa manera, conocer el nivel de dominio de
los predictores en los niños antes del inicio de la lectura. La muestra se distribuye
de manera aleatoria en dos grupos: control y experimental. Este último participa del
programa de intervención durante 3 meses con una frecuencia de una vez por
semana, con 11 sesiones de dos horas y media de duración. Este programa
contempla el desarrollo de la conciencia fonológica a nivel de sílabas y fonemas, el
conocimiento alfabético y la velocidad de denominación de imágenes. Al término
de éste, se vuelve a aplicar los tests a ambos grupos finalizando con el análisis de
los datos obtenidos. Se comprueba que el grupo experimental mejora notablemente
los niveles de conciencia fonológica y conocimiento alfabético, siendo el índice de
velocidad de denominación, en el que, a pesar de la mejora, continúan por debajo
del promedio. De esta manera, se concluye que el programa de intervención con las
adaptaciones realizadas influye en la mejora de los predictores de la lectura.The main objective of this research is to verify the improvement of the predictors of reading in first-grade children of a State Educational Institution of the district of La Victoria through the adaptation of the program "Leito, let´s prepare for reading". The design is quasiexperimental where the sample is made up of forty students. In addition to the evaluation of the Prerequisite Skills Test (THP) and the ALE test subtest for the denomination of figures and in that way, to know the level of domain of predictors in children before the start of reading. The sample is randomly distributed in two groups: control and experimental. This last one participates in the intervention program for 3 months with a frequency of once a week, with 11 sessions lasting two and a half hours. This program includes the development of phonological awareness at the level of syllables and phonemes, alphabetical knowledge and the speed of image naming. At the end of this, the tests are applied again to both groups ending with the analysis of the data obtained. It is verified that the experimental group significantly improves the levels of phonological awareness and alphabetical knowledge, being the rate of denomination rate, in which, despite the improvement, they continue below the average. In this way, it is concluded that the intervention program with the adaptations made influences the improvement of the predictors of reading.
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Gevaert, Herve. "La loi Guizot du 28 juin 1833, une sortie de l'ancien régime scolaire ? : recherche sur l'organisation pédagogique des classes et les écoles primaires supérieures jusqu'à l'enseignement secondaire spécial de Victor Duruy." Thesis, Normandie, 2017. http://www.theses.fr/2017NORMC009/document.
Full textAbstract:
Si la loi Guizot du 28 juin 1833 a officiellement créé l'enseignement primaire en France, étonnament, l'historiographie de l'école y a porté peu d'intérêt. Notre thèse ambitionne de combler modestement ce vide en s'intéressant au positionnement de la législation scolaire par rapport à l'Ancien Régime scolaire, sous un angle pédagogique, l'organisation des classes, et structurel, à travers les écoles primaires supérieures.Dans un premier temps, les rares études consacrées à la loi nous conduisent à proposer une nouvelle lecture de la genèse du texte à partir d'une triple approche : politique, historique, et philosophique. La seconde partie est consacrée au lien pédagogique entretenu par la législation avec l'Ancien Régime scolaire. Indéniablement, certaines formes de modernité éducative émergent, même si elles resteront encore à un niveau théorique pendant de longues années durant. La troisième partie est réservée à la double influence européenne à l'oeuvre dans la loi : suisse et prussienne. Nous montrerons que François Guizot s'est appuyé sur le projet de 1798 du ministre suisse Stapfer et que Victor Cousin a importé les Bürgerschulen sur le sol français dans le but de protéger l'enseignement secondaire. À la suite, notre thèse s'attache à l'étude des écoles primaires supérieures fondées par la loi. Plutôt que de répondre à des besoins économiques nouveaux, la place qu'elles occuperont au sein de l'instruction intermédiaire permettra de réserver l'enseignement secondaire à une minorité d'élèves. Pour terminer, notre recherche se poursuit jusqu'à l'enseignement spécial de Victor Duruy, qui aurait prolongé les écoles primaires supérieures de Guizot. En conclusion, nous soulignons l'importance de la loi Guizot dans la construction de l'école moderne, mais aussi la fermeture de l'enseignement secondaire qu'elle a suscitéeIf the Guizot law of 28 june 1833 established officially the primary education in France, surprisingly, the historiography of the school had little interest in it. Our tesis aspires to fill modestly that void and is interested in the positioning of the legislation with the school of Ancien Régime, under an pedagogical angle, the organization ot the classes, and structural, through the écoles primaires supérieures.Firstly, the few studies dedicated to the law lead us to propose a new reading of the genesis of the text from a three approaches: political, historical and philosophical.The second part is devoted to the link pedagogical of the legislation with the old school system. Obviously, a certain educational modernity appear, even if they will stay at a theoretical level during many years still. The third part is dedicated to the double european influence to the law: Swiss and Prussian. We will show that Guizot relied on the school project of 1798 of the Swiss Minister Stapfer and that Victor Cousin imported the Bürgerschulen in the French ground with the aim of protecting the secondary education.Then, our tesis attemps to the study of écoles primaires supérieures funded by the law. Rather than to answer economic new needs, the place that they will occupy in the intermediate education will allow to reserve the secondary education for pupils' minority. Finally, our research goes on until the enseignement secondaire spécial of Victor Duruy, which would have extended les écoles primaires supérieures of Guizot. In conclusion, we stress the importance of the Guizot Law in the construction of the modern school, but also the closure of the secondary education it has generated
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Macazana, Fernández Dante Manuel. "Modelo de evaluación por competencias y nivel de satisfacción en estudiantes del sexto grado de educación primaria del distrito de La Victoria - Lima." Master's thesis, Universidad Nacional Mayor de San Marcos, 2013. https://hdl.handle.net/20.500.12672/13969.
Full textAbstract:
Publicación a texto completo no autorizada por el autorEl documento digital no refiere asesor
Estudia el nivel de satisfacción e insatisfacción frente al proceso de evaluación y tipo de calificación por competencias en un grupo de escolares del sexto grado de educación primaria del distrito de La Victoria, Lima. Con tal finalidad construimos un instrumento ad hoc para el presente trabajo, estableciendo su correspondiente validez y fiabilidad. Dicho instrumento tiene la forma de una escala tipo Likert, denominado Escala del Nivel de Satisfacción frente al proceso de Evaluación y Tipo de Calificación, que fue aplicado a setenta escolares de sexto grado de educación primaria. Los resultados indican que el nivel de satisfacción frente a la evaluación y tipo de calificación es ligeramente superior al término medio de la valoración satisfacción/insatisfacción, y la calificación en letras genera dudas y desconfianza sobre la nota exacta obtenida. Asimismo, no se halló diferencias significativas entre las edades de 11 a 14 años en los niveles de satisfacción frente al proceso de evaluación y tipo de calificación.
Tesis
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Cardenas, Gastelo Obdulia Jaqueline, and Llanos Dana Lisett Ygnacio. "Relación entre estado nutricional y frecuencia de caries dental en niños con dentición decidua completa de la Institución Educativa Inicial N° 030 Victoria Silva de Dall'Orso, distrito de Chiclayo, 2018." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2019. http://tesis.usat.edu.pe/handle/usat/1662.
Full textAbstract:
El objetivo del estudio es determinar la relación entre estado nutricional y frecuencia de caries dental en niños con dentición decidua completa de la Institución Educativa Inicial N° 030 Victoria Silva De Dall’orso, distrito de Chiclayo, 2018. Respecto a la metodología, el enfoque del estudio es cuantitativo; el diseño es observacional; el tipo transversal, descriptivo, prospectivo, observacional y el nivel de investigación relacional. La muestra estuvo conformada por 120 niños de 3 a 5 años de edad, de los cuales del sexo femenino fueron 40.8% y 59.2% del sexo masculino. Se les realizó una evaluación de estado nutricional mediante peso y talla con el IMC y percentiles respectivos. Además, se evaluó caries dental mediante el índice ceod. Se utilizó una balanza mecánica calibrada y para el examen de caries se siguieron los parámetros de la OMS, respetando las medidas de bioseguridad. Los resultados obtenidos fueron registrados en una ficha de recolección de datos. Para el análisis estadístico se utilizó la Correlación de Pearson. Asimismo, se encontró que no existe relación estadísticamente significativa entre las variables estado nutricional y caries dental, correspondiendo un p=2.384 para la edad de 3 años, p=3.250 para la edad de 4 años y un p=5.238 para la edad de 5 años, siendo para estado nutricional la categoría normal la que más predominó en la muestra y para caries dental se obtuvo un promedio general de ceod de 3.68 lo cual corresponde al nivel moderado.Tesis
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Luciano, Tejada María Elena, and Galindo Larisa Desireé Mata. "Seguimiento de la primera capacitación del sistema de gestión médica (expediente clínico electrónico) del año 2014 en el Hospital General Guadalupe Victoria Bicentenario Texcoco, Estado de México." Tesis de Licenciatura, Universidad Autónoma del Estado de México, 2018. http://hdl.handle.net/20.500.11799/99255.
Full textAbstract:
Este documento tiene como fin dar seguimiento a la capacitación del Expediente Clínico Electrónico que se llevó a cabo el 20 de Septiembre del 2014 en el Hospital General Guadalupe Victoria Bicentenario Texcoco (ISEM) e identificar cuáles son los beneficios de capacitar al personal y como estos pueden influir directa o indirectamente en la productividad como elemento básico que posibilita incrementar el valor técnico y humano, que permite realizar actividades con calidad y eficiencia. Así como también observar que la persona capacitada realiza en un 90% mejor su trabajo teniendo en cuenta que la capacitación es fundamental para adquirir, reforzar, actualizar o incrementar los conocimientos destrezas y actitudes necesarias para el desarrollo personal y profesional de una plantilla laboral, para así obtener personal calificado que trabaje con oportunidad en el servicio y brinde un trato amable al público.
La capacitación no debe verse como un gasto sino como una inversión ya que esta trae beneficios para la empresa como al personal mediante la implementación, en este caso es por eso que surge un Expediente Clínico Electrónico puesto que es una solución para la informatización total de los hospitales, haciendo posible la documentación, integración y revisión de toda la información relativa a operaciones hospitalarias, con un registro de los documentos de la clínica en tiempo real. Incluyendo aplicaciones específicas para cada ambiente clínico (Consulta Externa, Urgencias, Hospitalización y Quirófano).
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Cordova, Agurto Juan Jose. "Niveles de aprendizaje satisfactorios en matemática y comprensión lectora de los estudiantes del nivel primario de la I.E. N° 14872 “San Juan Bautista de la Salle” Santa Victoria – Querecotillo." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2018. http://tesis.pucp.edu.pe/repositorio/handle/123456789/10851.
Full textAbstract:
El presente informe tiene como finalidad hacer frente a los resultados de la prueba ECE 2016 nivel primario que no son del todo satisfactorios; señalando que: 2do grado en lectura (11,1%) y en matemática (00,00%); asimismo en 4to grado en lectura (12,5%) y en matemática (00,00%). Por ello se pretende Mejorar los niveles de aprendizaje de los estudiantes del nivel primario en matemática y comprensión lectora en la I.E N° 14872 “San Juan Bautista de la Salle” Santa Victoria – Querecotillo. Teniendo como objetivos: fortalecer el uso adecuado de estrategias de enseñanza para el logro de aprendizajes en matemática y comprensión lectora, implementar un programa de refuerzo escolar que atienda a estudiantes con dificultades para aprender e intensificar las acciones de monitoreo y acompañamiento pedagógico para evaluar y mejorar la práctica docente. Puesto, como lo señala Solé(1998): para llevar a cabo de manera eficaz los procesos ligados a la comprensión lectora, hay que desarrollar y trabajar diferentes estrategias que corresponden a los tres subprocesos de la lectura (antes, durante y después de la lectura) a través del trabajo de planificación de actividades. Además se sabe que no se fomenta el enfoque de resolución de problemas, pues señala las Rutas de aprendizaje: la actividad de resolver problemas es fundamental si queremos conseguir un aprendizaje significativo de las matemáticas. Así, la resolución de problemas implica retos tanto para el maestro como para el estudiante. (MINEDU, 2013). El plan de acción obtendrá resultados satisfactorios siempre que se fortalezca el uso adecuado de estrategias de enseñanza para la comprensión lectora y la matemática pues implica que el líder pedagógico promueva y lidere una comunidad de aprendizaje con las y los docentes de su I.E., basada en la colaboración mutua, autoevaluación profesional y formación continua, orientada a mejorar la práctica pedagógica y asegurar logros de aprendizaje.Trabajo académico
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Ordinola, Agurto Juliana Katerine. "Implementación de un sistema multimedia educativo enfocado a incrementar habilidades numéricas en niños con Síndrome de Down del nivel primario de la Institución Educativa Básica Especial "La Victoria"." Thesis, Universidad Católica Santo Toribio de Mogrovejo, 2012. http://tesis.usat.edu.pe/jspui/handle/123456789/84.
Full textAbstract:
La presente investigación surge como alternativa de solución, que permite hacer frente al reto de las necesidades educativas en el campo numérico, al que están expuestos niños especiales. Para el desarrollo de la investigación, se utilizó la metodología orientada a la multimedia Briam Blum, la cual toma en cuenta el diseño institucional. Con su implementación se llegó a la conclusión, que los niños con Síndrome de Down del nivel primario de la institución en estudio, pertenecientes al grupo experimental, que hicieron uso de la tecnología, adquirieron con mayor rapidez y de forma más consolidada conceptos como el conteo y cantidad que aquellos que únicamente aprenden a partir del método tradicional, mejorando sus niveles de rendimiento académico, permitiendo así, afirmar que el uso del sistema multimedia educativo, optimiza y cumple el rol de herramienta reforzadora del aprendizaje en personas con Síndrome de Down.
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Ordinola, Agurto Juliana Katerine, and Agurto Juliana Katerine Ordinola. "Implementación de un sistema multimedia educativo enfocado a incrementar habilidades numéricas en niños con Síndrome de Down del nivel primario de la Institución Educativa Básica Especial La Victoria." Bachelor's thesis, Universidad Católica Santo Toribio de Mogrovejo, 2012. http://tesis.usat.edu.pe/handle/usat/518.
Full textAbstract:
La presente investigación surge como alternativa de solución, que permite hacer frente al reto de las necesidades educativas en el campo numérico, al que están expuestos niños especiales. Para el desarrollo de la investigación, se utilizó la metodología orientada a la multimedia Briam Blum, la cual toma en cuenta el diseño institucional. Con su implementación se llegó a la conclusión, que los niños con Síndrome de Down del nivel primario de la institución en estudio, pertenecientes al grupo experimental, que hicieron uso de la tecnología, adquirieron con mayor rapidez y de forma más consolidada conceptos como el conteo y cantidad que aquellos que únicamente aprenden a partir del método tradicional, mejorando sus niveles de rendimiento académico, permitiendo así, afirmar que el uso del sistema multimedia educativo, optimiza y cumple el rol de herramienta reforzadora del aprendizaje en personas con Síndrome de Down.Tesis
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Benavides, Gutierrez Alina Zarella. "Evaluación del desempeño docente y su incidencia en el logro de aprendizaje del área de matemática en niños (as) del nivel primario de la Institución Educativa Pública 1127 “Lincoln” La Victoria, Lima 2018." Master's thesis, Universidad Nacional Mayor de San Marcos, 2020. https://hdl.handle.net/20.500.12672/16268.
Full textAbstract:
Analiza de qué manera la evaluación del desempeño
docente incide en el logro de aprendizaje del área de matemática en niños(as) del
nivel primario de la IEP 1127 “Lincoln”, La Victoria, Lima, 2018, mediante el proceso
de la investigación cuantitativa, nivel aplicativo, se diseñó un estudio no
experimental. Se usó un instrumento de medición a 14 docentes, 02 directivos, 126 niños y niñas
del nivel primario de la IEP 1172 “Lincoln”, La Victoria, Lima. Con respecto a los
instrumentos de la variable evaluación del desempeño docente con sus dimensiones
de preparación para el aprendizaje de los estudiantes, enseñanza para el
aprendizaje de los estudiantes, participación en la gestión de la escuela articulada
a la comunidad, desarrollo de la profesionalidad y la identidad docente con la
confiabilidad de 0,87 y para el logro de aprendizaje del área de matemática la
confiabilidad se utilizó la revisión de las actas de evaluación su confiabilidad del
instrumento arrojo 0,84 de confiabilidad siendo sus dimensiones nivel satisfactorio,
nivel en proceso y nivel en inicio. En cuanto al análisis de la variable “desempeño docente” y el “logro de aprendizaje del área de matemática” se consiguió el resultado 0,873 un resultado positivo, lo
cual permitió un resultado favorable puesto que la variable incide significativamente
en las dimensiones estudiadas.
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Sánchez, Callán Ninive Walter. "Relación entre la Escoliosis Postural y el índice de masa corporal (IMC) en escolares del nivel primaria de la I.E. N° 1105 La Sagrada Familia del distrito de La Victoria periodo mayo 2012 – julio 2012." Bachelor's thesis, Universidad Nacional Mayor de San Marcos, 2012. https://hdl.handle.net/20.500.12672/2879.
Full textAbstract:
La investigación se realizó en la Institución Educativa Nº 1105 La Sagrada Familia ubicada en el distrito de La Victoria. La población de estudio fue de 450 escolares y se tomó una muestra de 151 escolares, los cuales fueron sometidos a dos evaluaciones. La primera para determinar el valor de su Índice de masa corporal (IMC) utilizando para ello la relación entre el peso y la talla de los escolares (Anexo C) y la tabla de valoración nutricional de 5-19 años, CENAN-MINSA (Anexo D), obteniendo como resultados que la mayoría está representado en el 33.8%, es decir, en el nivel IMC que los ubica en la condición de obesidad, seguido de un 32.5% con condición normal, un 23.7% con condición sobrepeso, un 6% en condición delgadez y 4% en condición de riesgo delgadez. La segunda parte fue la evaluación físico postural mediante la ficha de evaluación de García Orihuela y otros (Anexo E), para determinar la presencia de escoliosis postural, obteniendo como resultado que la mayoría está representado en el 55.6% con escoliosis postural; mientras que la minoría el 44.4% no presentaron escoliosis postural. Los escolares diagnosticados con escoliosis de sexo masculino están representados por el 65.48% y las del sexo femenino representan el 34.52%. Al agrupar a los escolares diagnosticados con escoliosis de acuerdo a sus edades encontramos que los estudiantes de 6 a 8 años representan el 38.1%, los de 9 a 11 años representa el 51.19%y los de 12 a 13 años representan el 10.71%. De los casos de escoliosis posturales encontrados se determinó que el 77.4% presentan escoliosis en forma de C; mientras que un 22.6% presentan escoliosis en forma de S, y a su vez la mayoría representado por el 29.9% presentan escoliosis en zona dorsal derecha; seguido de un 21,8% en la zona dorsal izquierda, un 14,9% en la zona dorsal derecha-lumbar izquierda, un 9,2% en la zona dorso lumbar derecha, un 6,9% en la zona dorso lumbar izquierda, un 6,9% en la zona dorsal izquierdo lumbar-derecho, un 5,7% en la zona lumbar izquierda y finalmente la minoría representado por 4.6% presentan escoliosis en zona lumbar derecha.Tesis
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Baker, Ruth Lynette. "Relations between Jewish and non-Jewish Germans 1933-1945: A case study in the use of evidence by historians." Thesis, University of Canterbury. School of Humanities, 2009. http://hdl.handle.net/10092/2956.
Full textAbstract:
Of all fields of historical enquiry, Germany’s Third Reich is perhaps the richest in sources and historiography. Therefore, it is logical to assume that this is where we see history done at its best. The chief interest of this dissertation is how historians select their sources and how they use the evidence they find in their sources. I have taken relations between Jewish Germans and non-Jewish Germans as a case study because of the enormous quantity of primary source material and because so many historians have commented on the issue. I do not attempt to make any claims about what happened between Jewish Germans and their non-Jewish compatriots nor do I make a moral assessment of behaviours and attitudes among the ‘ordinary’ people of Germany under the Third Reich. Rather, this is a technical exercise to examine how well the historians have done history in this particular area.
My systematic review of the historians’ methodologies reveals that many either distort the evidence they cite or put forward arguments that go well beyond what the evidence warrants, perhaps because of pre-conceived theories which shape their approaches to the evidence. Moreover, they fail to make the best possible use of some types of source such as personal narratives. In order to ascertain whether these sources can be better used, I systematically analyse a selection of personal narratives which are sometimes quoted by historians, in particular the 1933-1945 diaries of Victor Klemperer. My question is: Do these testimonies really say what the historians claim they say about relations between Jewish and non-Jewish Germans? And if not, how can we analyse them to determine what they actually do say?
The two kinds of problems which emerge are how to select a balanced range of sources and how to use them properly. My argument is that there are six methodological principles that should underpin good historical practice. Because historians are not scrupulous to apply these common-sense rules, their arguments are methodologically flawed and they do not use some sources to the full extent of their value. This raises the question of whether these problems are confined to this particular field or whether they are endemic to the history profession as a whole.
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Ordoñez, Maciel Rosa Ivette, and Calderón Miguel Ángel Karam. "Frecuencia de las alteraciones de la marcha en niños de 6-10 años obtenidas mediante la aplicación de un análisis cuantitativo de los parámetros espacio-temporales en estudiantes de 4° a 6° del turno matutino de la escuela primaria José Guadalupe Victoria, Lerma Estado de México, durante el periodo de mayo-julio de 2012." Tesis de Licenciatura, Medicina-Quimica, 2014. http://ri.uaemex.mx/handle/123456789/14902.
Full textAbstract:
Antecedentes: La marcha es un tipo de locomoción altamente compleja ya que
requiere de la interacción de sistemas motores, neurológicos y sensoriales, la cual
permite la interacción entre el hombre y su ambiente. El análisis cuantitativo nos
permite identificar los parámetros espaciales y temporales.
Objetivos: Determinar la frecuencia de alteraciones de la marcha, y la principal
alteración de acuerdo a los parámetros espaciales y temporales, así como la
relación de estas con la edad, peso, sexo, lateralidad.
Muestra de estudio: Este estudio se realizó con 30 niños, todos estudiantes
activos de la escuela primaria Guadalupe Victoria, con rango de edad de 6 a 10
años, los cuales cumplían con los criterios de selección.
Método: Se aplicó un análisis cuantitativo de la marcha, dentro de la escuela, se
utilizó cartoncillo negro para obtener los parámetros espaciales y una
videograbación para los parámetros temporales.
Resultados: En cuanto a los parámetros temporales se obtuvo una frecuencia de
alteración del 39.9%, siendo el porcentaje de oscilación derecha la principal
alteración; mientras que para los parámetros espaciales fue del 95.9%,
principalmente afectada la longitud de zancada bilateral y el largo de paso
derecho. Además se observó cierta influencia por la variable de peso y lateralidad.
Discusión y conclusión: El presente estudio demuestra que las alteraciones en
este caso de la marcha, comienzan desde la niñez e insiste en la importancia de
actuar a nivel preventivo y comenzar a realizar este tipo de estudio en todas las
escuelas, para prevenir futuras discapacidades.
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Mugidde, Rose. "Changes in phytoplankton primary productivity and biomass in Lake Victoria (Uganda)." 1993. http://hdl.handle.net/1993/17740.
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Smith, Sue Erica. "To be wise and kind: a Buddhist community engagement with Victorian state primary schools." Thesis, 2010. https://vuir.vu.edu.au/15538/.
Full textAbstract:
This is a case study of the development of the Buddhist Education in Victorian Schools program in state primary schools. It is located alongside the theoretical and policy
frameworks of Australian state schooling and a growing but disparate international movement that is applying meditative techniques and principles with roots in the Buddha- Dharma in secular and pluralist education. The meta-ethics of wisdom and compassion, it is argued, are the foundation for spiritual education, personal development and positively engaged citizenship in the Dharma. These are also and congruent with the intrinsic aims of education.
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Hallgarten, Kathleen F. "Deadly playgrounds: relief teachers and reporting of bullying incidents in Victorian primary schools." Thesis, 2007. https://vuir.vu.edu.au/1510/.
Full textAbstract:
By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying.
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O'Hara, Denise Anne. "Organisational challenges: the boundary spanning role of divisions of general practice in Victoria, 1993-2006." 2007. http://repository.unimelb.edu.au/10187/2206.
Full textAbstract:
This qualitative study investigates the evolving role of Divisions of General Practice (Divisions) in linking general practitioners (GPs) and general practice with the wider health sector in Australia. The work draws on boundary role theory within organisations, integration theories, empirical research on service integration involving general practice, and structural interests theory to develop the conceptual framework on which the research was based. The data for the research came from both documentary and interview sources that gave voice to Divisions in the state of Victoria, Australia. The documents used represented the core working documents of Divisions, and the semi-structured interviews involved 30 key informants, these being leaders in all Victorian Divisions.
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Dakich, Eva. "Towards the social practice of digital pedagogies: teachers' ICT literacy in contemporary primary schools." Thesis, 2009. https://vuir.vu.edu.au/30068/.
Full textAbstract:
Information and communication technologies (ICT) have been introduced to schools without fundamentally changing learning and teaching. In most cases they have been adapted to traditional school structures, classroom organisation and existing pedagogical practices, falling short of facilitating significant educational and cultural shifts. The promise of ICT to transform teaching and learning in schools has not yet been realised due to a range of barriers including teachers' lack of confidence and pedagogical understanding in drawing on the potential of digital technologies. This dissertation explored connections between teachers' ICT literacy and pedagogical practices. The aims of the research were to study the situated nature of ICT integration and to portray the knowledge and skills that would help teachers facilitate new, ICT-rich social practices of teaching and learning in contemporary primary schools.
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Testa, Doris. "Silos to symphonies: social work and its contribution to student wellbeing programs within a Victorian Catholic School." Thesis, 2010. https://vuir.vu.edu.au/16068/.
Full textAbstract:
Schools of today are very much about preparing young people to function as productive members of society. Schools equip young people with the skills and knowledge needed to participate in the social, economic and cultural life of their local, national and global communities. Alongside a vocational role schools have another role. This role is to provide a health promoting setting within which students can develop the skills, knowledge and attitudes required to live healthy lives both in the short and long term.
Using a case study, this thesis examines how a cross-disciplinary collaboration between teaching and social work can negotiate the global, national and local policy trends that require schools to focus on both vocational pathways and student wellbeing needs.
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Deighton, Nikki. "Defining the future: creating and sustaining e-confident schooling." Thesis, 2013. https://vuir.vu.edu.au/24332/.
Full textAbstract:
This thesis seeks to make a contribution to the debate about the role of ICT in education, by exploring schooling and pedagogical perspectives, identifying elements demanding systemic attention and defining a vision that is relevant and challenging to Australian education. Examining the notion of what e-confidence means for students, teachers, school leaders and schools enables a consideration of what strategies can be deployed for achieving this in all Australian schools.
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Buchan, Susan. "Muted Voices: Developing Musical Agency in a Victorian Primary School." Thesis, 2016. https://vuir.vu.edu.au/33242/.
Full textAbstract:
This thesis, Muted voices: Developing musical agency in a Victorian primary school, explores the implementation and development of music learning by the researcher (a music teacher), in collaboration with generalist teachers in a small government primary school in the state of Victoria, Australia. Music is mandated as one of the arts in the Victoria curriculum. However, in many primary school contexts the potential of music learning to contribute to children's growth and development is insufficiently understood and supported. As a consequence, the voices of many children and teachers are muted.
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Smee, Cameron. "“If we were all, like, learning at the same time, we might have, like, the same experience”: an investigation into the development of physical subjectivities in early primary education." Thesis, 2019. https://vuir.vu.edu.au/40597/.
Full textAbstract:
There is growing consensus about the importance of physical activity and regular engagement is known to have a number of health and developmental benefits. Accordingly, research across a variety of fields has argued for the importance of laying the foundations for lifelong physical activity engagement in the early years. The school plays a central role in this effort by impacting children’s initial relationships with physical culture. Within the school, PE is often the primary vehicle for the promotion of physical activity. However, the problems with PE and its failure to connect with all children has been widely reported. Concurrently, there has been a significant physical activity dropout rate in adolescence for girls, and some boys. Scholarly attempts to address these concerns have focused mainly on late primary or high school settings, specifically curriculum and pedagogy. To date, very little research has focused on the early (Year One/Two) years of PE, when many children are developing their initial physical subjectivities. Rather than a period which all children enter as a ‘blank slate’, early PE is defined by the differing levels of experience that children bring to class. How these differing levels of embodied experiences are valued mean the children are constantly engaging in a range of stratified interactions. The outcomes of these interactions can have a profound impact on how students engage in physical activity, both in PE and on the playground. To examine how children are embodying and developing their physical subjectivities in these two spaces, a six- month ethnographic project was conducted at a primary school in Victoria. This allowed for the examination of the experiences of a Year 1/2 cohort through the implementation a variety of ethnographic and child-centred methods. Drawing on a theoretical approach, combining Bourdieu (1998) and Collins (2004), this thesis shows how the outcomes of PE activities, impacted the types of activities that children chose to engage in on the playground. Additionally, the findings show how the children play a key role in reproducing the dominant elements of the field (including the ‘naturalized’ gender order inherent in sport/PE) and the hierarchies that contextualized each activity. This research offers an in-depth focus into the complex social processes, in the playground and PE, which continue to usher children along seemingly pre-determined physical paths. This thesis concludes with a call for a critical approach to early PE that incorporates the different experiences of the children to create
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curricula, with a particular focus on teaching children to be reflective of the impact of their embodied experiences. This also incorporates changes to the playground as a continuation of the PE space.
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Hallgarten, Kathleen F. "Deadly playgrounds relief teachers and reporting of bullying incidents in Victorian primary schools /." 2007. http://eprints.vu.edu.au/1510/1/Hallgarten.pdf.
Full textAbstract:
By 2006, all schools in Australia had implemented anti-bullying programs under the National Safe School Framework (NSSF). This research focuses on Casual Relief Teachers (CRTs), their reporting of bullying in primary school playgrounds in Victoria, and the impact of anti-bullying programs. While CRTs possessed a personal definition and understanding of bullying, they lacked an understanding of school policy and procedures at the schools in which they were employed. Many CRTs, especially those educated outside Australia, did not have the training or experience needed to identify and address bullying behaviour. The CRTs in many cases did not recognise, or chose not to respond to, non-physical forms of bullying. The schools in the study used a ‘whole school’ approach, though the focus ranged from ‘Zero Tolerance’ to ‘No Blame’ or ‘Method of Shared Concern’. CRTs were normally not informed about the schools’ programs and procedures on bullying, especially with respect to yard duty. In this situation, principals and permanent staff need to look at how they interact with and include CRTs as members of the school community and provide them with clear expectations and training regarding programs being utilised to combat bullying.
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Wallace, Heather D. "Authentic Learning in the Kitchen and Garden: Synthesising planning, practice and pedagogy." Thesis, 2014. https://vuir.vu.edu.au/25923/.
Full textAbstract:
This study identifies and articulates the interrelationships between six key components
essential for authentic learning to maximise the student-centred learning opportunities in
kitchen and garden-based learning projects. Interpretative case study methodology using
multiple qualitative methods for data analysis were used to direct three layers of inquiry
around kitchen and garden-based learning: the context, content and characteristics of
kitchen and the garden-based learning, the student learning, and the teachers’ work.
Review of the literature indicated significant gaps in understanding how teachers can
foster children’s interest in nature, and plan for effective authentic learning experiences in
the garden. Through analysis of the literature, together with the perspectives of the
Grades 4, 5 and 6 children, and their teachers, key components for authentic,
contextualised learning were identified. These included: a real-world context, the
opportunity for working as professionals, within a collaborative learning community,
work requiring higher-order thinking, ownership of learning and authentic integrated
assessment.
Teachers’ pedagogy and practices are often hidden but were nevertheless significant
factors affecting student outcomes. Teachers made the learning experiences more
meaningful by ensuring student reflection was embedded in learning tasks. Planning and
providing arenas or “safe platforms” for discursive reflection was an essential step in
transforming tacit understandings to explicit knowledge enabling children to connect
their personal experiences with the experiences of others. From this discourse deeper
understanding of ecoliteracy emerged with one cohort, and understandings about the
intricacies of collaborative teamwork with another. The focus group discussions about
common experiential learning experiences had wider implications for teaching; they were
a key step in making the children’s tacit understandings explicit. Examination of the staff
and students’ immersive experiences within a kitchen garden learning environment, led to
the development of a model of learning that provides educators with a comprehensive
approach to scaffold authentic learning opportunities.
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Doubell, Raymond. "Joseph Conrad's Victory : a case study of the primary text, selected critical commentary, Natal Senior Certificate English first language examination questions and a selection of candidates' examination responses in 1990, with suggested developments in pedagogical practice." Thesis, 1995. http://hdl.handle.net/10413/8621.
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