Dissertations / Theses on the topic 'Study and teaching (primary)'
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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.
Full textIreland, 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.
Full textLloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
Full textEducation, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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.
Full textNewton, Susan Sublett. "Integrating social studies and literature using folktales." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
Full textWong, Monica May Dze. "Assessing students' knowledge and conceptual understanding of fraction equivalence." Thesis, The University of Sydney, 2009. https://hdl.handle.net/2123/26036.
Full textWagiet, Razeena. "Environmental education : a strategy for primary teacher education." Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
Full textNaidoo, Anandhavelli. "Developing a problem solving approach to primary mathematics teaching: a case study." Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003374.
Full textWebster, Dianne Robin. "The impact of take-home family oriented science activities on primary school students' science learning : the SAKs project." Thesis, The University of Sydney, 2008. https://hdl.handle.net/2123/28968.
Full textCrameri, Leo G. "The relative effectiveness of four different approaches to instruction in the mastery of the basic division facts." Thesis, Queensland University of Technology, 1986. https://eprints.qut.edu.au/36486/1/36486_Crameri_1986.pdf.
Full textLee, Suk-ching Penelope, and 李淑靜. "Teachers' usage of textbooks in primary six classes: an investigation on how primary six social studies andmathematics teachers use textbooks in their teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958783.
Full textTsang, 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.
Full textNelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
Full textMcSorley, 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.
Full textNiblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
Full textChan, Pik-shan Esther, and 陳碧珊. "Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.
Full textAndrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
Full textChan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.
Full textTeixeira, 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/.
Full textLiu, 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.
Full textLiang, Xiaohua, and 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.
Full textChan, Lim-ha, and 陳念霞. "Do primary students study differently in different subjects?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234360.
Full textLau, Ching-heung, and 劉清香. "A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208791.
Full textpublished_or_final_version
Education
Doctoral
Doctor of Philosophy
Sijula, Thembekile Faith. "Nurturing democratic virtues: a case study of a primary school in Khayelitsha." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Full texts approach focuses on the contribution that the context has on cognitive
development and suggests that this may also be important for moral development. However there is little evidence available concerning the effectiveness of specific interventions. Two groups of educators and one group of learners were interviewed.
Educators were asked what moral qualities/democratic virtues they regarded as important to nurture in the learners at this school and what they did to nurture these virtues. Learners were also asked the same question and what they saw their educators doing in order to mediate these moral qualities/democratic virtues. Any constraints and successes were explored together with what educators thought could be done to improve the situation. The theoretical understanding of the research was constructivist and it followed a qualitative case study approach. Data were collected using semistructured interviews and were analysed using a thematic analysis approach. Before the research was undertaken permission was sought from the Western Cape Education Department and the study was conducted following the guidelines for ethical research set by the American Psychological Association. The main priorities that emerged as moral qualities/ democratic virtues that educators thought were important to nurture, were accountability, respect, and commitment to &ldquo
being good.&rdquo
Socially desirable behaviours that were highlighted were the following: economic initiative, citizenship, and politeness and consideration. Cognitive qualities that they thought were important to nurture were the following: open mindedness, literacy, and numeracy. There were also skills that the educators thought were important to nurture in their learners which did not seem to have a moral dimension. The main practices mentioned were: modelling, active instruction and discussion, and discipline. Educators highlighted the importance of consistency throughout the school. Constraints mentioned were the following: lack of discipline, socio-economic factors, and lack of parental involvement. Supportive factors mentioned were parental support, and consistency and collaboration.
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/.
Full textCallaghan, Fiona. "Year one children's literacy behaviours and perceptions of literacy learning in the classroom and reading recovery contexts." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/740.
Full textKirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.
Full textRusso, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students." CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.
Full textMaclellan, Euphemia M. "Teaching addition and subtraction by the method of bidirectional translation : an empirical study." Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2083.
Full textGurney, Jean Rosemarie. "An investigation into children's developing mathematical abilities." Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/16131.
Full textThis study examines children's developing mathematical abilities during the first three years of their schooling. More particularly, children in grades one, two and three of three different primary schools, in two different regions, had their performances on eleven mathematics tasks monitored over the course of 1996 to examine their developing mathematical abilities. These abilities were investigated in terms of task-particular performances and the assumed competencies (internal mental processes) underlying these performances. The data was generated through the use of a repeated measures design. The theory of the methods used to gather the data and to analyse the results is rooted in Vygotsky's (1978) experimental-developmental approach to the study of higher mental functions. This method of observation proved to be successful to the degree that it allowed for the study of changes in children's performances over a seven month period. The overall findings of the study revealed that the subjects in the sample population had the developmental readiness with which to improve their mathematical abilities. However, when this developmental readiness had to be taken further through formal instruction, their performances were inadequate. The investigation exposed the complexity and importance of language in the successful development of mathematical concepts. The data indicated that the subjects' learning was neither in advance of their development nor was it indicative of the constructivist approach to the task of teaching. Furthermore, there existed a conflict between spontaneous and formal knowledge in engaging with school mathematics tasks.
Chantler, Edward Wilmot James. "An investigation into the behaviour of a group of primary school children when using selected mathematical software." Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17660.
Full textIncludes bibliographies.
Very little is known about how young children think and behave when faced by computers and the broad array of mathematical software available. Much of the software has been developed by adults in the way adults see young children reasoning. A class of twenty English-speaking boys of approximately 12 years of age were exposed to carefully selected mathematical software without adult (teacher) interference, to clarify how these pupils would react to that software. Special focus was placed on the interactions of three children throughout the series of twenty lessons, using two video cameras to record their behaviour. The size of the groupings was changed to consider the effect of group size on the pupils' interactions. Various 'themes' evolved out of reviewing the video recordings. These 'themes' were then linked to Research data. It appears that these pupils had great trouble in reading and interpreting instructions accurately. Also, the software made assumptions of what the pupils could do. The interaction and collaboration by the boys seemed at its best when they were in a group of two as 'peer equals'. The class recognised and used the services of those boys they considered 'experts' in the use of computers. The video-recordings showed that the pupils preferred having pencil and paper available to record information and their estimations, rather than having to rely on memory. It seemed to give permanence to their thoughts and make these more explicit and organised. An analysis of the data also showed that the software and the boys' reaction to it was distinctly sexist. The names of the software (SNOOKER, PILOT, MATHS - CARS IN MOTION, etc.) can be seen as male. The boys gave the computer a 'personality' and referred to it as a 'he'. Also, a disturbing tendency among these pupils was the way they interpreted the software and reacted to it in a distinctive military fashion. This can be attributed to the boys having to battle, explode or bomb their way to victory; to shoot something or be shot in much of the software available. My role of being 'non-expert' was an extremely difficult one as the pupils had expectations of me, and the shortcomings in the software obliged some form of interference. My conclusions are that the mathematical software needs to be appropriate and relevant to what is being done in the class rather than to exist on its own outside of it, and that it could aid the pupil to think about his thinking.
Graves, Deborah Bybee. "A primary unit on the desert." CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/152.
Full textLi, Lai-king, and 李麗琼. "A study of economics understanding of primary school students in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957298.
Full textPark, Yee-han, and 白綺嫻. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963481.
Full textTsung, Lai Fun Maggie. "Teaching writing in a primary school using the process approach : a case study." HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.
Full textRooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
Full textWilson, Christopher D. "Male perceptions of teaching in the primary grades| A phenomenological study." Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570377.
Full textSince the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.
Modesti, Susanna <1991>. "A study on teaching English pronunciation in primary schools in Italy." Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8105.
Full textTan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
Full textKarsten, Jennifer. "Teaching about complexity in primary and secondary schools : an exploration of new approaches to ecosystem education." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85174.
Full textThe development of the learning and teaching approaches for this age group (primary and secondary school) involved exploring the state of ecosystem studies as they are presently conducted, and seeking the content within the current curricula that had congruity with the content of interest: ecosystem phenomena related to complexity. The insights gained from that investigation led to the creation of two types of approach, an approach to learning about ecosystems through the lens of complexity, and an approach to teaching about ecosystems through the lens of complexity. The Complexity Conceptual Approach deals with the various ways of understanding, or conceptualizing, ecosystem complexity and the Complexity Practical Approach deals with the content, technology, and methodology used for instruction on ecosystem complexity. The two approaches can be used together as part of a "complexity framework" that is flexible enough to be used in a diverse variety of learning situations.
Substantial consideration was given to the foreseeable prospects for these approaches: how implementation might occur, the issues involved, and the anticipated outcomes. Accordingly, topics of discussion include the introduction of the conceptual and practical approaches in terms of their effects on various educational stakeholders (such as teachers, students, parents, and administrators) and on different levels of the educational system. This type of investigation (in which potential impacts are considered) is, itself, reflective of the kind of systems-thinking that the complexity approaches were established to engender in schoolchildren.
Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
Full textWood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
Full textStrickland, Monica Kathleen. "The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children." Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4542/.
Full textTriepke, Bonnie Jean. "Kaleidoscope: Integrating a third grade curriculum through the use of theme studies." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/898.
Full textKuzmich, Karolina. "Addressing specific individual learning needs." Thesis, The Author [Mt. Helen, Vic.] :, 1998. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/36169.
Full textTsang, 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.
Full textEfthymiou, Antri (Andriana). "Teaching critical thinking in primary schools in Cyprus : a collective case study." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/97567/.
Full textDemosthenous, Eleni. "Algebra-related topics : a multiple case study in Cypriot primary school classrooms." Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708602.
Full textTrakulphadetkrai, Natthapoj. "An exploratory mixed-method study of Thai primary teachers' beliefs concerning mathematical knowledge, its learning and teaching." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610877.
Full textRondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
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