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1
Fraser, Alister. "Independent learning in the primary school". Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242432.
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Siu, Shun-mei y 蕭舜美. "Primary school teachers' perceptions of project learning". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30294113.
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Smedley, Susan May. "Men learning to be primary school teachers". Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10007474/.
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Few men choose to become primary school teachers. Those who do move into a world often thought of as feminised and contend with a publiclyvoiced rhetoric which simultaneously idealises and demonises them. It has not been the norm for women to research men. I am setting out from a different place as a woman and former primary school teacher writing about men doing women's work in what can be seen as a man's world. The problem I am tackling is embedded in two questions. First, how do men student teachers negotiate the assum ptions made about them as men and teachers of young children? Second, what theoretical perspectives are necessary for me to write about individual men students' complex relations with being a teacher? I turn a spotlight on men student primary school teachers and, working with data from interviews with eleven men, shed light on them as gendered individuals challenged by the task of learning to be teachers. The text I construct enacts their and my moves to establish a voice amidst a complex criss-cross of discursive positions. Individual men have an evolving and often contradictory relation to teaching, which they seldom articulate. There should be space for them to reflect critically on their professional identities. The ambivalence, emotional investment and paradox in the men's narratives cannot be understood without recourse to their and my developing understandings of masculinity and difference, learnt through language which can maintain or challenge inequalities and which interrelates with social and cultural contexts which have histories.
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Watts, Pauline. "Leadership learning through challenging situations : Primary School Headteachers". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3316/.
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This study offers an understanding of the leadership learning of headteachers through an exploration of their practices and perspectives when dealing with challenging situations. The research methodology uses semi-structured interviews to capture the experiences of eighteen primary school headteachers as they describe the challenges they face and the way in which they learn from them. The findings show that primary school leadership is embedded in relationships which are complex and challenging. The strategies and coping mechanisms headteachers use to deal with challenges are similar and reflect the powerful influence of values, trust and emotional resilience. The insights presented in this study should inform the future research agenda in educational leadership and identify inadequacies in the leadership development of school leaders. Strategies which enable headteachers to experience more planned and meaningful development are presented. These include formal coaching systems, the formation of meaningful networks and guided critical reflection on experiences. A framework for integrated leadership development, which supports the aspects of leadership acquired through real-life challenges, is also proposed. This should enhance those aspects of leadership which can be learnt through challenging situations and better equip headteachers to manage and lead their schools.
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李偉柏 y Wai-pak Li. "Learning algebra with computer-assisted learning program in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31256399.
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Yung, Chi-ming y 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.
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Hau, Sze-man Violet. "Service learning in a primary school in Hong Kong". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37236362.
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Hau, Sze-man Violet y 侯思敏. "Service learning in a primary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37236362.
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Sangster, Margaret. "An exploration of pattern in primary school mathematics". Thesis, University of Surrey, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.326524.
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O'Mahony, Gary Raymond McColl y 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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Ashford, E. "Learning from experience : the case study of a primary school". Thesis, Canterbury Christ Church University, 2012. http://create.canterbury.ac.uk/12022/.
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This thesis is a case study about learning from experience in a primary school. The enquiry applies a psychoanalytic idea in an educational context. The focus arose from Bion’s idea: ‘Container-contained’ (Bion, 1962) which proposes that the capacity to think is emotionally rooted in our first relationship, which informs the qualities of our subsequent ‘learning relationships’ (Youell, 2006). Within a psychosocial, interpretivist framework, research questions ask: How does the learning that children bring to school affect their relationships and learning? How can school provide flexible-enough containment for thinking and learning from experience? What have I learnt about learning from experience? As a researcher/mentor, an interpretation of Bick’s (1964) clinical observational method was deployed to generate data, including written-up observations of four case study children who communicated their stories of everyday events in school during mentoring sessions. An auto/biographical approach complementarily composed part of the methodological bricolage. The inductive method supported evolution of a relational approach to mentoring, permitting reflexive interrogation of the observational texts. Interviews with teachers and parents added a biographical dimension. Mentoring took place during half-hour, weekly, individual mentoring sessions with children over two terms. Findings confirmed that children brought early experiences of learning to school which affected relationships and posed barriers to learning. The research method provided a subjective tool for making unconscious qualities of relationship in the transference and countertransference between researcher, children and adults at an institutional level, explicit. RefIexive interrogation illumined the interrelationship between researcher and children’s learning. Findings showed a need for flexible boundaries for supporting children’s self-efficacy and personal agency, and teacher’s learning about learning, when school is seen as a ‘container’. Findings confirmed the need for time and space for children and adults to reflect on experience in school, towards fostering emotional well-being and the capacity to think and learn.
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Spouse, Jane. "Intervention for learning : supporting school improvement". Thesis, University of Gloucestershire, 2001. http://eprints.glos.ac.uk/3026/.
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Bringing about school improvement has become a national focus for education. There has been little research into school improvement from the perspective of intervention, yet it has become an urgent issue due to the commitment to address under-performance in schools. This research provides insights into the use of research findings about school improvement and effectiveness in working with schools; and insights about how best to support schools in promoting a culture and ways of working in which development can be secured. It uses the development of two projects, in the first phase gaining insights from intervention with eight schools, and in the second phase gaining a closer look at the impact of interventions in two schools at the different levels of headteacher, deputy, subject leader, class teacher and children. The sample draws on schools from different contexts. In the first phase, schools were considered where intervention was welcomed, and the second phase included schools with more embedded difficulties and where intervention had not been sought. The interaction between the impact of intervention at school, classroom and pupil level is explored, drawing out the inter-relationship between the elements of intervention in promoting improvement. The research drew upon a phenomenological perspective to consider the perceptions of those involved in terms of the interventions; methods of data collection were developed which drew upon both qualitative and quantitative processes, including narrative analysis. A model for intervention is offered alongside the identification of the activities and skills of interveners working to promote school improvement. Aspects of change are identified in relation to the technical, cultural and micro-political development. A new identification of the phases of development is given, and aligned to the inter-related aspects of the change process. Turbulence and uncertainty had to be managed constructively as schools moved to the awareness that the skills of rigorous self-evaluation were a key lever for their improvement. Identification of the intervention which supports aspects of change and is phased for different stages of improvement is a recommended way forward.
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Young, Ka-yi Deon. "Anxiety and language learning voices from primary six students in a primary school in Hong Kong /". Click to view the E-thesis via HKUTO, 2007. http://sunzi.lib.hku.hk/hkuto/record/B38762870.
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Gottardis, L. "Deaf primary school children's achievement in mathematics". Thesis, University of Oxford, 2014. http://ora.ox.ac.uk/objects/uuid:13f90aa3-c27e-46e2-a6b6-3db04de3712f.
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The present research aims to evaluate the extent of deaf children’s delay in mathematics, identifying the moderators of this delay and determine the longitudinal predictors of their mathematical achievement. For five decades, studies have reported that deaf children lag behind their hearing peers in mathematics (Gottardis, Nunes and Lunt, 2011). Background factors such as age, degree of hearing loss, presence of cochlear implant and types of educational provision were previously hypothesised to be moderators of the extent of this delay but, up to now, they have not been tested. Pagliaro (2010) argued that number knowledge, working memory and degree of hearing loss could be possible causes of deaf children’s difficulties in mathematics but no clear conclusions were reached. The present investigation aims to provide insight into the causes of deaf children’s delay in mathematics. The survey study addressed the first aim of the present study. The maths test of the Performance Indicators for Primary School (PIPS) was used as outcome measure. Factors related to deaf children (degree of hearing loss, age, years in education, presence of cochlear implant, gender, causes of deafness) and background factors (highest maternal education, language used at home, type of educational provision) were assessed as possible predictors and moderators of the extent of deaf children’s delay in mathematics. The overall extent of deaf children’s delay in mathematics was of -1.76 SDs. The older the children get and the more years they spend in special schools for the deaf or in units for hearing impaired, the wider is their gap in mathematics achievement compared with their hearing peers. It is, therefore, necessary to intervene in their mathematical learning in the early years of schooling in order to create pathways for improvement. The second aim of the present study was addressed through a longitudinal design. Logical-mathematical reasoning, working memory and counting ability were chosen as predictors of deaf children’s mathematical attainment on the basis of theoretical framework, evidence from longitudinal studies and from the analysis of the difficulties that deaf children have in these factors compared with hearing peers. Hierarchical regression analyses were used to assess the independence of the contributions of logical-mathematical reasoning, working memory and counting ability to the prediction of deaf children’s mathematical achievement measured through the PIPS. Age, years in education, type of educational provision and non-verbal intelligence were used as controls. Counting ability and working memory did make independent contributions to the prediction of deaf children’s mathematical success but logical mathematical reasoning was by far the strongest predictor. When the predictors were entered in the model, none of the control variables predicted significantly deaf children’s mathematical achievement. This study makes several empirical contributions. First, it established age, years in education and types of educational provision as moderators of the extent of deaf children’s delay in mathematics. Second, it determined the plausibility of a causal link between logical-mathematical reasoning, counting ability, working memory and deaf children’s mathematical achievement. The implication is that schools must explicitly plan to improve deaf children’s mathematical reasoning, counting ability and working memory when they are in kindergarten and in the first years of school in order to help the children’s mathematical development.
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Hyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school". The University of Waikato, 2007. http://hdl.handle.net/10289/2322.
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Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.
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O'Sullivan-Dwyer, Helen. "Facilitating in-school collaborative learning for teachers' professional practice in an Irish primary school". Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019951/.
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The focus of this self-study action research is the facilitation of teachers' engagement in collaborative inquiry to improve practice. The purpose of the inquiry was two-fold: primarily to improve the quality of teaching and learning of writing, within the English curriculum, in a primary school in Ireland; secondly, it was to improve my understanding of the issues and practices involved in leading school-based professional learning. In year one of the research, I worked with the school's staff to develop structures and processes supporting participants' action learning about collaborative inquiry. Following a multi-level model of intervention, teacher learning teams became the foundation stone of the intervention. While pedagogical content knowledge was the focus of much of the inquiry at base team level, critical examination of cultural norms of practice through collective reflection typified the professional dialogue at whole school level. The moral dimension of teacher professionalism anchored the intervention and was mediated through an unwavering commitment to dialogic action and inquiry. Data gathering and analysis served to assess the impact of the strategies on improving professional as well as student learning. Findings highlighted the significance of teacher-to-teacher discourse in shaping teacher learning; and teachers' commitment to adopting an incremental approach to learning illustrated in a co-created model of staged development. In year two the teachers pushed out the boundaries of current norms, by observing peer practice. The findings from data gathering in phase two, informed by discourse analysis of videoed post-observation conferences, led to the creation of conceptual models of practice for peer professional dialogue. The findings emphasise the need to create system-wide structures in Ireland to support embedded professional learning and suggest that teacher collaboration, rooted in professional values and supported by purposeful capacity building has the potential to replace autonomy as valued practice in Irish schools.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective". Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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Lundh, Anna. "Doing research in primary school : information activities in project-based learning". Doctoral thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-3593.
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Academic dissertaion for the Degree of Doctor of Philosophy in Library and Information Science at the University of Gothenburg and the University of Borås to be publicly defended on Friday 21 October 2011 at 13.15 in lecture room M402, University of Borås, Allégatan 1, Borås
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Izadi, L. (Linda). "A hopeful pedagogy:critical service-learning in a Finnish primary school classroom". Master's thesis, University of Oulu, 2017. http://urn.fi/URN:NBN:fi:oulu-201706022409.
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Critical service-learning is emerging as a pedagogy that aims for lasting personal and societal transformation. So far, critical service-learning has been popular in higher education, but its use in primary and secondary (K-12) education has barely been studied. Drawing mainly from Freirean critical pedagogy and theories of critical service-learning in higher education, this thesis lists elements that make service-learning critical and applies them to a K-12 environment. Some of the most crucial elements were found to be, that critical service-learning should aim for lasting societal change; that each participant, students and community members, should be seen as an active protagonist of personal and societal transformation; that the process should foster lasting relationships of mutual support, collaborative learning and friendship; and that action should always be informed by a critical reading of reality and critical reflection. After a theoretical review, these elements were collected into a rubric for critical service-learning and tested in practice. This was done through a process of action research in a Finnish 6th grade classroom. The researcher facilitated two projects of service-learning, aiming each time to adopt an approach increasingly in line with principles of critical pedagogy. The researcher collected data from her own reflection journals, student essays and materials generated during the projects. The data was analysed against the rubric, which in turn was shaped by the findings. The findings show that critical service-learning can be done in a Finnish primary classroom context, provided that it is seen as a process of building capacity in students, that school structures support this process and that the teacher is constantly learning thought patterns that reflect critical attitudes. These include a profound faith in the capacity of students and community members to affect change. This research provides a basis for further developing critical service-learning practices in K-12 education, in Finland and elsewhereKriittinen palveluoppiminen on kehittyvä pedagogia, joka pyrkii kestävään henkilökohtaiseen ja yhteiskunnalliseen muutokseen. Tähän asti kriittinen palveluoppiminen on ollut suosittua korkeakouluissa, mutta peruskouluissa sen käyttöä ei juurikaan ole tutkittu. Pääosin Freiren kriittisestä pedagogiikasta sekä korkeakouluissa käytetyn kriittisen palveluoppimisen teorioista ammentaen tämä tutkimus listaa elementtejä, jotka tekevät palveluoppimisesta kriittistä ja soveltaa niitä peruskouluympäristöön. Näistä elementeistä tärkeimmiksi osoittautuivat, että kriittisen palveluoppimisen tulisi aina pyrkiä kestävään yhteiskunnalliseen muutokseen; että jokainen osallistuja, oppilas ja yhteisön jäsen tulisi nähdä aktiivisena henkilökohtaisen ja yhteiskunnallisen muutoksen edistäjänä; että prosessin tulisi vaalia kestäviä keskinäiseen apuun, yhdessä oppimiseen ja ystävyyteen perustuvia suhteita; ja että toiminnan täytyy olla kriittisen todellisuuden tarkastelun sekä kriittisen reflektion ohjaamaa. Teoreettisen tarkastelun jälkeen nämä elementit koottiin kriittisen pedagogiikan ohjeistukseksi ja niitä testattiin käytännössä. Tämä toteutettiin toimintatutkimuksena suomalaisten kuudesluokkalaisten kanssa. Tutkija järjesti kaksi palveluoppimisen projektia, tavoitteenaan soveltaa kummallakin kerralla yhä paremmin kriittisen pedagogiikan periaatteita. Tutkija keräsi aineistoa omista reflektiomuistiinpanoistaan, oppilaiden kirjoitelmista sekä projektien aikana luoduista materiaaleista. Aineisto analysoitiin kriittisen pedagogiikan ohjeistusta vasten, jota taas muokattiin tulosten pohjalta. Tulokset osoittavat että kriittistä palveluoppimista voidaan toteuttaa suomalaisessa peruskoululuokassa, edellyttäen että se nähdään oppilaiden kyvykkyyden kasvattamisen prosessina, että koulun rakenteet tukevat tätä prosessia ja että opettaja jatkuvasti oppii ajatusmalleja jotka noudattavat kriittisiä periaatteita. Tärkeänä periaatteena on usko oppilaiden ja yhteisön jäsenten kykyyn saada aikaan muutosta. Tämä tutkimus tarjoaa pohjan kriittisen palveluoppimisen menetelmien kehittämiselle peruskouluopetuksessa, Suomessa ja muualla
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school: learning from our community". Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/579897/1/THESIS%20N%20RUDMAN.pdf.
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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile.
This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex.
This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents.
This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community". Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.
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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Roussou, M. "Interactivity and learning : examining primary school children's activity within virtual environments". Thesis, University College London (University of London), 2006. http://discovery.ucl.ac.uk/1446068/.
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The two essential properties of a virtual reality (VR) experience, especially in entertainment and in formal learning applications, are immersion and interactivity---each of which is advertised widely to attract and motivate participants. In particular, it is commonly considered that a learning environment is more effective if it is interactive. However, little systematic research has been available to substantiate this assumption and no clear evidence has existed that interactive virtual environments (VEs) can bring "added value" to learning, especially in children. This research investigates user interaction in virtual reality learning environments, focusing on the role and the effect of interactivity on learning and change in conceptual understanding. The goal has been to examine whether children learn by interacting in an immersive VE, i.e. exploring, reacting to, and acting upon events. In this research, empirical studies were carried out with 60 primary school students (ages 8 -12), in a number of different studies. An exploratory study was carried out to test the methodology and prepare for the main study. The main study, a large scale experiment, was conducted with a VE designed to simu late a 'virtual playground', which focused on a presentation of problems in mathematical fractions (such as ordering fractions). Three conditions---an interactive VR, a passive (or guided) VR, and a non-VR condition using LEGO bricks---each with different levels of activity and interactivity, were designed to evaluate how children accomplish the various conceptual tasks. Pre-tests, post-tests, interviews, video, and computer activity logs were collected for each participant, and analysed both quantitatively and qualitatively. Qualitatively, the descriptive framework of Activity Theory was used to analyse user be haviour in the immersive VR environments and to identify conceptual contradictions, i.e. the occurrence of critical incidents, focus shifts or breaks in the elements of the learner's activity that led to indications of the learner's construction of meaning. The results indicate that activity based on the cues or feedback provided by the VE led participants to complete the tasks successfully in the interactive VR condition compared to the non-VR condition. Interactivity aided in promoting skill and problem solving and provided opportunities for contradictions to emerge. However, interactivity did not necessarily lead to resolution of these contradictions nor did it ensure that, if resolution was made, this was at the conceptual level. On the other hand, the passive VR form of experience, where the tasks were performed by a virtual robot observed throughout by the participant, showed the potential to support resolution of contradictions in a way that encouraged reflection of the underlying conceptual learning problems. This guided form of interaction, rather than the fully interactive condition, provided evidence of sustained conceptual change.
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Smith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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Corser, Kristy L. "Teaching and learning with cloud platforms in the primary school classroom". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.
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This research investigated teaching and learning with Chromebook computers and Google's G Suite for Education in a Queensland year 5 primary school classroom. The research used Actor Network Theory and Communities of Practice theory to explore the material aspects of using technologies in the classroom, and how cloud-based technologies promote collaborative learning. Analysis of classroom practice revealed the potential advantages of using cloud platforms in education, while analysis of technology policies from the Federal government level to the classroom revealed misalignments in expectation for students' learning. The findings inform recommendations for technology policy development, curriculum planning and teachers' pedagogical practices.
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Young, Ka-yi Deon y 楊嘉怡. "Anxiety and language learning: voices from primary six students in a primary school in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2007. http://hub.hku.hk/bib/B38762870.
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Kwok, Wai-man Annie. "A case study on using web-based learning application in primary school". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40040033.
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Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education". Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/28481/1/Tippawan_Nuntrakune_Thesis.pdf.
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The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.
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Nuntrakune, Tippawan. "Cooperative learning in Thailand : professional development to enhance primary education". Queensland University of Technology, 2008. http://eprints.qut.edu.au/28481/.
Texto completoResumen
The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.
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Chow, Tsui Twiggy. "How senior primary school students perceive their own study problems". Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B43894252.
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Pegg, Ann. "Boundaries, spaces and dialogue : learning to lead in an English primary school". Thesis, Open University, 2009. http://oro.open.ac.uk/19002/.
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This thesis investigates workplace learning for new and established leaders in an English primary school. The study uses an ethnographic linguistic approach to explore the workplace learning environment and develops a conceptual framework that examines boundary construction, performance spaces and genres of organizational talk. This framework draws on Hernes (2003) to assess organizational boundaries, sociological and psychological concepts which take account of space and a Bakhtinian theory of language to understand genres. Using this framework the study investigates the way that the five formal leaders of a 350 pupil semi-rural primary school are able to learn to lead as part of their working lives. The methods used included interviews, participant observation, concept mapping,group discussions and attendance at the INSET training days and management team meetings taking place within the school. The study took place over one school year (September to July). The study illuminates the ways in which learning to lead was dominated by the local environment. Planned learning within the school was related to the organizational concerns of the headteacher and her perceptions of vulnerability and risk associated with opening the boundaries around and within the school. The school was assessed as having a restrictive learning environment, using Fuller and Unwin’s (2003) expansive – restrictive continuum, but this planned strategy by the headteacher aimed to ensure that fast, immersive learning could take place. Use of a limited range of genres of organizational talk also shaped the way in which learning took place, privileging process knowledge (Eraut 2004). The thesis proposes that boundaries, spaces and genres need to be considered together when considering the workplace as a learning environment.
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Yeomans, Robin Michael. "The influence of school staffs on primary PGCE trainee teachers' professional learning". Thesis, University of Plymouth, 2000. http://hdl.handle.net/10026.1/1160.
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This thesis is a multi-case study of the placement professional learning of fifteen primary PGCE trauiees within the school-based part of teacher training. It is concerned with the influence of individual staff, especially mentors and host class teachers, as well as of whole staffs and sub-groups, on adult and pupil oriented aspects of teachers' jobs (though excluding a detailed study of the development of subject knowledge or of specific classroom skills). A participant observer strategy was used within a grounded theory approach to develop agenda for semi-structured interviews with trainees. The main findings are that trauiees leamt through four modes of learning: as observers, participating observers, participants and observing participants. Self-reliance was important for trainees' learning, but relationships with individual staff (especially mentors and host class teachers) were important and constractive influences when such staff adopted a 'learner modeV of intervention. Whole staffs were important influences on trainees' professional development when trainees were accepted as fiill or quasi-staff members, particularly in terms of the interadult dimensions of teachers' jobs. Trainees were expected to 'fit in' with staffs' wa.ys of working, even when their value systems clashed with those of placement teachers. Then, trainees were often constrained by a power imbalance implicit in their status as leamers. Trainees responded by compHance, engagement, strategic compromise or nonconformity, with engagement most likely to gain staff support and enhance trainees' learning. Conclusions are that school-based training underestimates the complexity of workplace learning, and that inequity is possible. Staff cultures influence powerfiilly both trainees' learning and staffs' treatment of them. PGCE trainees tend not to become acculturated, though sometimes at the cost of restricted capacities to leam. Learning about the uiteradult dimensions of teachers' jobs is haphazard, and is largely ignored by official teacher training curricula. Finally, specific reconunendations are made for trainees, placement schools, university teacher trainees and national teacher training policies.
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Devine, Amy. "Cognitive and emotional mathematics learning problems in primary and secondary school students". Thesis, University of Cambridge, 2017. https://www.repository.cam.ac.uk/handle/1810/268028.
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This thesis systematically examined the link between developmental dyscalculia, a specific learning difficulty of mathematics, and mathematics anxiety, a negative emotional reaction to mathematics tasks. The link between these maths learning issues was examined by measuring their prevalence in large samples of English primary (N = 1004; N= 830) and secondary school (N = 927) students. Gender differences were also explored. Systematically varying diagnostic criteria for dyscalculia revealed that its prevalence ranged between 0.89-17.23 percent. When absolute performance thresholds were used, there was no gender difference in dyscalculia prevalence. The association of mathematics performance with other cognitive skills and mathematics anxiety was investigated longitudinally in subsamples of children with dyscalculia (n =10), typical mathematics performance (n=10) and high maths ability (n = 11). 80 percent of the children in the dyscalculia group still met the criteria for diagnosis at the final time point. Mathematics performance was positively associated with working memory performance and negatively associated with mathematics anxiety. Furthermore, children with dyscalculia had higher maths anxiety than the other two groups. The relationship between dyscalculia and high maths anxiety was estimated in a larger sample (N = 1757). Relatively few children with dyscalculia had high maths anxiety and the majority of students with high maths anxiety in fact had mathematics performance within or above the average range. Girls had higher maths anxiety than boys, and more girls had both dyscalculia and maths anxiety than boys. There was an expected negative correlation between maths anxiety and maths performance in the total sample, but this correlation was negligible in the children with dyscalculia. Collectively, these results suggest that cognitive and emotional mathematics problems are dissociable, and indicate that children with dyscalculia and maths anxiety likely require different types of intervention. Furthermore there appears to be no gender difference in maths performance or in the prevalence of dyscalculia. However, girls have higher maths anxiety than boys, and are more likely to be affected by maths anxiety alongside developmental dyscalculia. Maths anxiety may be a potential explanation for the underrepresentation of females in careers involving mathematics.
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Clarke, Beth Marie. "Enhancing capacity for organisational learning : a perpetual system for primary school practitioners". Thesis, University of Birmingham, 2012. http://etheses.bham.ac.uk//id/eprint/3787/.
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In a profession characterized, in recent years by change, schools and the people they employ have to learn effectively in what Schein (1992) describes as “a perpetual learning system” (p.372). This research considers how head teachers, teachers and teaching assistants learn in three separate primary schools. The research considers the impact of the schools’ climate on the success of organisational learning and is interested in ascertaining the impact of power on the learning experience. The research is informed by a thorough review of the educational and organizational literature and has drawn on the works of Argyris and Schon (1974; 1978; 1996); Lipshitz et al, (2002); MacGilchrist et al, (2004) and West-Burnham and Ireson (2005). Following an analysis of the findings, a number of preliminary recommendations are made. These recommendations show that organisational learning is multi-faceted and complex, requiring a combination of explicit leadership and individual ownership. It highlights the significance of informal learning with and from colleagues and points to an inequality of access both within and between groups of practitioners. A perpetual learning system emerges in the conclusion and is offered for consideration. This study captures insights which should inform the future research agenda.
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Abou, Hassana R. H. "Using e-learning to improve the effectiveness of teaching primary school ICT". Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/c24990e3-e0d7-3dbd-c3e1-b520a3146c41/1.
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Economic, social, technological and educational factors have led to an increase in the use of ICT (Information and Communication Technology) in education at all levels. Most research concerning this has focused on the way in which e-learning can be used to improve teaching and learning across the curriculum and has neglected the teaching of ICT as a subject (Hammond, 2004). In a 1999 Ofsted inspection, ICT was found to be the least well taught subject in primary schools. The present research considers how the teaching of ICT could be better supported in the UK and Saudi Arabia. In the first stage, an investigation was made of the teaching of ICT in UK primary schools to understand why its teaching had been rated unfavourably. It was discovered that teaching focused on technical aspects (i.e. how to use specific applications) whilst ignoring the communication and information parts. Although it has been argued widely that e-learning improves teaching and learning across the curriculum, observations showed that e-learning was not, in itself, used to support teaching of the ICT curriculum. Hence, this research explored the ways in which the teaching of the ICT curriculum (to 9-11 year olds) could be made more effective, particularly through the incorporation of e-learning material. It was hypothesized that the experience of teaching and learning could be enhanced if e-learning material was designed which specifically addressed the needs of the teachers and young learners. Evidence collected in the course of the research suggested that little material existed to support the ICT curriculum, and that e-learning material produced to support other subjects does not always suit the teachers’ needs. Therefore in the second stage of the research, a design approach that engaged end users (teachers and young students) was proposed which was tested and refined during the design of e-learning material to support the teaching of the Multimedia Unit of the ICT National Curriculum. The resulting e-learning material was evaluated in UK schools to determine the extent to which it satisfied user needs and its effectiveness in teaching the intended learning outcomes. The results in both cases were positive implying that such a method could lead to the production of useful supportive material. As a former Saudi Arabian computer teacher, one of my personal goals was to provide opportunities to improve the experience of teachers and children in my own country. As such I have been interested in how I can transfer my understanding of the UK educational system to my home country. Following the successful evaluation of the elearning material in the UK, a demonstration of how a child centred design approach can be used to design effective educational material. Unfortunately although such a process might produce more effective learning outcomes and pleasurable material, I also found that such an approach is considered incompatible with commercial design environments. In the last stage of the thesis strategies are discussed which could be used (particularly in Saudi Arabia) to encourage the producers of educational materials to engage in the design of more effective teaching and learning experiences, especially in relation to the primary ICT curriculum. One such strategy would be to train undergraduates in applying a more user centred design approach as an integral part of their practice. The resultant design approach has now been approved by the Director of the Graphic Design Department in Dar Al Hekma Collage (Jeddah – Saudi Arabia) to be taught as a design approach for designing e-learning material for children on the Information Design Course. Additionally, a set of recommendations was developed for the Saudi Ministry of Education addressing the sort of revisions needed to improve the ICT curriculum in Saudi Arabia.
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Homewood, Jennifer Ann. "Learning about food : a focus for parental involvement in the primary school". Thesis, University College London (University of London), 1991. http://discovery.ucl.ac.uk/10019737/.
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Thorpe, K. J. "Metacognition and attribution for learning outcome amongst children in the primary school". Thesis, University of Bristol, 1988. http://hdl.handle.net/1983/cc2cbf1d-b691-479e-9540-24f1c0c2701f.
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Kirkpatrick, Denise. "The transition from primary to secondary school: Self-regulated learning and achievement motivation". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/467.
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This research investigated changes in students' academic performance during the transition from primary to secondary school. Students' perceptions of their experience during the transition were investigated in an attempt to to provide an explanation for any changes that occured in academic performance.
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Sbhatu, Desta Berhe. "Investigating the Effects of Metacognitive Instruction in Learning Primary School Science in Some Schools in Ethiopia". NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-03302006-142719/.
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Metacognition is increasingly recognized as an important component in successful learning. In science, metacognitive instructional interventions have been successfully incorporated to promote conceptual change learning, facilitate negotiating and constructing of meanings, and foster reading and problem solving abilities of learners. The present study investigated the contribution of three metacognitive instructional methods, namely graphic organizers, metacognitive reflection, and metacognitive reading in learning science among primary school students age 10-14 years) in Mekelle, Ethiopia. The metacognitive instructional methods were believed to be efficient to introduce and transform learner-centeredness in science instruction under Ethiopia's primary school settings by allowing students to think productively and regulate their own learning. Qualitative study indicated that the metacognitive instructional methods fostered student conceptual understanding of science topics and enhanced active student participation. Quantitative study of post-scores of Immediate test-groups revealed that graphic organizers had some contribution in helping students perform better in 'application' type tests. Metacognitive reflection activities enabled students to perform better in 'application' and 'transfer' type tests as well as enhancing mean post-test scores. Metacognitive reading activities did not yield any apparent effects on post-intervention tests. The effects of the metacognitive methods were diminished among Delayed post-test groups.
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Carter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch". Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
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Christchurch has experienced a series of over 13,500 earthquakes between September 2010 and January 2012. Some children who have been exposed to earthquakes may experience post-traumatic stress disorder symptoms (PTSD) including difficulty concentrating, feeling anxious, restlessness and confusion. Other children may be resilient to the effects of disaster. Western models of resilience relate to a child’s social support and their capacity to cope. The Māori model of wellbeing relates to whanau (family), wairua (spiritual connections), tinana (the physical body) and hinengaro (the mind and emotions). Children’s concepts of helping, caring and learning may provide insight into resilience without introducing the topic of earthquakes into the conversation, which in itself may provoke an episode of stress. Many researchers have studied the effects of earthquakes on children. However, few studies have examined positive outcomes and resilience or listened to the children’s voices.
The objective of this study was to listen to the voices of children who experienced the Canterbury earthquake period in order to gain a deeper understanding of the ideas associated resilience. Individual interviews were conducted with 17 five-year-old participants during their first term of primary school. After the interviews, the teacher shared demographic information and reports on the children’s stress and coping. Six children were identified as New Zealand European and eleven children identified as New Zealand Māori.
Children had different views of helping, caring and learning. Themes of resilience from Western and Kaupapa Māori models were identified in transcripts of the children's voices and drawings. Māori children voiced more themes of resilience associated with the Western model, and in the Tapa Whā model, Māori children's transcripts were more likely to be inclusive of all four components of well-being.
How five-year-old children, having experienced an earthquake disaster during their preschool years, talk or draw pictures about helping, caring and learning can provide insight into resilience, especially in situations where it is not advisable to re-traumatise children by discussing the disaster event. Future research should interview parents/caregivers and whānau to gain further insights. Considering information from both a Western and a Tapa Whā perspective can also provide new insights into resilience in young children. A limitation of this study is that qualitative studies are not always free from a researcher’s interpretation and are, therefore, subjective.
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Alqahtani, Fatimah. "School-related stress and coping process of primary school girls with learning disabilities in Saudi Arabia". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/101533/1/Fatimah%20Hussain%20A_Alqahtani_Thesis.pdf.
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The aim of this study was to investigate the stress experienced by girls with learning disabilities in Saudi Arabian primary schools. Lazarus and Folkman’s (1984) theory of coping was used as a theoretical framework. Findings indicated that teachers’ mistreatment behaviours towards these girls were the most common areas of stress participants experienced and had the most negative impact on them. Poor relationships with other students were also identified as an important source of stress. The study has implications for informing pre-service teacher education programs and raising awareness of the importance of positive teacher-student relationships in Saudi Arabian schools.
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Mjoni-Mwale, Hasten. "Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28001.
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This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist task force members to develop and conduct a self-study process for enhancing a safe learning environment for pupils.
Twenty-eight primary school teachers from one public primary school in Malawi participated in the study. Data on teachersâ perceptions and behaviors were collected through a survey. Frequencies and percentages were used to analyze the survey data on teachersâ perceptions. The data from the self-study process generated the discussions in the task force meetings where teachers shared their perceptions of classroom practices that contributed to a safe learning environment.
The task force conducted a four-step self-study process. The steps of the process were building awareness and community, developing a group focus, implementing the ideas of the group focus, and reflecting on the practice. The participating teachersâ experiences suggested that the process discouraged teachers from direct instruction and encouraged them to actively engage students more in their learning. As a result the teachers experienced fewer discipline problems in their classes.
The perceptions of teachers in the survey indicated that the school environment was generally positive for teaching and learning. However, there were some elements that could adversely affect school safety. For example, there were problems in maintaining some of the school facilities such as books and childrenâ s latrines. The finding of the self-study process indicated that the school could develop elements of school safety. For example, the teachers in the study developed positive attitudes toward their teaching and learning. They reported for school activities on time and involved learners in their learning.
The study had a number of implications for teaching and learning and teacher educators. The self-study process, for example, was able to change teachersâ attitudes about their learners, thereby enhancing the learner-teacher classroom relationship. Suggestions for further research are also given. For example, further studies could focus on the replication of the study in other schools in order to examine the self-study process in different school contexts. And such replication could assist further understanding and refinement of the self-study process for addressing school safety as well as other identified school problems.Ph. D.
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Lugemoi, Wilfred Bongomin. "Experience of primary school inspectors in ensuring quality teaching and learning in Northern Uganda". Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/80458.
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This is a qualitative study that investigated the experience of school inspectors in ensuring
quality teaching and learning in primary schools in Northern Uganda, using hermeneutics
phenomenological design. The study was underpinned by relative ontology, personal
epistemology and accountability theory. In-depth interviews and document analysis were used
to explore the understanding of the school inspectors on quality teaching and learning,
techniques they use to ensure quality teaching and learning, their effectiveness and challenges.
The study revealed that the inspectors understand quality teaching and learning as a
multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic
development of learners; teachers’ competencies and professionalism; measure of learning
achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual
issue. The main techniques that the inspectors used to ensure quality teaching and learning in the
primary schools are: assessment of quality of inputs into educational programs; assessment of
educational processes; assessment of learning outcomes;psychosocial support; ensuring
compliance with educational standards, laws and regulations; creating awareness on educational
standards, laws and regulations; administration of rewards and sanctions. The study showed that
the inspectors believe that they have been effective in supporting teachers; improving learning,
learning environment and professional development of teachers; fighting corruption and
malpractices among teachers. They however experienced insubordination of teachers; negative
attitude of teachers towards the teaching profession; inadequate training of teachers; failure of
teachers to adhere to educational laws; policies and regulations; excess work overload to the
school inspectors; negative perception of some teachers on school inspection; corruption; lack of
resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing
educational standards, rules, regulations and laws. They mainly use laws, policies and
regulations and peer to peer support as the strategies to solve problems which they encounter in
ensuring quality teaching and learning in the primary schools. The unique contribution of the
study is that quality teaching and learning as understood by primary school inspectors is a
multidimensional reality that can best be achieved using a logical, psychosocial legal approach.
Policies, practices and future studies need to examine critically the dynamics and characteristics
of these approaches to quality teaching and learning in primary schools.Thesis (PhD)--University of Pretoria, 2019.
pt2021
Education Management and Policy Studies
PhD
Unrestricted
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Menzies, Victoria Jane y n/a. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling". Griffith University. School of Vocational, Technology and Arts Education, 2005. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051130.101749.
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The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.
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Menzies, Victoria Jane. "Artist-in-Residence: A Catalyst to Deeper Learning in Middle Phase Schooling". Thesis, Griffith University, 2005. http://hdl.handle.net/10072/365864.
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The study sought to investigate the nature of learning that occurs in two different approaches (integrated and non-integrated) to an artist-in-residency program. The program was conducted in middle phase schooling, and adopted the principles of authentic learning. Two year five classes and their teachers participated in the study. The residency provided learning experiences that connected to the curriculum unit theme for one year five class (integrated), but not for the other year five class (non-integrated). These experiences were designed to relate to the learner's lived experiences and promote higher-order thinking processes. The study sought to explore the potential for visual arts residencies to foster more 'authentic' modes of learning. The study examined children's ability to transfer knowledge, gained through the visual and verbal analysis of images, by manipulating and integrating diverse information and ideas. Grounded Theory was deemed to be an appropriate research methodology for this study as it involves gathering data in field settings and applying inductive methods to analyze this data. Diverse data collection strategies were implemented including: teacher stories, interviews, student reflection, researcher observations and student artworks. LeximancerTM software was selected as an instrument for analyzing data. This software was considered appropriate as it fosters a descriptive and interpretive approach to analysis. The findings of the study indicated that children who participated in the integrated artist-in-school's curriculum program demonstrated more evidence of higher-order thinking processes than children who participated in the non-integrated program. The participants undertaking the integrated approach were able to establish relatively complex relationships between the central residency concepts, demonstrating an ability to use visual and verbal codes of communication to articulate their ideas, knowledge and experiences. A further important finding identified positive student behavioural outcomes, where the integrated residency approach appeared to connect group members as small supportive learning communities. The study also identified a transition in the teacher's perspectives on teaching and learning after participating in the integrated approach. This research project has significance both nationally and internationally by investigating current practices in artist-in-schools programs that both enhance and hinder educational outcomes. The study has significance to the broader educational community in terms of its focus on the role of visual arts specialist adjuncts in maximising learning outcomes. The findings of this study could provide insight into the interrelationship between visual arts and other curriculum areas to heighten student learning outcomes. The findings of the study illustrate how particular approaches to visual art in education can enhance children's learning and development. These insights can assist artists undertaking residencies in schools, and the teachers involved, to provide richer learning experiences. The findings provide ifirther evidence to support an approach that involves close collaboration between resident artists and educators. It is recommended that the residency learning experiences are connected to the children's lived experiences and that there is social support from teachers, parents and peers. It is also argued that for a residency to be considered 'authentic', the approach requires a number of essential and valuable attributes. These essential and valuable attributes have two tiers of application which coalesce to contribute to the efficacy of a school art residency.Thesis (Masters)
Master of Philosophy (MPhil)
School of Vocational, Technology and Arts Education
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Chou, Kam-ngan y 曹錦顏. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences =". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37642935.
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Chow, Tsui Twiggy y 周翠. "How senior primary school students perceive their own study problems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B43894252.
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Zairi, Alweena. "Raising children's learning and performance : a study in a large UK primary school". Thesis, Liverpool John Moores University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.446418.
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Blake, Fiona J. "Self-esteem, learning style, achievement, and socio-economic status of primary school children /". Title page, contents and abstract only, 1989. http://web4.library.adelaide.edu.au/theses/09SPS/09spsb636.pdf.
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Ng, Yee-Ling. "Spirituality in the classroom : a study of primary school pupils' experiences and learning". Thesis, York St John University College, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588987.
Texto completoResumen
Different proponents of children's spirituality have argued that children of all ages can have spiritual experiences and that these may be expressed in different ways. Consequently, there are academics, researchers, policy makers and educators who argue for the inclusion of spiritual development within schools. Although there is increasing interest in research undertaken in the field of children's spirituality and spiritual development, this thesis contends that there is a gap between the recognition of the importance of spirituality, policy directives and the practicalities of developing spirituality within the classroom. Thus, an investigation was developed, which captures the experiences and learning reflections of four cohorts of key stage two, English primary school pupils (7-9 years) who have participated in a literature-derived spiritual development programme. Through phenomenographic analysis, themes or categories of descriptions were developed from the data collected (diaries - text and drawings, discussions, quasi-quantitative questionnaires and interviews). These themes highlight variations in pupils' experiences and learning. The experiential themes stemming from the analysis reinforce some constructs of children's spirituality found in literature. However, the originality of the thesis lies in its pedagogical focus, providing data that highlights pupils' and educators' (teachers' and teaching assistants') reflections on learning in the classroom. As such, pupils' and educators' reflections on learning may have potential implications for pedagogy and practice. In summation, the findings reveal that "tools" such as silence, meaning, focusing, questioning, bodily awareness, reflection, use of one's imagination, and communication and sharing could be used in the classroom to develop children's spirituality.