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1
Alshurfat, Saleh Swailem, University of Western Sydney, of Arts Education and Social Sciences College y School of Education and Early Childhood Studies. "The role of primary school teachers in education change in Jordan". THESIS_CAESS_EEC_Alshurfat_S.xml, 2003. http://handle.uws.edu.au:8081/1959.7/756.
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This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.Doctor of Philosophy (PhD)
2
Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan". Thesis, View thesis, 2003. http://handle.uws.edu.au:8081/1959.7/756.
Texto completoResumen
This thesis reports an evaluation of the Jordanian Education Reform Program (JERP) initiated in 1987. The thesis includes a review of the international literature on education reform culminating in a conclusion that the most widely accepted approach currently is a mixed-model one that is partly top-down and partly bottom-up. Both quantitative and qualitative types of data were gathered and analysed. The findings of the study were that some seven teacher roles, particularly those of technologist and social change agent, were being performed at comparatively low levels, while others, particularly those of developer of student’s cognitive growth and health educator, were being performed at comparatively high levels. Many problems in the implementation of the education reforms were revealed in the interviews, especially the failure to involve teachers in the process of planning the reforms. Implications for policy, practice and further research were suggested.
3
Alshurfat, Saleh Swailem. "The role of primary school teachers in education change in Jordan /". View thesis, 2003. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050811.150405/index.html.
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4
Al-Daami, Kadhum Khan Ali. "Developing the school curriculum : the case for involving elementary school teachers in Jordan". Thesis, University of Derby, 2000. http://hdl.handle.net/10545/621722.
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5
Yasar, Seda. "Classroom Management Approaches Of Primary School Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
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This study aimed at investigating classroom management approaches of primary school teachers and exploring if their management approaches are consistent with the
constructivist curriculum. The sample consisted of 265 primary school teachers working in Kastamonu. Data were gathered from the participants via Classroom
Management Inventory developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Mixed Design ANOVA (within subjects
and between subjects) was employed to investigate the dominant classroom management approach that teachers use and to explore the effect of some variables
on classroom management approaches of teachers.
Results of the study indicated that primary school teachers prefer to use studentcentered management approach rather than teacher-centered approach. That is teachers&rsquomanagement approaches are consistent with the constructivist instruction. Furthermore, some background variables were found to affect the classroom management approaches of teachers. A significant difference was found in classroom management approaches of teachers with respect to teaching experience, branch, type of certification and average number of students teachers have in their classes while no significant difference was found with respect to gender variable.
6
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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Papastamatis, Adamantios. "Teaching styles of Greek primary school teachers". Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
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8
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.
9
Bamford, Anne Kathleen. "The qualities of primary art teachers /". Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.
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10
Chow, Yau-mui Helen. "A comparison of kindergarten and primary school teacher expectations for school readiness". Hong Kong : University of Hong Kong, 1990. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18038384.
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11
Ngo, Fung-ping. "Stress among primary school teachers in Hong Kong". [Hong Kong : University of Hong Kong], 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14778403.
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12
Sloane, Alwyn M. y n/a. "Influences on teachers' discipline in the primary school". University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
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The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
13
Ngo, Fung-ping y 敖鳳萍. "Stress among primary school teachers in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958205.
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14
Lencho, Gizaw Tasissa. "School Level Professional Development of Primary School Teachers : Cases in Ethiopia". Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520443.
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The importance of improving schools to transform the delivery of education so that every student has the opportunity to reach her or his true potential is incontestable. School level professional development of teachers is one route towards school improvement. The purpose of this study was to explore school level professional development practices of three primary schools in Ethiopia. Qualitative case study was the basis of the study. Data from the participants (teachers and education officials) were obtained through in-depth and 'elite' interviews. Policy and school documents were also analysed. Field notes about the school environment and events were used to triangulate the data. The study showed the prevalence of tensions between in-service development through cluster resource centres and teachers' feelings of imposed change. It also showed instaff training, mutual classroom observation and experience sharing as forms of professional development in the schools. The study revealed teachers do not undertake action research due to lack of knowledge and skill to do it. In addition, the study found out that school level professional development is constrained due to teachers living distant from the school, teachers' clinging to traditional attitudes, poor management, lack of material support from education authorities and failure of the centre to reconcile central and local conditions. The findings suggest that there is a necessity to empower schools and teachers by developing their capacity in terms of knowledge, skills and material support to enable them decide about their professional development activities. This in turn necessitates collaborative work among education authorities, schools and organizations interested in teacher development, and also a strong partnership between schools and higher education institutions. The thesis is organized in nine chapters. Chapter one deals with educational change in Ethiopia, informed by change theories. Chapter two presents school level professional development ideas and policy formulation in Ethiopia. Teacher development models, approaches and management of school level professional development are discussed in chapter three. Chapter four is about the methodology of the study. Chapters, five, six and seven describe the case schools. Chapter eight provides cross case analysis. The final chapter presents concluding remarks and suggestion.
15
Lai, Shui-ying Eva. "Teachers' qualifications and the quality of teachers : perceptions of primary school teachers and principals". Thesis, University of Bristol, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419381.
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16
Bayindir, Hasan Ali. "Personal Visions Of Teachers At A Village Primary School". Master's thesis, METU, 2007. http://etd.lib.metu.edu.tr/upload/12608901/index.pdf.
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The concept of personal vision refers to teachers'ideal perception of education (teaching and learning, classroom management and educational implications for the society). Teacher'
s personal vision is how he or she wants these dimensions to be. This case study analyzed personal visions of teachers at a rural primary school and investigated the effects of the school context on teachers'
personal visions. The data were collected from ten teachers through utilizing the semi-structured interview method. The researcher analyzed the obtained data through cointent analysis. The results of the study revealed that teachers'
visions considered education as a lifelong process involving a student-centered, democratic classroom environment where learning differences were given importance to
and meaningful learning and process evaluation were highlighted. According to the teachers, this educational process would lead a democratic society where science, moral values and citizenship values prevailed. The results also showed that the school context was not supportive for the teachers to achieve their visions.
17
Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives". Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.
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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon of on site mental health provision from the perspective of the head teachers, in terms of how it impacts them. For this study, five head teachers of mixed sex primary schools were interviewed about the mental health service that they had commissioned for their school. All five participants employed the same service. Using the interpretive phenomenological approach to analyse these interviews, five major themes were discovered: ambivalence towards the mental health service; mixed feelings towards mental health issues; that the mental health service helped alleviate heads’ sense of anxiety; the paradoxical nature of head teachers’ intersubjective experience; and that while head teachers like to describe themselves as part of a collective identity, they locate themselves as individuals when they feel the need to assert power. It is hoped that these findings might aid providers of mental health services to schools and children by providing a more sophisticated understanding both of head teachers’, and therefore commissioners’, anxieties and positive feelings about such services.
18
Brown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability". Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.
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19
Bibby, Tamara. "Primary school teachers' personal and professional relationships with mathematics". Thesis, King's College London (University of London), 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369055.
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20
Dogbe, David Duncan. "On going school based inset for Ghanaian primary teachers". Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.250298.
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21
He, Yudan. "Primary school teachers' and parents' discipline strategies in China". Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/4708/.
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There is no doubt that the personal and social development of children is influenced by the schooling and parenting they receive in their daily lives both at home and at school. One central aspect, which underpins the process of schooling and parenting, is discipline. Discipline is a prevailing theme in educational research, and has been investigated for a long time in many countries throughout the world; however, there is little research reported to date that attempts to involve teachers, parents and pupils at the same time in a single study, either internationally or in the specific context of China. The main aim of the present study, therefore, is to investigate both teachers’ and parents’ discipline strategies in Chinese primary schools and families, with a particular focus on the shift in teachers’ and parents’ discipline strategies when children misbehaved for a second time in classroom or at home, and the difference between teachers and parents in their self-reported use of discipline strategies; and furthermore to explore how teachers and parents view each other’s discipline strategies, as well as pupils’ perceptions of their teachers’ and parents’ discipline strategies. The present study firstly conducted questionnaire research among 148 Chinese primary school teachers and 142 parents of Chinese primary school pupils. It then conducted interviews with 36 Chinese primary school teachers, 34 parents of Chinese primary school pupils, and 60 Chinese primary school pupils. The research findings clearly identified the dominance of non-aggressive discipline strategies among Chinese primary school teachers and parents. The discipline behaviours of both teachers and parents appeared to be affected by the occurrence of children’s misbehaviours. In addition, the personal attributes of teachers and parents (e.g. gender and age), as well as the pupils’ personal attributes (e.g. gender, age and usual behaviour) were also found to be influential for the teachers’ and parents’ choice of discipline behaviour. The interviewed teachers and parents expressed an understanding of most of the discipline behaviours that they reportedly used when pupils misbehaved, although they both expressed worries about the effectiveness of using similar discipline behaviours for dealing with children’s repeated misbehaviours. Interviewed pupils reported receiving more confrontational discipline behaviours than their teachers and parents admitted to using. Moreover, children seemed to believe that boys and girls should be disciplined in the same way at school, as pupils, but in different ways at home, as sons and daughters.
22
Chow, Yau-mui Helen y 周友梅. "A comparison of kindergarten and primary school teacher expectations for school readiness". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B31955903.
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(yucel), Bozdas Elif Olcay. "The Characteristics Of Effective Teachers As Perceived By Primary School Students And Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12610196/index.pdf.
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This study aimed at investigating the perceptions of primary school students and teachers on effective teacher characteristics. The sample consisted of 450 primary school students from 6th, 7th and 8th grades and 150 teachers from 9 primary schools in the Province of Afyonkarahisar. Data were gathered from the participants via Effective Teacher Characteristics Questionnaire (ETCQ) developed by the researcher. Both descriptive and inferential statistics were utilized to analyze the data. Principal Component Analysis was used to find out the perceived dimensions of effective teacher characteristics questionnaire. Repeated Measures ANOVA was employed for the priorities of students within these dimensions and MANOVA was used to investigate whether there were significant differences among students&rsquoperceptions with respect to certain background variables. Descriptive statistics were used to analyze the responses of teachers for the questionnaire. Results of the study indicated that primary school students perceived the effective teacher characteristics with respect to teachers&rsquo
(1) relations with students, (2) personal traits and in-class behavior, (3) teaching ability, (4) motivating personality, (5) professional demeanor, (6) classroom management and (7) feedback &
evaluation. Students give the most importance to &lsquo
teaching ability&rsquo
and &lsquo
personality traits and in-class behavior&rsquo
dimensions. Descriptive statistics showed that teachers give the most importance to the items related with field knowledge, pedagogical knowledge and teaching ability.
24
Chan, Kam-wing. "A study on the student teachers' perceptions of the attributes of a good primary school teacher". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596403.
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Wong, Shuk-ching. "Improving ICT use in a primary school". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
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Ngai, Siu-ting. "A case study of peer observation among primary school teachers". Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35522720.
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27
Ngai, Siu-ting y 魏少婷. "A case study of peer observation among primary school teachers". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2005. http://hub.hku.hk/bib/B35522720.
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28
Hughes, M. "Sensitising primary school teachers to discourse relations in children's writing". Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233407.
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29
Byerly, Anna Katarzyna. "Scottish primary school teachers' perspectives on multicultural and antiracist education". Thesis, University of Edinburgh, 2016. http://hdl.handle.net/1842/25460.
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Primary school teachers’ commitment to social justice may be enshrined in various educational policies in Scotland and beyond, yet it stands in conflict with growing push for teacher accountability, value of education as a market place (Ball, 2006) and the persistence of the myth of meritocracy (Tomlinson, 2008; Oyler, 2012). At the level of practice, whether teachers actually engage in inclusive and critical multicultural education is not always clear; what we know for sure is that teachers find it difficult and shy away for any discussions which challenge power relations between groups (May and Sleeter, 2010). As student population continues to diversify, minority groups demand recognition in ways not seen before. Yet still, discrimination based on ethnicity, language, religion social class, disability, gender and sexual orientation is commonplace, and racism can often be an elephant in the (class)room, discussed in hushed voices only when an ‘isolated incident’ happens. Much more often, it remains unrecognised or is dealt with in a way which perpetuates white privilege (Arshad, 2008). Antiracism is oftentimes misunderstood or outright avoided, as teachers fear using any terminology that sounds negative or they are unsure of, and retreat to the language of all-encompassing, positive sounding, but fuzzy celebration of diversity and equality (Gaine, 2005). Multiculturalism, on the other hand, being blamed for failing integration and social cohesion of communities by the political right, remains in popular debates but occupies a weak position in education and public policy (Modood, 2007). This research set out to investigate what are primary school teachers’ perspectives on multicultural and antiracist education in the context of Scotland, where legislation and educational policies are in theory demanding educators to be proactive. The research followed a nested case study design, which involved observing and interviewing 9 class teachers in 4 primary schools, both rural and urban. I used the critical interpretive lens to find out what are their understandings of multicultural and antiracist education, both as concepts and principles and in terms of how they are being incorporated into their everyday teaching. Teachers were asked to define these terms, as they developed in the specific national context (Ball, 1990), and then consider the interplay of ideals behind ‘race’ equality policies with the realities of their school and classroom practice. This study was concerned with the personal, structural and institutional aspects of teachers’ work. The importance of the context of teachers’ work is stressed, that is their ‘organizational embeddedness’ (Holstein and Gubrium, 1994) and institutional thinking that teachers are thought to be immersed in. To get to know this context better, additional interviews with 4 Head teachers, 3 English as an Additional Language teachers and 5 other Key Informants were conducted. Finally, policy analysis was undertaken, using aspects of Critical Theory to find out how teachers’ attitudes correspond to the attitudes expressed in education policy, as well as what is the impact of educational policy on these attitudes. The findings suggest that there is no one definition of the study’s central concepts to which all teachers can ascribe. Whether or not teachers take up issues of discrimination and difference depends more on their own dispositions and characteristics rather than on any official policy, of which they are largely unaware. Teachers’ prior knowledge, attitudes to diversity and personal experiences of discrimination influenced their commitment for social justice and exercising agency in practice. Structural and institutional boundaries placed on teachers acted as either directions, limits, opportunities or enablers. These related to the leadership within the school more than from the local authority, and included the influence of various actors within the school context. Finally, the translation of policy ideals into everyday school life was seen as uncertain, as it depends on a number of actions and interpretations within any school context. This study concludes by comparing teacher’s perspectives on critical multicultural practice with policies on racial equality in Scotland, to demonstrate which areas need most bridge-building if policy and practice are to be more closely aligned.
30
Biccard, Piera. "The didactisation practices in primary school mathematics teachers through modelling". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85598.
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Thesis (PhD)-- Stellenbosch University, 2013.ENGLISH ABSTRACT: Mathematics teacher development is a source of national and international concern. This study describes how primary school mathematics teachers develop didactisation practices. In considering how teachers could develop, so that student learning is optimised; the concepts of didactisation and the mathematical work of teaching were sourced from existing literature. The concept didactisation is explored and defined; and is incorporated with the concept of mathematical work of teaching. Nine practices were made explicit through this incorporation: active students, differentiation, mathematisation, vertically aligned lessons, access, probe, connect and assess student thinking, and teacher reflection. These nine practices become the framework for the professional development program and the data generation structure. Five primary school teachers were involved in a professional development program that used model-eliciting activities (MEAs) as a point of departure. A modelling perspective to teacher learning was chosen for the professional development program. The methodology followed the principles of design research and from this, a three phase teaching experiment was designed and implemented. The teachers and researcher met for development sessions and teachers were observed in practice at intervals throughout the program. Their developing didactisation practices were documented through a qualitative analysis of the data. It was established that teachers’ didactisation practices did develop during the nine-month program. Furthermore it was found that didactisation practices developed at different rates and consequently, a hierarchy of didactisation practice development is presented. The impact of the program was also gauged through teachers’ changing resources, goals and orientations. These three aspects also evolved over time. The program proposed in this study may be a suitable model to develop in-service and pre-service mathematics teachers. The study contributes to understanding teacher action in a classroom and how teachers can change their own thinking and practice.
AFRIKAANSE OPSOMMING: Die ontwikkeling van wiskundeonderwysers is ‘n bron van nasionale en internasionale kommer. Hierdie studie beskryf hoe die didaktiseringspraktyke van laerskool wiskundeonderwysers met die oog op optimalisering van leer ontwikkel het. In die bestudering van die ontwikkeling van onderwysers met die oog op optimalisering van leer, is die begrippe didaktisering en die wiskundige werk van onderrig (mathematical work of teaching) nagespoor uit bestaande literatuur. Die begrip didaktisering is deeglik ondersoek, gedefinieer en saamgevoeg met die begrip wiskundige werk van onderrig. Nege praktyke is eksplisiet gemaak deur hierdie inkorperering: aktiewe studente, differensiasie, matematisering, vertikaalgerigte lesse, toegang, indringende ondersoek, gekonnekteerdheid en assessering van studente-denke, en onderwyserrefleksie. Hierdie nege praktyke het die raamwerk gevorm vir die professionele ontwikkelingsprogram en die data genereringstruktuur. Vyf laerskool onderwysers was betrokke in ‘n professionele ontwikkelingsprogram waarin model-ontlokkende aktiwiteite (MOA’s) as ‘n vertrekpunt gebruik is. ‘n Modelleringsperspektief is vir onderwyserleer in die ontwikkelingsprogram gekies. Die metodologie volg die beginsels van ontwerpnavorsing waarna ‘n drie-fase onderrig-eksperiment ontwerp en in werking gestel is. Die navorser en die onderwysers het byeengekom vir ontwikkelingsessies; die onderwysers is op ‘n gereelde basis tydens die program besoek om hul onderwyspraktyk waar te neem. Hul ontwikkelende didaktiseringspraktyke is gedokumenteer en die data is kwalitatief geanaliseer. Onderwysers se didaktiseringspraktyke het wel gedurende die negemaande program ontwikkeling getoon. Hierdie didaktiseringspraktyke het egter teen verskillende tempo’s ontwikkel en daarom kon ‘n hierargie van die ontwikkeling van didaktiseringspraktyke saamgestel word. Die impak van hierdie program op onderwysers se veranderende hulpbronne, doelstellings en oriëntasies is ook gemeet. Die drie aspekte het in hierdie nege maande verder ontwikkel. Die voorgestelde program in hierdie studie mag moontlik ‘n gepaste model wees om indiens en voornemende wiskundeonderwysers te ontwikkel. Die studie lewer ‘n bydrae tot ‘n beter begrip van onderwyserhandelinge in ‘n klaskamer, asook hoe onderwysers hul eie denke en praktyke kan verander.
31
Carey, Francis. "Conscientization and in-service education in Zambian primary school teachers". Thesis, University College London (University of London), 1986. http://discovery.ucl.ac.uk/10019596/.
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32
Zhao, He. "Chinese Primary School Teachers' Perceptions and Experiences of Outdoor Education". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149673.
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Outdoor education as a cultural construct comprises outdoor activities, personal and social development, and environmental education. However, the learning process within the Chinese educational system is mainly based on traditional models of teaching. As a relatively new and progressive teaching method, outdoor education tries to find and consolidate its place within the existing educational system. Thus, the aim of the current research is to investigate Chinese primary school teachers' perceptions and experience in outdoor education. Specifically, ten Chinese primary school teachers reported their views and experiences about outdoor education. The current research uses qualitative approach methodology, which specifically is thematic analysis of data extracted from semi-structured interviews with those ten Chinese primary school teachers. From the thematic analysis of the data four themes emerged to report the participants' opinions. The participants revealed their basic knowledge and perceptions about outdoor education and presented examples including some characteristics of outdoor education. However, they emphasized outdoor activities more than other characteristics and tend to consider outdoor education as environmental education, without other essential aims, theories and practices that defined this multidimensional approach. Besides, although Chinese education is still based on traditional teaching and learning approach, the participants showed the willingness to enrich their classes in various ways. The outdoor activities in their classes were mainly combined observation and participation. The participants also revealed that the places they chose were mainly schoolyard and other places out of the classroom but still within the school. Moreover, Chinese primary school teachers acknowledged several benefits of practicing outdoor education such as stimulating multi-senses to help experience, improving social relation and both mental and physical health, promoting educational knowledge and attitude, developing creativity and imagination, and increasing interest and participation. Additionally, the participants reported several barriers that suppress their willingness of practicing outdoor education, such as restricted time, limited place, large population, lack of financial support, air pollution situation, weather factor, insufficient pedagogical training, lack of preparation, teachers' attitude and preference. It is highlighted by the participants that air pollution situation and large population are two essential factors that prevent them applying outdoor education. The above findings contribute to the current limited scientific knowledge concerning the practice of outdoor education in the context of China. Thus, further qualitative research is a prerequisite so that the results of the current research can be testified and be further discussed.
33
Beard, Darlisha. "Primary Grade Teachers' Perceptions of Parental Involvement in School Activities". ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4592.
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Researchers have concluded that parental involvement is necessary for students' success in school because parent involvement in school activities can positively affect children's learning and school experiences. Parent presence and participation is lacking in an urban school district in western Tennessee. The purpose of this study was to investigate parents' participation in school activities, the current level of parental involvement, and teachers' perceptions related to ways to engage parents more effectively in participating in school-related activities. A conceptual framework of Epstein's model for parental involvement and Hoover-Dempsey's model of the parental involvement process guided this study. The research questions focused on primary teachers' perceptions about parental involvement, the influence of parental involvement, and ways to engage parents in school activities. A case study design was used to capture the insights of 7 participants through 1-on-1 interviews, reflective journals, and artifacts in the form of parent contact logs. Emergent themes were identified through an open coding process and the findings were developed and validated through member checking and triangulation. The findings revealed that primary teachers want to engage parents in school activities, that teachers believe parent involvement is a positive motivator for students, and that teachers need more strategies to effectively engage parents. A project was designed to provide strategies to meaningfully engage parents in school activities. This study may influence positive social change by supporting teachers' and administrators' efforts to improve engagement with parents in school-related activities.
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Tamburri, Sarah Jane. "Primary school teachers’ experience of mathematics education: A phenomenological study". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2321.
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Researchers and policymakers agree that all children can learn mathematics, and research has shown that teaching practices have a significant impact on student learning and achievement. Therefore, it is important that teachers are supported in their development as professionals and mathematics educators. This research gives a voice to a small number of primary school mathematics teachers, providing insight into their experience of mathematics education, from their perspective. In-depth interviews form the basis of data collection and these have been analysed through a transcendental phenomenological approach. The insights gained into teachers’ experiences and perspectives provide a deeper understanding of their role and opens the door to a necessary conversation on what success in mathematics looks like and how it can be best supported. The feeling of being time-poor was significant, contributing to a situation where teachers faced a choice between what they think would be best for students and meeting external requirements. The participants described how different schools vary, and how different working environments have impacted their experience of mathematics education. These new understandings have implications for policymakers, school leaders and professional learning providers, as they lead to recommendations regarding the curriculum, supportive working environments, and necessary resources for teachers.
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McSorley, Julie A. F. "Primary school teachers' conceptions of the teaching of art criticism". Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36691/1/36691_Digitised%20Thesis.pdf.
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Wong, Ip-kit Edward. "Factors contributing to job satisfaction amongst Macau secondary and primary school teachers implications for schools management /". Click to view the E-thesis via HKUTO, 1985. http://sunzi.lib.hku.hk/HKUTO/record/B38626822.
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Andersson, Emelie. "Teachers' Attitudes Affect Students : A Study of Swedish Primary School Teachers' Attitudes towards CLIL". Thesis, Högskolan i Gävle, Engelska, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29832.
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Teachers play an important role in teaching English as a second language. Since many studies of students’ attitudes towards leaning English already exist this study aims to compensate the lack of studies examining teachers’ attitudes towards methods of teaching English as a foreign language. The main focus of the study is on Content and Language Integrated Learning (CLIL). The definition and effects of CLIL are presented and discussed as well as pedagogical implications about teaching English as a foreign language. Via an online survey questionnaire, this study examines the attitude towards CLIL of ninety-seven teachers in the Swedish primary school’s preschool class to grade three. Findings of this study implicate that teachers in general have a positive attitude towards a content integrated approach to teaching English as a foreign language. Finally, suggestions for future research are presented.
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Lam, Yee-mei Loretta. "Teacher stress encountered by Hong Kong secondary and primary school teachers similarity and disparity /". Click to view the E-thesis via HKUTO, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37598673.
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Tong, Mui-fan. "Teachers' involvement in the implementation of school-based management : a case study in a government primary school /". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278278.
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Gronn, Donna y res cand@acu edu au. "Teachers Mentored by Students in Using ICT". Australian Catholic University. Trescowthick School of Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp230.30042010.
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Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.
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Wong, Kwai-lan Michelle. "Rewards and punishments : primary teachers' perceptions of their pupils' views /". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710274.
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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.
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Mok, Sau-fong. "Pastoral care in Hong Kong primary school : a case study /". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25755031.
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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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Rafiq, Mohammad Bhuiyan Shafi Ullah. "Attitude towards school health promotion among primary school teachers' in Putthamonthon district, Nakhonpathom, Thailand /". Abstract, 2006. http://mulinet3.li.mahidol.ac.th/thesis/2549/cd387/4637902.pdf.
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Lo, Kwan-hung y 羅君雄. "Job satisfaction of teachers of primary schools in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957328.
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Koral, Nesrin Özlem. "A atudy primary school teachers' perceptions of the total quality management principles". Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/12604768/index.pdf.
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Fiorillo, Risa Maree. "Music handbook for primary grade teachers". CSUSB ScholarWorks, 2001. https://scholarworks.lib.csusb.edu/etd-project/1739.
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Academic research in the area of music and learning has proven that there is both a deficiency and need for classroom music education commencing at the primary grade levels. The research has shown that by incorporating music education into the academic curriculum the arts can be more effectively taught and other academic subject areas can gain from the diverse teaching strategies the arts bring to education. There are two goals of this project. One is to demonstrate to teachers what primary grade level students should be learning in music. A second goal of this project is to design a music education handbook for primary teachers that can serve as a basis for intergrating music into the curriculum. This handbook takes into consideration the general lack of sufficient teacher training in music instruction, along with teaching time constraints, and potential roadblocks, such as the acquisition of music and instrumental supplies.
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Zayim, Merve. "Investigating The Relationship Between Primary And Secondary Level Public School Teachers". Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612345/index.pdf.
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The purpose of this study was to investigate the relationship between teachers&rsquointentional, emotional, and cognitive readiness for change and perceived faculty trust in colleagues, in principal, and in clients (students and parents).The study was designed as a correlational study and the participants comprised of 603 teachers working at primary and secondary level public schools selected from the four school districts in Ankara via cluster sampling. For the data collection, newly developed Readiness for Change Scale and Turkish adaptation of Omnibus T-Scale were utilized. Both descriptive and inferential statistics techniques (Canonical Correlation) were used for the data analysis. Confirmatory factor analysis for Readiness for Change Scale and Omnibus T-Scale were also performed within the scope of this study. Descriptive and inferential statistical analyses were performed by the software PASW Statistics 18 while the confirmatory factor analysis was performed by the software AMOS 4. The results of the study revealed that teachers&rsquo
readiness for change and perceived organizational trust were significantly correlated with each other in a way that intentional, emotional, and cognitive readiness for change were all associated with teachers&rsquo
readiness for change and contributed significantly in perceived organizational trust. Conversely, the results indicated that perceived faculty trust in colleagues, in principal, and in clients (students and parents) are all correlated with perceived organizational trust, and contributed significantly in teachers&rsquo
readiness for change. Consequently, the results of this study revealed that organizational trust is an essential internal context variable, which is correlated with teachers&rsquo
readiness for change. In this respect, the decision-making body of educational organizations, MONE, and schools should undertake necessary precautions to empower trust-based relationship within the teacher, principal and client (students and parents) triangulation for effective implementation and desired outcomes of the change interventions.
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Harrap, Catrin. "Primary school teachers and child mental health : developing knowledge and understanding". Thesis, Cardiff University, 2016. http://orca.cf.ac.uk/94703/.
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Research estimates that around ten per cent of children in the UK between 5 and 16 years of age are diagnosed with a mental health disorder (MHD) (Green et al., 2005). The review of the literature suggests that teachers are not receiving specific training about child mental health (CMH) and lack confidence in their ability to respond to children’s mental health needs effectively (Trudgen and Lawn, 2011; Rothi, Leavey and Best, 2008). The reduced capacity of Child and Adolescent Mental Health Services (CAMHS) and increasing focus on early intervention has shifted government attention from clinical to community settings, such as schools (Stallard et al., 2012). Therefore, teachers are identified as ideally placed to promote CMH from an early stage and identify and respond appropriately to early indications of mental health issues (MHIs) (DfE, 2014b). This mixed methods study aimed to extend the research literature by exploring primary school teachers’ (PSTs’) current understanding of child mental health issues (CMHIs); their awareness and previous use of MH resources; and their perceptions of how they could best be supported to develop their knowledge. A questionnaire and semi-structured interview were designed to collect quantitative and qualitative data, which were analysed using descriptive statistics and thematic analysis. The findings indicate that the majority of PSTs had not received specific training about CMH and reported general uncertainty and confusion about the concept. The PSTs’ awareness and previous use of professional agencies were higher than their awareness and previous use of digital and literary resources. They requested opportunities for context-specific learning and ‘expert’ support, similar to mentoring and coaching models, in order to learn about CMH. The strengths, limitations and implications for educational psychology are discussed.