Tesis sobre el tema "Study and teaching (primary)"
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1
Cheung, Chi-kit y 張志傑. "Lower primary students' understanding of whole number addition and subtraction". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960030.
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2
Ireland, Joseph Ernest. "Inquiry teaching in primary science : a phenomenographic study". Thesis, Queensland University of Technology, 2011. https://eprints.qut.edu.au/45772/1/Joseph_Ireland_Thesis.pdf.
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In spite of having a long history in education, inquiry teaching (the teaching in ways that foster inquiry based learning in students) in science education is still a highly problematic issue. However, before teacher educators can hope to effectively influence teacher implementation of inquiry teaching in the science classroom, educators need to understand teachers’ current conceptions of inquiry teaching. This study describes the qualitatively different ways in which 20 primary school teachers experienced inquiry teaching in science education. A phenomenographic approach was adopted and data sourced from interviews of these teachers. The three categories of experiences that emerged from this study were; Student Centred Experiences (Category 1), Teacher Generated Problems (Category 2), and Student Generated Questions (Category 3). In Category 1 teachers structure their teaching around students sensory experiences, expecting that students will see, hear, feel and do interesting things that will focus their attention, have them asking science questions, and improve their engagement in learning. In Category 2 teachers structure their teaching around a given problem they have designed and that the students are required to solve. In Category 3 teachers structure their teaching around helping students to ask and answer their own questions about phenomena. These categories describe a hierarchy with the Student Generated Questions Category as the most inclusive. These categories were contrasted with contemporary educational theory, and it was found that when given the chance to voice their own conceptions without such comparison teachers speak of inquiry teaching in only one of the three categories mentioned. These results also help inform our theoretical understanding of teacher conceptions of inquiry teaching. Knowing what teachers actually experience as inquiry teaching, as opposed to understand theoretically, is a valuable contribution to the literature. This knowledge provides a valuable contribution to educational theory, which helps policy, curriculum development, and the practicing primary school teachers to more fully understand and implement the best educative practices in their daily work. Having teachers experience the qualitatively different ways of experiencing inquiry teaching uncovered in this study is expected to help teachers to move towards a more student-centred, authentic inquiry outcome for their students and themselves. Going beyond this to challenge teacher epistemological beliefs regarding the source of knowledge may also assist them in developing more informed notions of the nature of science and of scientific inquiry during professional development opportunities. The development of scientific literacy in students, a high priority for governments worldwide, will only to benefit from these initiatives.
3
Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division". Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.
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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types.
It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably.
In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems.
Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group.
These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
4
Chung, Shuk-fan y 鍾淑芬. "Teaching of rhyming skills in poems for primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.
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5
Newton, Susan Sublett. "Integrating social studies and literature using folktales". CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/583.
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6
Wong, Monica May Dze. "Assessing students' knowledge and conceptual understanding of fraction equivalence". Thesis, The University of Sydney, 2009. https://hdl.handle.net/2123/26036.
Texto completoResumen
Teachers recognise that many students of all ages experience difficulties understanding fractions, especially fraction equivalence. These students often resort to the application of procedures without understanding or invent their own based on their misconceptions. To advance students’ learning with understanding, teachers must gain insight into student thinking. By knowing what students can and can’t do, teachers can adjust their instruction by focusing tasks and lessons on particular areas of concern. Considerable research into fraction understanding was undertaken during the 1980’s. Few if any studies, rigorously tested, pencil and paper based assessments that measure students” knowledge of fraction equivalence. General fraction assessments which do incorporate fraction equivalence items are limited in their scope and focused primarily on what students can do, while the diagnostic potential of such items has received minimal consideration. When assessment tasks are valid and reliable, the adequacy of students’ responses should reflect the quality of their conceptual understanding, and alert the teacher to any misconceptions their students may possess. This study addresses a gap in assessment of students’ knowledge and conceptual understanding of fraction equivalence. The purpose of this study was threefold. Firstly, to design and develop a pencil and paper based instrument to assist in the diagnosis of students” misconceptions, and to establish their level of knowledge and understanding of fraction equivalence. Secondly, review responses to individual items to identify students’ correct and incorrect calculation strategies, and assist with the identification of common fraction equivalence misconceptions. Finally, develop a pathway for understanding fraction equivalence to assist teachers focus their instruction to extend students’ knowledge and address their misconceptions.
The Assessment of Fraction Understanding (AFU) developed as part of this study, underwent rigorous testing using a two phase design with each phase comprising a quantitative and smaller qualitative component. During the first phase, Initial Instrument Testing, the Assessment of Fraction Understanding version 1 (AFle) was administered to 297 students in grades 3 to 6 attending three Sydney primary schools. The reliability of the instrument was examined by the application Rasch analysis. Results showed that AFUv] could be improved. Consequently, the instrument was reviewed and revised, and a second phase, Confirmatory Instrument Testing was conducted. The Assessment of Fraction Understanding version 2 was administered to 349 students in grades 3 to 6 attending another three Sydney primary schools. Rasch analysis confirmed the Assessment of Fraction Understanding version 2 as valid and reliable. During each stage of testing, interview data were also collected to confirm and extend the calculation strategies hypothesised from the quantitative assessment data. Significant results of the study include the development and confirmation of the Levels of Understanding of Fraction Equivalence table which can be used by teachers to identify at a summary level, key components of understanding for each student. Three empirically based learning pathways for area models, number—line models and written language were also established and confirmed. These pathways enable teachers to the identify four aspects of learning for each student: (a) knowledge that has been mastered, (b) likely misconceptions that will be exhibited, (0) knowledge required to further conceptual understanding, and (d) instructional focus to overcome misconceptions and enable acquisition of further knowledge and understanding.
7
Wagiet, Razeena. "Environmental education : a strategy for primary teacher education". Thesis, Rhodes University, 1997. http://hdl.handle.net/10962/d1003394.
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This research focuses on environmental education in initial teacher education, and is grounded in three interlinked and widely recognised assumptions. First, that education for sustainable living can assist in resolving some environmental problems that are contributing to the environmental crises of sustainability currently facing South Africa and the rest of the world. Second, that education for sustainable living can assist in the establishment of a new environmental ethic that will foster a sustainable way of living. Third, that teacher education is a vital process for the attainment of both. These assumptions inform the aim of this research, which is to explore the potential for the implementation of education for sustainable living, and to identify a strategy for this, for initial teacher education, for senior primary school student teachers in the Western Cape. The strategy is derived following the grounded theory approach, developed through the case study method. In the process of identifying the strategy, this study establishes that there are challenges at macro, meso and micro levels that are obstructing the changes necessary for education for sustainable living. Change theory provides the basis for explaining these shortcomings, by helping to identify the barriers that might obstruct the realisation of the changes that are necessary for education for sustainable living. These challenges need to be perceived in the light of overcoming three sets of barriers in the way of the potential implementation of education for sustainable living in teacher education. First are those that can be ascribed to the formal education system that, while clinging to Western, Eurocentric values on the one hand, bave also failed to secure a policy for environmental education on the other. Second are the barriers ascribed to the teacher educators themselves, with the whole notion of their powerlessness at its core. Finally, there are the logistical barriers, which encompass, for example, time and financial constraints. With these barriers as a backdrop, to facilitate the incorporation of environmental education into initial teacher education, the study identifies a need for the development of a strategy to secure that education for sustainable living assumes its rightful place in the curriculum for initial teacher education. This framework emerges from the theory grounded in the interviewees' responses during the research, and from the theory grounded in the literature. Central to this framework is for education for sustainable living to contribute to the realisation of real change, change that would further the transformation of our conflict-riddled and inequitable society towards a more democratic and just one. This thesis demonstrates that the realisation of the changes necessary for education for sustainable living demand a reconstruction of current teacher education in order to secure and to sustain an appropriate and sound education ethic to form the basis of a trans formative teacher education curriculum for sustainable living within initial teacher education. Except formal policy, but central to overcoming these barriers, is the need for professional development programmes for teacher educators. A strategy in this regard, is outlined.
8
Naidoo, Anandhavelli. "Developing a problem solving approach to primary mathematics teaching: a case study". Thesis, Rhodes University, 1992. http://hdl.handle.net/10962/d1003374.
Texto completoResumen
According to recent research a focus in teaching mathematics to children is the development of problem solving abilities. Problem solving means the process of applying mathematical knowledge and skills to unfamiliar situations. A case study was done using a problem solving approach to the learning and teaching of mathematics with a sample of teachers registered at the Umlazi College For Further Education. These teachers were familiar with the traditional approach of teaching mathematics through drill and practice methods. The new syllabus that is to be implemented emphasises a problem solving approach to the teaching of mathematics. This study set out to implement a problem solving approach with primary school mathematics teachers so that they would be someway prepared for the innovations of the new syllabus. Workshops were conducted using an action research approach with discourse and practice leading to reconstruction with improvements. Early theorists like Piaget and Bruner offered ways of understanding children's learning, to help the teacher develop his teaching. Dienes introduced an element of play and Dewey spoke of the importance of experience. Dienes and Dewey show the first positive signs of recognising the importance of social interaction in the learning situation. Social interaction lays emphasis on language and discussion in the mathematics classroom. A social constructivist model of teaching and learning was used for the research. This research includes a study of the established ideas on developing a problem solving approach to mathematics teaching. These ideas were incorporated into the workshops that the group of teachers attended. During the workshops teachers were gradually exposed to the essence of problem solving techniques through much group discussion and doing practical exercises, which they could then implement in their classes. The teachers reported back at each subsequent workshop. A non-participant observer evaluated the development at the workshops. The workshops' success was evident from the change in the teachers' attitudes and behaviour as well as their feedback of what transpired in the classroom. They reported on the change in their roles as information suppliers to facilitators where the thinking process was focused on, rather than the importance of a correct answer. In the workshops the teachers themselves moved from passive listeners to active participants. It would appear from this preliminary investigation that through using a problem solving approach in workshops, inservice teachers can benefit constructively from this approach and will attempt to use it in their own teaching.
9
Webster, Dianne Robin. "The impact of take-home family oriented science activities on primary school students' science learning : the SAKs project". Thesis, The University of Sydney, 2008. https://hdl.handle.net/2123/28968.
Texto completoResumen
The development of systematic methods of studying natural phenomena has led to
a body of scientific knowledge that underlies our technological society. As scientific
knowledge expands science literacy for all citizens is becoming increasingly important
both in everyday situations, and to ensure appropriate allocation of resources to scientific
research and development. Like scientists, young children are eager to learn about the
world and readily engage in informal science-related experiences. This study addresses
the value and viability of children and their parents using science activities at home.
A social constructivist orientation underpinned this exploration of how parental
involvement can positively influence children’s science learning in their home
environment. Families of fifty-five Year 1, forty-five Year 3 and thirteen Year 5 primary
school children participated in the Science Activity Kits (SAKS) project. Parents were
asked to help their children complete a total of twenty-six pre-packaged science activities
that were distributed between a series of five kits and sent home from school. Each
activity included a brief explanation of the underlying science. Questionnaires and
written comments from children and parents were used to monitor ways they used the
kits. The youngest children had most assistance from parents and were more likely to
complete all activities. Many of the Year 3 and most Year 5 children worked
independently even when parents were available. When there was little evidence of
parental input, children’s logbook entries were more likely to indicate that the child had
difficulty with instructions or interpreting investigation results. Year 3 boys were less
likely to complete all kits than Year 3 girls and all Year 1 children. Interactions between
children’s approaches to the task, literacy skills, kit contents and the nature of parent
support all appeared to influence kit completion.
Families reported that despite issues with available time they enjoyed the SAKs’
experience and that their children were learning about science. Not only was parents’
participation in science learning highest with the youngest children but also older
children were more likely to lose interest in learning science when there was little
support. Science education is important and parental involvement enhances science
learning of young children. The study demonstrates that science must be included in early
childhood education and that parents should be involved wherever possible.
10
Crameri, Leo G. "The relative effectiveness of four different approaches to instruction in the mastery of the basic division facts". Thesis, Queensland University of Technology, 1986. https://eprints.qut.edu.au/36486/1/36486_Crameri_1986.pdf.
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In recent years, a number of studies have been conducted into the
teaching and learning of the basic facts of arithmetic. Only a very
small number of these have included the operation of division or the
use of a computer as an aid to learning. Yet, the results from the
second National Assessment of Educational Progress in the US and the
1980 Australian Studies in School Performance indicated that many
primary-aged children did
they did on the addition,
highly desirable that
not achieve as well on the division facts as
subtraction or multiplication facts. It is
children be able to recal 1 the basic number
facts accurately and instantly. Automatic recal I of the division
facts is needed if students are to successfully solve long division
calculations, write common fractions in simplest form and estimate
answers to problems involving division. As Gagne (1983) stated, this
knowledge "would be best not just learned, not just mastered, but
automatized" . In what ways, then, can this automatisation be best
achieved in the classroom?
The purpose of this study was to investigate the learning of the
basic facts of arithmetic by children in a local State primary school.
Speciflcal ly, the relative effectiveness of four different approaches
to instruction in the mastery of the ninety division facts by two Year
5 classes of boys and girls was assessed.
question was asked:
The fol lowing general
How do
1.
2.
3.
4.
the treatments affect the variables:
number of facts correct within a given time:
power accuracy (that is, accuracy within the given
time);
accuracy (given unlimited time); and
time taken to attempt all facts
as exemplified on the posttest and short-term and long-term
retention tests?
The effects that the treatments had on the initial learning of the
division facts and the retention of them over short-term and long-term
periods of time were examined. A course of instruction in the
conducted prior to instruction on the
formal study had been undertaken.
labelled "think multiplication" and
basic multiplication
division facts for
The instructional
"think share", each
facts was
which no
modes were
with and
without the aid of a computer. The 56 students were randomly assigned
to one of the four treatment groups. In order to solve an unknown
division fact, the think-multiplication group was taught to focus on
the related multiplication fact while the think-share group shared
discrete objects into sets. The two computer groups interacted with
a commercially produced, drill and practice program on an Apple 1 l+
microcomputer after the corresponding, conceptual base for division by
two and five had been established.
Al 1 four groups made considerable gains in accuracy and speed of
recall of the division facts over the study period. Several
differences that were significant (p < 0.05) were found. Children who
used the think-share strategy were more accurate on these facts on the
posttest and short-term retention test than those who employed the
think-multiplication strategy. However, children who used the
think-multiplication strategy took less time to complete the facts on
the posttest and short-term retention test than those who used the
think-share strategy. No significant differences were found between
the computer and non-computer groups.
It was concluded that computer-aided instruction (assuming a
conceptual base had been formed for divison) can be as effective as a
thinking-strategy approach incorporating practice and drill. It would
appear advantageous to introduce the think-share strategy initially to
develop accuracy, followed by the think-multiplication strategy to
develop instant recall of the division facts. Indeed, it would be
possible to combine these two strategies into one strategy by sharing
discrete objects to form a multiplication array. This may be the best
strategy, combined with practice and drill including computer-aided
instruction, to use in the teaching and learning of the basic division
facts. A necessary prerequisite would be a high level of
multiplication strategy maturity and hence multiplication achievement.
11
Lee, Suk-ching Penelope y 李淑靜. "Teachers' usage of textbooks in primary six classes: an investigation on how primary six social studies andmathematics teachers use textbooks in their teaching". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958783.
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12
Tsang, Man-sing y 曾文聲. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958849.
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13
Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
14
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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15
Niblack, Linda Marie. "Videotaping: A tool for self-evaluation in language arts processes". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/958.
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16
Chan, Pik-shan Esther y 陳碧珊. "Assessing the suitability of English language teaching materials at primary level: a comparative evaluation oftextbooks for the Hong Kong (1981) primary English syllabus". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B42128213.
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17
Andrews, Ann E. "Key elements of a quality literature program". CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
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18
Chan, Wai Tsz Ethel. "A study on Hong Kong primary English teachers' general beliefs and teaching practice in teaching English pronunciation". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/350.
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19
Teixeira, Adla Betsaida Martins. "The domestication of primary school teaching : a Brazilian study case". Thesis, UCL Institute of Education (IOE), 1998. http://eprints.ioe.ac.uk/21964/.
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This thesis explores the ways in which the work of women teachers in primary schools in one region of Brazil has been re-defined by agents within the school itself. The investigation was pursued through semi-structured interviews with 48 women teachers and 14 school managers working mainly in poor communities. It reflects the experiences of teachers from Municipal schools in one of the developed cities: Belo Horizonte. Informal talks with teachers involved in activities outside classroom, other school staff such as secretaries and door-keepers, and parents encountered at the school entrance (some parents agreed to participate in tape-recorded interviews) also provided useful information for the study. Among the secondary• material collected during the field work were visual and written didactic texts used inside schools, the school files relating to discipline problems between pupils/parents and teachers, and the school files of "Colegiado" meetings. Also inside schools, observations were made of school meetings with parents; pedagogical meetings and a extraschool activities such as paren& and pupils' preparation for a party and showing of a school video. A search of written material from local newspapers archived by the Teachers' Union related to teachers was conducted. Visits to, and contacts with, the Municipal Secretary of Education provided material on extra-school administration. Study at the local University, with its extensive archive of recent studies on the history and conditions of work of women teachers in Brazil, in the State of Minas Gerais and specifically in the Municipal schools of Belo Horizonte,was a rich source of academic material for this study. It is suggested that the domestication of teachers' roles has been promoted within schools by teachers, the school managers and others involved in school life (parents, pupils and other school staff). This has led to a considerable increase in the number of roles schools and teachers are required to fulfil in communities with serious economic and social limitations. In a society where state social support is insufficient, schools provide palliative solutions for a range of needs. However, as schools become increasingly involved in business other than formal education, teachers' roles have changed and thus are judged through a gendered filter iii which stresses femininity over professionalism. Women's acceptance of poor working conditions and their involvement in the immediate social problems of pupils and local communities has been beneficial for the Brazilian and State governments, as well as for the local community. However, there have been negative consequences for the development of better ways to teach children from these communities and the status and socio-economic position of teachers themselves. The domestication of the roles of women in teaching has thus had long-term negative consequences for the education of the poor.
20
Liu, Chun-lung y 廖進龍. "Implementing ICT into teaching in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.
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21
Liang, Xiaohua y 梁小华. "Investigating how activities mediate student peer talk in an English immersion context in the mainland of China". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B45895673.
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22
Chan, Lim-ha y 陳念霞. "Do primary students study differently in different subjects?" Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30234360.
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23
Lau, Ching-heung y 劉清香. "A comparison of formative assessment practices in primary mathematics classroom in Guangzhou, Hong Kong and Melbourne". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208791.
Texto completoResumen
This study compares formative assessment practices in primary mathematics classrooms in Guangzhou, Hong Kong and Melbourne. Nine schools (three in each research location) were studied to examine the similarities in and differences between formative assessment practices for mathematics, and to identity underlying factors that may account for these similarities and differences. Videotaped classroom observations and face-to-face semi-structured teacher interview were the main data collection methods employed.
The study identifies several similarities and differences in formative assessment practices by reviewing a total of 1140minutes of videotaped classroom observations (380 minutes from each city). Four similarities were noted: (a)a common structure of formative assessment practice; (b) providing feedback on what students had done well and what they needed to improve; (c) encouraging students to engage actively in the feedback process; and, (d) infrequent use of practical assessments. In addition, six differences were found: (a) interpreting, judging and suggesting on students’ work; (b) forms of assessment (including self and peer assessment); (c) assessment items; (d) effective feedback;(e) specific format for presenting mathematics; and, (f) ways of receiving feedback.
Three key factors have been suggested to account for the similarities in and differences between formative assessment practices in primary mathematics classrooms in the three research locations: (a) cultural influences on mathematics learning and examinations; (b) assessment reform initiatives; and, (c) teachers’ conceptions about formative assessment. This study contributes to the understanding of formative assessment practices in the classrooms by proposing a theoretical framework for comparing formative assessment practices that takes into account cultural, social, school and classroom factors. Potential directions for future research are suggested, including further comparisons of mathematics formative assessment practices at other schools in Guangzhou, Hong Kong and Melbourne, and in other countries with similar cultural backgrounds.published_or_final_version
Education
Doctoral
Doctor of Philosophy
24
Sijula, Thembekile Faith. "Nurturing democratic virtues: a case study of a primary school in Khayelitsha". Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
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The study sought to explore the priorities and practices of educators with regard to the mediation of moral qualities/democratic virtues related to education for citizenship by means of a case study in one school. In South Africa educators are regarded as among the stakeholders responsible for the mediation of values and morals in children and youth so that they will be effective citizens of democracy. Hence the school is seen as an important context in which this could take place. Citizenship education usually contains a moral element. Practices of moral development generally draw on the work of Kohlberg, which is linked to a Piagetian understanding of development. Vygotsky&rsquos approach focuses on the contribution that the context has on cognitive
development and suggests that this may also be important for moral development. However there is little evidence available concerning the effectiveness of specific interventions. Two groups of educators and one group of learners were interviewed.
Educators were asked what moral qualities/democratic virtues they regarded as important to nurture in the learners at this school and what they did to nurture these virtues. Learners were also asked the same question and what they saw their educators doing in order to mediate these moral qualities/democratic virtues. Any constraints and successes were explored together with what educators thought could be done to improve the situation. The theoretical understanding of the research was constructivist and it followed a qualitative case study approach. Data were collected using semistructured interviews and were analysed using a thematic analysis approach. Before the research was undertaken permission was sought from the Western Cape Education Department and the study was conducted following the guidelines for ethical research set by the American Psychological Association. The main priorities that emerged as moral qualities/ democratic virtues that educators thought were important to nurture, were accountability, respect, and commitment to &ldquo
being good.&rdquo
Socially desirable behaviours that were highlighted were the following: economic initiative, citizenship, and politeness and consideration. Cognitive qualities that they thought were important to nurture were the following: open mindedness, literacy, and numeracy. There were also skills that the educators thought were important to nurture in their learners which did not seem to have a moral dimension. The main practices mentioned were: modelling, active instruction and discussion, and discipline. Educators highlighted the importance of consistency throughout the school. Constraints mentioned were the following: lack of discipline, socio-economic factors, and lack of parental involvement. Supportive factors mentioned were parental support, and consistency and collaboration.
25
Winstanley, Rhuna. "Beginning teaching : the ideal and the reality : a study of primary teachers in the first four years of teaching". Thesis, University of Gloucestershire, 1992. http://eprints.glos.ac.uk/3109/.
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The aim of the study is to examine the perceptions of a sample of graduate teachers (B. Ed. Hons. ) in primary schools of beginning teaching. It consists of a questionnaire survey of 57 teachers in he first year of teaching (1986-1987) and case studies, based on interviews, documents and questionnaires, of 10 teachers during their first four years of teaching (1986-1990). The study begins with a brief outline of its purpose and methods (Introduction) and an account of influences an teachers and teacher training from 1970-1990 to place it in context (Chapter 1. ). Part 1. (Ch. 2-6) gives details of the survey. Data analysis Shows that the training course was seen as helpful by more teachers than any in-service support, although this was still a minority. Teachers were at different developmental stages and the majority received little inservice support and found evaluation of teaching difficult. Certain 'beliefs', for example a belief in group teaching, were widely held. In Part 2. (Ch. 7-10) methods of data collection and analysis for 10 case studies are given. A synthesis of data in the form of a life history was sent to each subject for verification at the end of four years. Theoretical frameworks adopted from Fuller (1969). Lacey (1977) and Berlak and Berlak (1981) were used in analysis of life histories to form case studies, allowing themes to emerge. Comparison of the case studies in an analytic survey suggests that new teachers enter teaching with an 'ideal' but find adjustment necessary to the reality of being a class teacher. In the first year of teaching student teaching practice is seen as unrealistic, giving insufficient experience in teaching basic skills, class organisation and long-term planning. Years 2-4 mark a period of professional growth, when teachers appear to learn more effectively from their teaching experience, placing theory in a practical context. Although it appears that the theoretical base of the ideal of teaching may have been imperfectly conceptualised as a student, the ideal is retained. Once teachers begin to 'know the Job' they look for further intellectual stimulus and career challenge and this nay occur in the second or third year of teaching. In Chapter 11. the influence of personal theory disposition an the development of theory-practice relationships is considered and related to theories associated with teacher learning. Conclusions from the study and implications for initial training, teacher development and further research are discussed. The importance of extended school experience with opportunity for reflection and analysis of teaching is argued. Training for mentors is urged as a means of pronoting collaborative enquiry between mentor, student/new teacher, and college tutor, establishing continuity between training and induction and stimulating whole school development. The need for attention to student teachers' individual learning needs, and to their acquisition of the broad range of competencies required for classroom teaching and for reflective analysis and further professional development, is also stressed. A brief conclusion points to the compromise entailed in drawing generalisations whilst attempting to preserve the individual teacher's 'voice'.
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Callaghan, Fiona. "Year one children's literacy behaviours and perceptions of literacy learning in the classroom and reading recovery contexts". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/740.
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This study investigates the ways in which four Year One children engage in the literacy events of their regular and Reading Recovery classrooms. It explores how these children perceived their beginning reading instruction and possible relationships between the children's perceptions and the ways in which they ‘did' literacy in each setting. The study draws on research in beginning reading instruction from both a psychological and socio-cultural perspective, as well as research into withdrawal programs for children experiencing difficulty in learning to read and the Reading Recovery program itself. A case study approach was used in this study and data collection methods included videoetaped observations of the children in their two classrooms, interviews and examination of artefacts. Observation data was categorised into two main groups of reading and writing behaviours and literacy related behaviours. Results showed similarities in the children's reading and writing behaviours across the two settings, with some differences noted in their literacy-related behaviours from one setting to the other. The differences were particularly marked in the children's dispositions to literacy learning, with two of the children showing a more active learning stance in Reading Recovery than in the classroom setting. These results are interpreted in light of previous research literature on classroom learning, continuities and discontinuities between classroom and withdrawal settings, and the effectiveness of the Reading Recovery program. It is suggested that while the withdrawal reading program may assist children to develop their reading and writing skills it may not necessarily develop in children an active learning stance and a positive disposition for literacy learning. The study points towards the need for both classroom and withdrawal teachers to work collaboratively to carefully monitor the individual reading and writing behaviours, literacy learning behaviours and learning stances of at-risk Year One children.
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Kirchhoff, Mary Annette. "Promoting responsible environmental behavior in second grade students". CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3142.
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This project provides a convenient way to incorporate environmental education into the already exiting curriculum. Many of the environmental lessons and activities provided in this project cover language arts and math standards as well as providing students with the environmental knowledge, sensitivity, and skills they need.
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Russo, Iris Jackeline. "The impact of children's literature on the environmental awareness of a population of second grade students". CSUSB ScholarWorks, 2008. https://scholarworks.lib.csusb.edu/etd-project/3348.
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This project aimed at helping second grade children gain environmental sensitivity and awareness by infusing the existing English Language Arts curriculum with environmental activities. The purpose is to demonstrate how one can infuse the California state's mandated curriculum, Houghton Mifflin, with children's literature in order to promote environmental sensitivity and awareness.
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Maclellan, Euphemia M. "Teaching addition and subtraction by the method of bidirectional translation : an empirical study". Thesis, University of Stirling, 1990. http://hdl.handle.net/1893/2083.
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Bidirectional Translation, devised by the author, is a structured approach to the teaching of addition and subtraction which aims to give children greater understanding of arithmetical operations. The approach systematically involves both: the translation of numerical representations into hypothetical, real world contexts; and the extraction of the appropriate numerical operations from hypothetical, real world contexts. It is this emphasis on translation from and to both the numerical representation and realistic contexts which gives rise to the name, Bidirectional Translation. An experimental group of 90 primary one children were taught to add and subtract (within 10) by the method of Bidirectional Translation. Post-test comparison of the experimental subjects' performance with that of a control group showed significantly superior performance on the part of the experimental subjects in terms of the utilizability of addition, the evocability of addition, the utilizability of subtraction and the evocability of subtraction for five different classes of verbal context, namely: Part-Part Whole, Separating, Joining, Equalizing and Comparison contexts. In all instances the probability of the results being chance ones were less than 5% and in most, were less than 1%. In both the experimental and control groups, most children performed better when they were required to utilize concepts than when they were required to evoke concepts. Similarly they performed better when they were required to add than when they were required to subtract. The differences, however, were not always significant. It is suggested that the effectiveness of the methodology of Bidirectional Translation is rooted in a structure which allows the child to make his/her thinking explicit and which allows the teacher to monitor this.
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Gurney, Jean Rosemarie. "An investigation into children's developing mathematical abilities". Master's thesis, University of Cape Town, 1997. http://hdl.handle.net/11427/16131.
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Bibliography: pages 83-85.This study examines children's developing mathematical abilities during the first three years of their schooling. More particularly, children in grades one, two and three of three different primary schools, in two different regions, had their performances on eleven mathematics tasks monitored over the course of 1996 to examine their developing mathematical abilities. These abilities were investigated in terms of task-particular performances and the assumed competencies (internal mental processes) underlying these performances. The data was generated through the use of a repeated measures design. The theory of the methods used to gather the data and to analyse the results is rooted in Vygotsky's (1978) experimental-developmental approach to the study of higher mental functions. This method of observation proved to be successful to the degree that it allowed for the study of changes in children's performances over a seven month period. The overall findings of the study revealed that the subjects in the sample population had the developmental readiness with which to improve their mathematical abilities. However, when this developmental readiness had to be taken further through formal instruction, their performances were inadequate. The investigation exposed the complexity and importance of language in the successful development of mathematical concepts. The data indicated that the subjects' learning was neither in advance of their development nor was it indicative of the constructivist approach to the task of teaching. Furthermore, there existed a conflict between spontaneous and formal knowledge in engaging with school mathematics tasks.
31
Chantler, Edward Wilmot James. "An investigation into the behaviour of a group of primary school children when using selected mathematical software". Master's thesis, University of Cape Town, 1987. http://hdl.handle.net/11427/17660.
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Includes Course Papers.Includes bibliographies.
Very little is known about how young children think and behave when faced by computers and the broad array of mathematical software available. Much of the software has been developed by adults in the way adults see young children reasoning. A class of twenty English-speaking boys of approximately 12 years of age were exposed to carefully selected mathematical software without adult (teacher) interference, to clarify how these pupils would react to that software. Special focus was placed on the interactions of three children throughout the series of twenty lessons, using two video cameras to record their behaviour. The size of the groupings was changed to consider the effect of group size on the pupils' interactions. Various 'themes' evolved out of reviewing the video recordings. These 'themes' were then linked to Research data. It appears that these pupils had great trouble in reading and interpreting instructions accurately. Also, the software made assumptions of what the pupils could do. The interaction and collaboration by the boys seemed at its best when they were in a group of two as 'peer equals'. The class recognised and used the services of those boys they considered 'experts' in the use of computers. The video-recordings showed that the pupils preferred having pencil and paper available to record information and their estimations, rather than having to rely on memory. It seemed to give permanence to their thoughts and make these more explicit and organised. An analysis of the data also showed that the software and the boys' reaction to it was distinctly sexist. The names of the software (SNOOKER, PILOT, MATHS - CARS IN MOTION, etc.) can be seen as male. The boys gave the computer a 'personality' and referred to it as a 'he'. Also, a disturbing tendency among these pupils was the way they interpreted the software and reacted to it in a distinctive military fashion. This can be attributed to the boys having to battle, explode or bomb their way to victory; to shoot something or be shot in much of the software available. My role of being 'non-expert' was an extremely difficult one as the pupils had expectations of me, and the shortcomings in the software obliged some form of interference. My conclusions are that the mathematical software needs to be appropriate and relevant to what is being done in the class rather than to exist on its own outside of it, and that it could aid the pupil to think about his thinking.
32
Graves, Deborah Bybee. "A primary unit on the desert". CSUSB ScholarWorks, 1986. https://scholarworks.lib.csusb.edu/etd-project/152.
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Li, Lai-king y 李麗琼. "A study of economics understanding of primary school students in Hong Kong". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957298.
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Park, Yee-han y 白綺嫻. "Primary mathematics teachers' pedagogical content knowledge of the teaching of quadrilaterals". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B31963481.
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Tsung, Lai Fun Maggie. "Teaching writing in a primary school using the process approach : a case study". HKBU Institutional Repository, 2000. http://repository.hkbu.edu.hk/etd_ra/357.
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Rooney, Barbara A. y n/a. "The teaching of science in a primary school : a case study". University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
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The 'Discipline Review of Teacher Education in Mathematics and Science' (Department
of Employment, Education and Training, 1989, p 81) concludes that science in primary
schools is in a state of crisis. This finding is not new as there have been concerns about
primary school science for many years. It is likely that one of the reasons why the
problem remains could relate to the attitudes and beliefs that teachers hold about the
subject and its importance in the primary school curriculum.
Another reason put forward relates to the limited background experiences in science of
many primary school teachers. In particular, their knowledge of content matter and
strategies for teaching the subject is limited. As a consequence, many primary teachers
do not feel confident to teach science so they avoid it or teach only units with which they
are familiar. This leads to inconsistent science teaching and an ineffective science
curriculum in many primary schools.
The research question, What factors influence the teaching of science in a primary
school?' is investigated through a case study of a primary school. Teachers' attitudes to,
and beliefs about, the subject are explored in relation to their background experiences,
teacher education and knowledge of science. How these factors influence their
classroom teaching is explored through the context of the physical environment and
culture of the school, the culture of teaching and the instructional leadership of the
principal.
The case study is based on information obtained from teacher surveys and interviews,
journal entries and school documents. A typology which helps clarify factors influencing
the teaching of science is developed. It provides insight into the problems of teaching
the subject and how they may be addressed. A case study of the principal adds to the
typology by providing the principal's perspective of science in the school.
It is likely that the school featured in the case study is representative of many primary
schools. The findings and recommendations may therefore have wider implications and
may contribute to more effective teaching of science in many primary schools.
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Wilson, Christopher D. "Male perceptions of teaching in the primary grades| A phenomenological study". Thesis, University of Phoenix, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3570377.
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Since the 1970s, a continuous decline in the number of males entering into the teaching profession has resulted in significant underrepresentation of male teachers in public schools, especially in elementary schools. The problem is applications to elementary school positions by females far outnumber applications by males. This qualitative phenomenological study was designed to identify potential male elementary school teachers’ perceptions of teaching in the primary grades and how the perceptions are influenced. Nine male veteran teachers and 11 male nonveteran teachers participated in the study. All data were collected with in-depth interviews using open-ended questions. Six relevant themes pertaining to attracting and retaining male teachers in elementary teaching emerged during data processing, including the decision to teach, stereotypical expectations about elementary teaching, the importance of money, reducing barriers for male teachers, the benefits of teaching, and technological teaching orientations. Exploration of the emergent themes on an individual basis provides information for school leaders that will help refine recruiting practices and allow leaders to target potential male elementary teachers more effectively.
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Modesti, Susanna <1991>. "A study on teaching English pronunciation in primary schools in Italy". Master's Degree Thesis, Università Ca' Foscari Venezia, 2016. http://hdl.handle.net/10579/8105.
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Il seguente elaborato tratta la questione dell’insegnamento della lingua inglese nella scuola primaria italiana dal punto di vista della pronuncia. La prima parte dell’elaborato affronta gli aspetti teorici, focalizzandosi sull’importanza dell’acquisizione di una corretta pronuncia della lingua inglese, sui fattori che influenzano l’acquisizione della pronuncia e sulle difficoltà principali degli italofoni nell’apprendimento della pronuncia della lingua inglese. Nella seconda parte sono presentati e analizzati i risultati dei questionari somministrati agli insegnanti e agli alunni di tre scuole primarie del Veneto. Lo scopo della ricerca è quello di descrivere un quadro generale riguardo alle opinioni degli insegnanti sull’insegnamento dell’inglese dal punto di vista della pronuncia e alle tecniche da loro utilizzate per facilitare l’apprendimento della pronuncia. Inoltre viene fornita una panoramica sulle opinioni degli alunni su come viene insegnato loro l’inglese a scuola e sulle loro difficoltà per quanto riguarda l’aspetto orale della lingua.
39
Tan, Li-hua y 陳麗華. "Primary school students' thinking processes when posing mathematical word problems". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
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Karsten, Jennifer. "Teaching about complexity in primary and secondary schools : an exploration of new approaches to ecosystem education". Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85174.
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The purpose of this research was to investigate ways in which complexity could be used as the paradigm through which schoolchildren might understand ecosystems in a new way. To that end, new conceptual and practical approaches for learning about ecosystems have been presented, and the effects of these approaches on teachers and other educational stakeholders have been explored. A variety of learning environments were visited and over two hundred educational stakeholders were consulted. This resulted in a number of suggestions on and a discussion of the introduction of complexity, as a lens by which to teach about ecosystems and as a teachable subject, within that context, to pre-university schoolchildren.The development of the learning and teaching approaches for this age group (primary and secondary school) involved exploring the state of ecosystem studies as they are presently conducted, and seeking the content within the current curricula that had congruity with the content of interest: ecosystem phenomena related to complexity. The insights gained from that investigation led to the creation of two types of approach, an approach to learning about ecosystems through the lens of complexity, and an approach to teaching about ecosystems through the lens of complexity. The Complexity Conceptual Approach deals with the various ways of understanding, or conceptualizing, ecosystem complexity and the Complexity Practical Approach deals with the content, technology, and methodology used for instruction on ecosystem complexity. The two approaches can be used together as part of a "complexity framework" that is flexible enough to be used in a diverse variety of learning situations.
Substantial consideration was given to the foreseeable prospects for these approaches: how implementation might occur, the issues involved, and the anticipated outcomes. Accordingly, topics of discussion include the introduction of the conceptual and practical approaches in terms of their effects on various educational stakeholders (such as teachers, students, parents, and administrators) and on different levels of the educational system. This type of investigation (in which potential impacts are considered) is, itself, reflective of the kind of systems-thinking that the complexity approaches were established to engender in schoolchildren.
41
Van, Allen Donna Lea. "Comprehension strategies for second grade students using California Young Reader Medal nominated books for 2000". CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1751.
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The purpose of this project will be to supply teachers, specifically those of second grade students, with a variety of activities that match to appropriate comprehension strategies using California Young Reader Medal nominated books for the year 2000 at the primary level as read-alouds.
42
Wood, Patricia Loretta. "Effects of an activity/child centered teaching approach upon the achievement of first and second graders in a rural school setting". Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184586.
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The purpose of this study was to: (1) ascertain how an activity/child centered approach, in conjunction with student use of manipulatives, affected the mathematics achievement of first and second graders in a rural school setting; and (2) to investigate teacher perception of the success of the specific methodology implemented in the study. The population for this study included the teachers and students in a rural Arizona K-3 elementary school. The study was longitudinal in nature and covered a two year period. The groups used during the first year of the study were first and second graders. The groups for the second year of the study were second and third graders. The K-6 teachers in the district were given an attitude questionnaire constructed to indicate teacher attitude toward worth of the program and various aspects of its implementation. Teacher mathematics lesson descriptions and perceived advantages and disadvantages of the program were also included in the attitude questionnaire. The teacher attitude questionnaires were analyzed in five parts and the findings were represented on charts. Some of the results were determined by a simple tally method and others were converted into percentages. Lesson observations were conducted in each of the six classrooms studied and the results were reported on charts. Achievement for treatment and nontreatment groups was measured by; pre- and post-testing with the Wide Range Achievement Test. T-tests were used to compare student results on the pre- and post-tests each year. In addition, a t-test comparison was made between the first year and second year with Iowa Test of Basic Skills test results. Finally, a one-way analysis of variance was done on the group receiving treatment for only one year, two years, and the non-treatment group. The combined results of the teacher attitude questions, lesson observations and achievement tests were used to make recommendations for program improvements.
43
Strickland, Monica Kathleen. "The Effects of Self-evaluation and Response Restriction on Letter and Number Reversal in Young Children". Thesis, University of North Texas, 2004. https://digital.library.unt.edu/ark:/67531/metadc4542/.
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The purpose of this study was to evaluate the effects of a training package consisting of response restriction and the reinforcement of self-evaluation on letter reversal errors. Participants were 3 typically developing boys between the age of 5 and 7. The results indicated that the training package was successful in correcting reversals in the absence of a model during training and on application tests. These improvements maintained during subsequent follow-up sessions and generalized across trainers. Fading was not always necessary in correcting reversals, but was effective in correcting reversals that persisted during the overlay training procedures. The advantages to implementing a systematic intervention for reducing letter reversal errors in the classroom, as well as directions for future research, are discussed.
44
Triepke, Bonnie Jean. "Kaleidoscope: Integrating a third grade curriculum through the use of theme studies". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/898.
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Kuzmich, Karolina. "Addressing specific individual learning needs". Thesis, The Author [Mt. Helen, Vic.] :, 1998. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/36169.
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Tsang, Man-sing. "A study of preferred teaching styles in environmental education through primary science in Hong Kong primary schools". Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17596580.
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Efthymiou, Antri (Andriana). "Teaching critical thinking in primary schools in Cyprus : a collective case study". Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/97567/.
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This case study explores the effects of participatory drama on groups of upper primary school students in Cyprus with the intention of enhancing their critical thinking. For the purposes of this research, a series of twenty-four drama workshops based on several drama contexts and stories were designed and carried out in three primary school classes, considered to be the three units of analysis of a collective case study. The research was also informed by elements of ethnography and reflective practice and explored the students’ voices, choices, actions and general responses to the drama contexts and issues they were presented with. At the same time, this project looks at the students’ and their teachers’ considerations and reflections on the learning experiences and explores the students’ stances and group decisions and how they related these to their real-life experiences and actions. The discussion of the findings focuses on what the research tells us about how drama might be considered important for children’s critical thinking. The constraints which hindered this research are also presented while questions related to the potential of drama to achieve similar goals are proposed for further exploration.
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Demosthenous, Eleni. "Algebra-related topics : a multiple case study in Cypriot primary school classrooms". Thesis, University of Cambridge, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.708602.
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Trakulphadetkrai, Natthapoj. "An exploratory mixed-method study of Thai primary teachers' beliefs concerning mathematical knowledge, its learning and teaching". Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610877.
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Rondeau, Carol Tripoli. "Tell me a story about feathers: Teaching discipline through literature". CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2735.
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This project contends that the instructional time given to language arts is the appropriate time to teach discipline. Sample lesson plans incorporating the teaching of discipline into California's third grade curriculum are offered to inspire and inform educators to become teachers of self-discipline.