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1
Macknight, Vicki Sandra. "Teaching imagination". Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
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This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
2
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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Sigel, Deena. "Teaching Midrash explicity in the primary school". Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.
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Midrash (classic rabbinic interpretation of Hebrew Scripture) is taught alongside Scripture in Bible classes throughout the Jewish world in the primary school. Because Jewish tradition holds that rabbinic interpretation of Scripture should always be taught together with Scripture the teaching of midrash is viewed as part of the initiation of the student into Jewish sacred texts and into Jewish literacy. Traditionally children encounter midrash commentary when it is quoted or paraphrased by Rashi, Rabbi Solomon ben Isaac of the eleventh century, whose commentary on the Pentateuch is the most widely read. But since midrash is based on the theology ofthe ancient rabbis and was the rabbis' medium for conveying their understandings of Scripture, of God, of righteousness and man's place in this world to their followers, these texts are naturally complex and their content is often abstract. Current pedagogical practice does not address midrash as a discrete subject and does not, therefore, address these underlying characteristics of midrash. It has been my professional experience, as well as that of other Bible teachers, that a lack of explicit pedagogy for midrash can cause problems of understanding for the young student which may negatively influence her view of Scripture. This paper describes an educational innovation (for year six students) that was developed and tested by the author in the format of a design experiment. The strategy for teaching midrash explicitly builds upon academic scholarship on midrash content; on scholarship on the way that children form religious understandings and on scholarship that relates to the way that children make sense of texts. The research was conducted on an international scale, in one school each in Israel, England and the U.S. The findings reflect the challenges faced and the successes that were achieved in teaching midrash explicitly in the primary school.
4
Liu, Chun-lung. "Implementing ICT into teaching in a primary school". Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.
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Wills, Robin C. "Teaching primary school children in single-gendered classes". Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
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Liu, Chun-lung, i 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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Yung, Chi-ming, i 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.
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Chung, Shuk-fan, i 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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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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Gillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.
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The restructuring of. the Education Department of Western Australia (EDWA) since 1987 has seen the devolution and decentralisation of administrative responsibilities from the central education authority to schools. The onset of an era of educational restructuring has significantly changed the work of primary school principals. They have become responsible for the transformation of schools from a bureaucratic form of organisation to ones that are characterised by school based decision-making and management. The new form of organisation is intended to sustain a process of continuous school improvement. As well as managing change there has also been an expectation for principals to provide educational leadership. School decision-making and management appears to have intensified the work of the principal. The schools of EDWA offer a special opportunity to study the way in which principals who have increased responsibility for managing change and establishing school based decision making and management have responded to the challenge of leadership. In the research literature theories of transformational leadership have been viewed by several researchers and perhaps education authorities as a desirable form of leadership. According to this view transformational leadership may enhance school based decision-making and management during a period of educational restructuring. This study considers the case of the teaching principal in EDWA primary schools. The focus of the research is to establish the extent to which principals who are successful in managing school improvement during a period of educational restructuring are using transformational leadership practices. Leithwood's (1994) synthesis of transformational leadership practices is used to conceptualise the way.in which principals attempt to do their work. The qualitative study used a sample of three teaching principals who were reported as being successful in managing change. The study focussed on whether teaching principals had been able to make use of opportunities to demonstrate any or all of the dimensions of transformational leadership. This research comprised a pilot study followed by the main study. The participants in both studies were selected using a purposive sampling technique to maximise variation. The pilot study involved three teaching principals from country and city schools. Three teaching principals and two teachers from each of their schools in both city and country areas participated in the main study. In each study data were collected using a semi - structured interview schedule. Principals and teachers in the main study were asked the same questions as a means of obtaining data triangulation. The findings of the study suggested that educational restructuring had compressed the amount of time in which teaching principals had to complete their educationalleadership1 administrative and teaching work. This resulted from an intensification of the principals' work. The findings indicated that many of the practices in Leithwood's (1994) synthesis of transformational leadership are being used and are relevant to the leadership of teaching principals during an era of restructuring. However, the study found some limitations of the model as it applied to the Western Australian context. These appeared in the dimension of developing a widely shared vision. It was found that in the Western Australian context the operationalisation of developing a widely shared vision in a school was obstructed due to a centralised. focus on objectives and outcomes.
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Tam, To-kuk. "ICT implementation in teaching different subjects in a primary school /". View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39838134.
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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.
13
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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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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Kalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
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The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
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Zulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /". [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
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Rooney, Barbara A., i 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.
18
Li, Sau-fun Ocean, i 李秀芬. "The implementation of ICT in teaching English in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
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Smith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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Corser, Kristy L. "Teaching and learning with cloud platforms in the primary school classroom". Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.
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This research investigated teaching and learning with Chromebook computers and Google's G Suite for Education in a Queensland year 5 primary school classroom. The research used Actor Network Theory and Communities of Practice theory to explore the material aspects of using technologies in the classroom, and how cloud-based technologies promote collaborative learning. Analysis of classroom practice revealed the potential advantages of using cloud platforms in education, while analysis of technology policies from the Federal government level to the classroom revealed misalignments in expectation for students' learning. The findings inform recommendations for technology policy development, curriculum planning and teachers' pedagogical practices.
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Scarfe, Jill. "Primary school music : the case of British Punjabi Muslims". Thesis, University of Derby, 2001. http://hdl.handle.net/10545/304839.
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Chiang, Oi-kit Kezia, i 蔣愛潔. "Dictation in a local primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962865.
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective". Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
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The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
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McDonald, Cherelle Dione Almena. "Language and teaching in multilingual schools : a Foucauldian discourse analysis of primary school teachers' talk about their teaching practice in multilingual schools". Thesis, University of Birmingham, 2014. http://etheses.bham.ac.uk//id/eprint/5362/.
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This study explores discourses in teachers’ talk about their teaching practice in multilingual schools, with a focus on discourses relating to language. The study adopts a Foucauldian approach to discourse and views social structures and institutions as formed in discourse specific to a social and historical context. Semi-structured interviews were carried out with teachers in schools where a high proportion of pupils spoke a first language other than English. Eight teachers were interviewed, and the data were analysed using Foucauldian Discourse Analysis. The findings indicate that in the teachers’ talk there are discourses of a monolingual education system where other languages are used to support pupils to transition to using English and for recognising culture in non-curricular activities. The discourse is contradictory, as the structures of teaching are described as suitable for all, yet as inaccessible and disadvantageous to pupils learning EAL. The discourse also excludes a number of alternative discourses including the regular use of first languages during curricular activities. Disciplinary powers are identified in the standard curriculum structures, and they are discussed in relation to how they constrain practice in multilingual schools. Lastly, there is a discussion of implications for educational psychology practice and ideas for future research.
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Finlayson, Helen M. "LOGO, mathematics and upper primary school children". Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
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This study was set up to assess the contribution that a computer modelling approach using the language LOGO could make to the quality of mathematics learning in primary school children. Following a constructivist theory of mathematical learning it is argued that many problems children have with their mathematics results from instrumental learning without understanding, rather than relational learning. LOGO was developed, in part, to provide a learning environment for children to investigate mathematical ideas and thus develop their own understanding. Previous research has not provided much evidence that this happens, nor specified what mathematical learning could be expected to take place and what pedagogic approach could bring it about. Other questions relating to the maturity of the children and their aptitude for programming have similarly been neglected. This study was set up to identify the mathematical ideas intrinsic to Turtle Geometry and to explore the conditions under which this learning could best be fostered. The study was carried out in three phases. The first phase considered the constraints of maturity and the need to program on the learning of 9 and 11 year old children. The second phase of the study followed up the programming of the older children, to see what mathematics they were encountering, and what sort of activities encouraged them to think mathematically. Pre and post tests were used to identify the mathematical learning which was taking place. In Phase III a control group was used to identify the particular mathematical learning which could be attributed to LOGO experience, and to assess the transfer of mathematical learning from the LOGO context to novel problem solving. The first two phases revealed considerable mathematical activity intrinsic to Turtle Geometry. The need to learn some simple programming apparently did not present a barrier to mathematical investigation. The test results in the third phase showed that the children had deepened their understanding of angles, variables and general process aspects of mathematics through using LOGO. The performance of the children on the computers was monitored and was found to be revealing of their current mathematical understanding.
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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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Siu, Shun-mei, i 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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Lockhart, Domeño Edward Alvar. "English as a Foreign Language through Whole Brain Teaching in Primary School". Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401558.
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Aquesta tesi explora la utilització de la metodologia generalista denominada "Whole Brain Teaching" a l'àmbit de l'ensenyament de l'anglès com a llengua estrangera a l'educació primària.
La tesi mira de demostrar que les diverses tècniques i elements d'aquesta metodologia poden afavorir el procés d'adquisició de la llengua estrangera pel que fa al domini general de la llengua (comprensió oral, comprensió escrita, expressió oral i expressió escrita) i d'adquisició del vocabulari així com la motivació de l'alumnat (factor clau en el procés d'adquisició de llengües estrangeres).
Per verificar aquestes hipòtesis, s'utilitza un disseny amb un grup control i un grup experimental, així com un mètode mixt de recerca combinant una part quantitativa que mesura les diferències entre els grups i les variacions dins d'aquests, amb una part qualitativa que intenta explicar perquè hi ha aquestes diferències i intenta explorar altres possibles variacions no trobades a la part quantitativa.
La tesi demostra que molts dels factors abans esmentats es veuen beneficiats per l'aplicació d'aquesta metodologia.Esta tesis explora la utilización de la metodología generalista denominada "Whole Brain Teaching" en el ámbito de la enseñanza del inglés como lengua extranjera en la educación primaria. La tesis intenta demostrar que las diversas técnicas y elementos en esta metodología pueden favorecer el proceso de adquisición de la lengua extranjera en lo que respecta al dominio general de la lengua (comprensión oral, comprensión escrita, expresión oral y expresión escrita) y de adquisicón del vocabulario así como la motivación del alumado (factor clave en el proceso de adquisición de lenguas extranjeras). Para verificar estas hipótesis se aplica un diseño con un grupo control y un grupo experimental, junto con un método mixto de investigación que combina una parte cuantitativa para medir las diferencias entre los grupos y las variaciones dentro de los mismos, con una parte cualitativa que intenta explicar porqué hay estas diferencias e intenta explorar otras posibles variaciones que no hayan aparecido en la parte cuantitativa. La tesis demuestra que muchos de los factores antes mencionados se ven beneficiados por la aplicación de esta metodología.
This thesis explores how the generalist methodology known as Whole Brain Teaching affects the teaching of English as a foreign language in primary education. It intends to prove that the several techniques and elements in this methodology can improve the process of acquisition of the foreign language regarding the general command of the language (oral and written comprehension and oral and written expresion) and the vocabulary acquisition, as well as the motivation of the learners (a key factor in the process of foreign language acquisition). To test these hypotheses, a design was applied with a control and an experimental group. This was combined with a mixed method that had a quantitative part to measure the differences between both groups and the variations within them, and a qualitative part to explore the reasons for those differences and to find other possible variations that the quantitative part might not show. The thesis proves that many of the previously mentioned factors were benefitted by the application of this methodology.
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Currie, Laura-Ann. "A metacognitive approach to teaching reading comprehension in the primary school classroom". Thesis, University of Strathclyde, 1998. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21536.
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The following thesis considers the relevance of motacognitive theory to the development of children's reading comprehension. It does so by evaluating the effects of a metacomprehension training programme on children's reading comprehension. In so doing the thesis draws together the three strands of theory, teaching practice, and educational policy (i. e., 5-14 English Language Guidelines, SOED, 1991) within the context of a Scottish primary school classroom. A pilot study was designed to investigate whether or not children were currently being taught metacomprehension strategies. The pilot study therefore, looked at children's metacomprehension development using two different teaching media: one where a novel was used as the vehicle for improving children's reading comprehension and another where a mainstream reading scheme was used for the same purpose. No differences were found between the two teaching conditions and it was inferred that children were not currently being taught metacomprehension strategies. As a consequence of the results from the pilot study, the main research programme was designed to address two main research questions: 1. Can children be taught metacomprehension strategies by teachers? 2. Are there greater benefits for poor, as compared with good, readers? To investigate these questions a four stage research programme was undertaken comprising: I. the development of a metacomprehension teaching programme (Mr. Homunculus the Reading Detective). II. the instruction of teachers in metacomprehension theory, and in Mr. Homunculus the Reading Detective Ill. the application of the intervention programme by teachers to a group of Primary 5 children (mean age 9yrs 6mths), using a randomised controlled pre/post test design. IV. the evolution and refinement of appropriate metacomprehension measures Results were encouraging, suggesting that children could be taught to self-monitor and to regulate their reading behaviour. What was not clear was whether or not the children had improved their inferential comprehension as a result. A model of metacomprehension development based on the data obtained from the study was presented. Further elucidation of metacomprehension development, the specific effects of such development on reading comprehension for readers of different ages and reading ability, and better measures which tap the process, rather than the product of metacomprehension, were considered as worthy of further research.
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McPhee, Alastair D. "Policy, curriculum and the teaching of English language in the primary school". Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/931/.
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This thesis sets out to examine the ways in which changes in political thinking affect policy in respect of the teaching of English language in the primary school. In particular, there is examination of the impact of liberal/progressive and New Right thinking in this area. It also examines how and to what extent these views appear in curricular documentation at national level in both Scotland and in England and Wales. In order to accomplish these tasks, the study is dependent on data and methods of investigation from a number of different disciplines. Firstly, there is the consideration of the historical dimension, in which there is examination of the ways in which curricular policy in primary English language (within the context of broader issues affecting primary education in general) has evolved in the two macrosystems under discussion. Secondly, there is investigation of the linguistic dimension - the ways in which changes and developments in language theory have permeated - or perhaps just as revealingly - have not permeated national guidelines. Thirdly, the ideologies and philosophies which have proven to be powerful drivers in the formulation of policy with respect to this field are examined. Lastly, there is the empirical dimension, in which key players in the formulation of the 5-14 national guidelines in English language in Scotland are interviewed, using an open ended interview format. (DXN 006, 358).
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Abou, Hassana R. H. "Using e-learning to improve the effectiveness of teaching primary school ICT". Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/c24990e3-e0d7-3dbd-c3e1-b520a3146c41/1.
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Economic, social, technological and educational factors have led to an increase in the use of ICT (Information and Communication Technology) in education at all levels. Most research concerning this has focused on the way in which e-learning can be used to improve teaching and learning across the curriculum and has neglected the teaching of ICT as a subject (Hammond, 2004). In a 1999 Ofsted inspection, ICT was found to be the least well taught subject in primary schools. The present research considers how the teaching of ICT could be better supported in the UK and Saudi Arabia. In the first stage, an investigation was made of the teaching of ICT in UK primary schools to understand why its teaching had been rated unfavourably. It was discovered that teaching focused on technical aspects (i.e. how to use specific applications) whilst ignoring the communication and information parts. Although it has been argued widely that e-learning improves teaching and learning across the curriculum, observations showed that e-learning was not, in itself, used to support teaching of the ICT curriculum. Hence, this research explored the ways in which the teaching of the ICT curriculum (to 9-11 year olds) could be made more effective, particularly through the incorporation of e-learning material. It was hypothesized that the experience of teaching and learning could be enhanced if e-learning material was designed which specifically addressed the needs of the teachers and young learners. Evidence collected in the course of the research suggested that little material existed to support the ICT curriculum, and that e-learning material produced to support other subjects does not always suit the teachers’ needs. Therefore in the second stage of the research, a design approach that engaged end users (teachers and young students) was proposed which was tested and refined during the design of e-learning material to support the teaching of the Multimedia Unit of the ICT National Curriculum. The resulting e-learning material was evaluated in UK schools to determine the extent to which it satisfied user needs and its effectiveness in teaching the intended learning outcomes. The results in both cases were positive implying that such a method could lead to the production of useful supportive material. As a former Saudi Arabian computer teacher, one of my personal goals was to provide opportunities to improve the experience of teachers and children in my own country. As such I have been interested in how I can transfer my understanding of the UK educational system to my home country. Following the successful evaluation of the elearning material in the UK, a demonstration of how a child centred design approach can be used to design effective educational material. Unfortunately although such a process might produce more effective learning outcomes and pleasurable material, I also found that such an approach is considered incompatible with commercial design environments. In the last stage of the thesis strategies are discussed which could be used (particularly in Saudi Arabia) to encourage the producers of educational materials to engage in the design of more effective teaching and learning experiences, especially in relation to the primary ICT curriculum. One such strategy would be to train undergraduates in applying a more user centred design approach as an integral part of their practice. The resultant design approach has now been approved by the Director of the Graphic Design Department in Dar Al Hekma Collage (Jeddah – Saudi Arabia) to be taught as a design approach for designing e-learning material for children on the Information Design Course. Additionally, a set of recommendations was developed for the Saudi Ministry of Education addressing the sort of revisions needed to improve the ICT curriculum in Saudi Arabia.
32
Tan, Li-hua, i 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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Mjoni-Mwale, Hasten. "Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process". Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28001.
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This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist task force members to develop and conduct a self-study process for enhancing a safe learning environment for pupils.
Twenty-eight primary school teachers from one public primary school in Malawi participated in the study. Data on teachersâ perceptions and behaviors were collected through a survey. Frequencies and percentages were used to analyze the survey data on teachersâ perceptions. The data from the self-study process generated the discussions in the task force meetings where teachers shared their perceptions of classroom practices that contributed to a safe learning environment.
The task force conducted a four-step self-study process. The steps of the process were building awareness and community, developing a group focus, implementing the ideas of the group focus, and reflecting on the practice. The participating teachersâ experiences suggested that the process discouraged teachers from direct instruction and encouraged them to actively engage students more in their learning. As a result the teachers experienced fewer discipline problems in their classes.
The perceptions of teachers in the survey indicated that the school environment was generally positive for teaching and learning. However, there were some elements that could adversely affect school safety. For example, there were problems in maintaining some of the school facilities such as books and childrenâ s latrines. The finding of the self-study process indicated that the school could develop elements of school safety. For example, the teachers in the study developed positive attitudes toward their teaching and learning. They reported for school activities on time and involved learners in their learning.
The study had a number of implications for teaching and learning and teacher educators. The self-study process, for example, was able to change teachersâ attitudes about their learners, thereby enhancing the learner-teacher classroom relationship. Suggestions for further research are also given. For example, further studies could focus on the replication of the study in other schools in order to examine the self-study process in different school contexts. And such replication could assist further understanding and refinement of the self-study process for addressing school safety as well as other identified school problems.Ph. D.
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Chau, Tat-sing, i 鄒達成. "A forgiveness education programme with primary school students". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.
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Ekiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey". Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.
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Chen, Yung Ching. "A drama project teaching model in English language teaching : an action research at a Taiwanese primary school". Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439863.
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Yau, Mei-ying. "The perceptions of commitment to teaching : a case study of teachers in primary schools in Chongqing /". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811711.
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Lugemoi, Wilfred Bongomin. "Experience of primary school inspectors in ensuring quality teaching and learning in Northern Uganda". Thesis, University of Pretoria, 2019. http://hdl.handle.net/2263/80458.
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This is a qualitative study that investigated the experience of school inspectors in ensuring
quality teaching and learning in primary schools in Northern Uganda, using hermeneutics
phenomenological design. The study was underpinned by relative ontology, personal
epistemology and accountability theory. In-depth interviews and document analysis were used
to explore the understanding of the school inspectors on quality teaching and learning,
techniques they use to ensure quality teaching and learning, their effectiveness and challenges.
The study revealed that the inspectors understand quality teaching and learning as a
multidimensional reality that entails attaining of literacy and numeracy; life skills; holistic
development of learners; teachers’ competencies and professionalism; measure of learning
achievement; broadness without ambiguity; collaborative; innovate; dynamic and contextual
issue. The main techniques that the inspectors used to ensure quality teaching and learning in the
primary schools are: assessment of quality of inputs into educational programs; assessment of
educational processes; assessment of learning outcomes;psychosocial support; ensuring
compliance with educational standards, laws and regulations; creating awareness on educational
standards, laws and regulations; administration of rewards and sanctions. The study showed that
the inspectors believe that they have been effective in supporting teachers; improving learning,
learning environment and professional development of teachers; fighting corruption and
malpractices among teachers. They however experienced insubordination of teachers; negative
attitude of teachers towards the teaching profession; inadequate training of teachers; failure of
teachers to adhere to educational laws; policies and regulations; excess work overload to the
school inspectors; negative perception of some teachers on school inspection; corruption; lack of
resources for school inspection; ineffectiveness of the head teachers; and difficulties in enforcing
educational standards, rules, regulations and laws. They mainly use laws, policies and
regulations and peer to peer support as the strategies to solve problems which they encounter in
ensuring quality teaching and learning in the primary schools. The unique contribution of the
study is that quality teaching and learning as understood by primary school inspectors is a
multidimensional reality that can best be achieved using a logical, psychosocial legal approach.
Policies, practices and future studies need to examine critically the dynamics and characteristics
of these approaches to quality teaching and learning in primary schools.Thesis (PhD)--University of Pretoria, 2019.
pt2021
Education Management and Policy Studies
PhD
Unrestricted
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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.
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Kemp, Darcy D. "Improving reading performance in a high poverty elementary school a case study /". Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1478Kemp/umi-uncg-1478.pdf.
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Thesis (Ed.D.)--University of North Carolina at Greensboro, 2007.Title from PDF t.p. (viewed Feb. 29, 2008). Directed by Carl Lashley; submitted to the School of Education. Includes bibliographical references (p. 111-124).
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Chan, Anita Kit-wa. "Gendering primary teachers : discourses, practices and identities in Hong Kong". Thesis, University of Essex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364552.
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Man, Chui-fan. "English reading and phonological skills of primary school children under different teaching approaches". View the Table of Contents & Abstract, 2006. http://sunzi.lib.hku.hk/hkuto/record/B37424269.
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Wilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers". Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.
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Knowledge about how to teach remains a contentious issue in the preparation of final year pre-service teachers. This study, informed by the work of Shulman (1986) and Grossman (1990), examines knowledge for mathematics teaching by pre-service teachers. The context for this study was a mathematics education course, part of an Initial Teacher Education programme for primary teaching. Different categories of teacher knowledge distinguish between content knowledge and pedagogical content knowledge. There is considerable research about the knowledge needed for teaching mathematics from a teacher perspective, but limited research from a pre-service teacher perspective. This study focussed on knowledge that pre-service teachers develop and the processes they engaged in to construct knowledge for mathematics teaching.
This is a qualitative and interpretive study, where participants were third year pre-service teachers. Data collection tools were questionnaires and focus group interviews. One interview made use of an artefact, a curriculum plan for mathematics, generated by the pre-service teachers as they participated in the mathematics education course. A thematic analysis approach was used to analyse the data and to inform an emerging theoretical framework.
During this study, I developed a model that illustrates some important processes for pre-service teachers in a curriculum context. The Pre-service Teacher Development Model consists of three processes; recognising, reconceptualising and realising. These three processes illustrate how pre-service teachers develop knowledge about teaching mathematics in a primary school. The pre-service teachers identified the importance of mathematical curriculum and content knowledge in their preparation for teaching. This study also identified that the needs of pre-service teachers are unique. Whereas teachers with experience have a “privileged repertoire” of practices to draw on when teaching, pre-service teachers are beginning to develop this repertoire. This study serves to highlight the challenges for pre-service teachers as they prepare to transition to their first year of teaching.
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何寶鈴 i Po-ling Ho. "Usability of web teaching in general studies in primary school: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B26903763.
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Koljonen, Tuula. "Finnish Teacher Guides in Mathematics : Resources for primary school teachers in designing teaching". Licentiate thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-25806.
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Previous research worldwide has shown that curriculum materials maintain a strong presence and constitute an important tool, artefact, in mathematics classrooms. Yet, there is a vast lack of research on the design and the characteristics of teacher guides. The thesis aims to: 1) investigate the features of the Finnish teacher guides for mathematics at primary school and 2) map the cultural specificities and norms for classroom practices as construed in Finnish teacher guides. The data consist of nine Finnish teacher guides in mathematics (belonging to three textbook series) for Grades 1-6 and comprise almost 90 percent of the teacher guides utilized in Finnish schools for 2008. These teacher guides are examined through three studies. In the first study, we developed an analytical tool based on Davis and Krajcik’s ideas about educative curriculum materials when analysing the teacher guides’ content. In the second study, we analysed a larger sample of the Finnish teacher guides using the same analytical tool, but extending the study to also analyse their form, i.e. their look, structure and voice. This study shows that there is a wide consensus on both the content and the form of the guides. While several educative aspects are weakly presented in the guides, the analysis shows that they offer rich and varied resources for teachers in their everyday work in designing and enacting mathematics teaching and hence, learning in practice. The third study delves more deeply into the characteristics of the support the guides offer to design mathematics classrooms. We characterize the cultural script of the reflected classroom practice by analysing the form and the function of the activities promoted in most of the guides. We found a relatively homogeneous script that promotes differentiation while keeping students in the same mathematical area, opportunities to participate in whole-class interaction that comprises a variety of activities, like mental calculation, games, problem-solving, individual and group work, and small piece of homework after every single lesson. The thesis contributes to the international research discourse on curriculum materials and in particular on teacher guides as resources for design of mathematics classroom in a specific educational context. The study is also of interest for teachers, and for text-book authors in developing teacher guides in line with research.Tidigare forskning visar att läromedel, så som elevernas lärobok och lärarhandledningar är den resurs som används i huvudsak som grund för matematikundervisning. Finsk forskning visar dessutom att finländska lärare (åk 1-6) i stor utsträckning använder lärarhandledningar i själva undervisningen och även för att planera och organisera sin undervisning. Studiens övergripande syfte är att se vilken typ av resurs de finländska lärarhandledningar utgör för läraren, men också att belysa vilken typ av klassrum som dessa lärarhandledningar verkar främja, då lärarna använder de uppgifter och aktiviteter som presenteras i lärarhandledningarna. Studien är genomförd som en dokumentanalys av tre läroboksserier i matematik för grundskolans årskurser 1, 3 och 6. Det är totalt nio lärarhandledningar som har analyserats. Dessa tre läroboksserier täcker nästan 90 procent av de lärarhandledningar som användes i och på finska skolor under år 2008. Avhandlingen består av tre studier. I den första studien som också betraktas som pilotstudie, utvecklade vi ett fungerande analytiskt verktyg som bygger på Davis och Krajciks idéer om ”lärande läromedel”. I den andra studien fördjupar vi resultaten från pilotstudien genom att analysera ett större urval med samma ramverk. Denna studie visar att det finns en bred enighet om både innehåll och form i lärarhandledningarna och vi identifierade sex återkommande aktiviteter som är närvarande på varje tilltänkt lektion. Vidare visar analysen att egenskaperna hos de finländska lärarhandledningarna erbjuder rika och varierande resurser för lärare i det dagliga arbetet vid både planering och genomförande av matematikundervisning. Den tredje studien är en fördjupning i analysverktygets femte kategori för att finna vilket stöd de erbjuder för att designa undervisning. Där kartlägger och karakteriserar vi det kulturella skript utifrån de finska lärarhandledningarna genom att analysera både form och funktion av de gemensamt föreslagna återkommande aktiviteterna. Vi identifierade en relativt homogen klassrumspraktik som lyfter fram helklassinteraktion, variation med hjälp av olika typer av aktiviteter, möjlighet för alla elever att delta och läxor som en förlängning av lärande av lektionens innehåll. Avhandlingen mynnar ut i en diskussion av resultatens slutsatser och dess praktiska implikationer, vilket kan vara av intresse för forskare, läromedelsförfattare men även för lärare, rektorer och kommuner som vill utveckla och förbättra undervisningen i matematik. Avhandlingen bidrar till den internationella forskningsdiskursen om läromedel i stort och om lärarhandledningar i synnerhet.
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Ashenden, Claire Louise Anne. "Christianity and the primary school : the contribution of anthropology to teaching about Christianity". Thesis, University of Brighton, 1995. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.260973.
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Cullen, Lorraine Ann. "Leading curriculum change : developing inquiry based teaching and learning in a primary school". Thesis, University of Nottingham, 2014. http://eprints.nottingham.ac.uk/14288/.
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Throughout my professional journey, I have encountered many thought provoking experiences which have, not only helped to shape my practice, but have also encouraged me to deeply question my purpose as a leader within education. Children growing up in the 21st century will encounter rapid change within their lives. The question that resonates deeply within me is what and how do we teach them today so that they are better prepared for tomorrow’s world? It is this concern that provides the impetus for this research. The idea of learning being placed at the heart of the core business of leadership is embodied in what is understood as Instructional Leadership. Through practitioner action research, this study investigates the leadership of curriculum change that takes full account of the views of children. It explores the kind of actions that need to be undertaken as a leader to effect curriculum change; actions that serve to locate the child as the lead learner. In developing an inquiry based approach to teaching and learning, this study investigates how resources and the tool and artefacts of teaching are deployed, pedagogical strategies implemented and considers the development of a cultural, emotional and cognitive climate conducive to inquiry learning.
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Tembe, Cristina Raul Cesar Augusto. "Exploring professional development interventions for improving the teaching practice of primary school teachers". Thesis, University of Pretoria, 2011. http://hdl.handle.net/2263/24096.
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Since the independence of Mozambique in 1975 teacher education and teacher continuing professional development (TCPD) have been a matter of concern for the Ministry of Education (MINED) and teachers. Both the MINED as employer and the teachers individually have permanently been looking for models and ways to upgrade their academic and professional qualifications levels. The constraints faced by Mozambique are similar to those faced by other sub-Saharan African countries since their independence due to the increased pressure for more attention to all levels of education, with particular emphasis on primary education. Although TCPD is usually seen as part of the overall Strategy for Teacher Education (Ministry and Education and Culture, 2004), this scenario privileges initial teacher education since there are many unqualified teachers facilitating learning. The main challenge of this study was to investigate the practices of primary school teachers in Grades 1 and 2 through a participatory action research (PAR) in a study titled Exploring Professional Development Intervention for Improving the Teaching Practices of Primary School Teache. Mixed methods research was used, namely quantitative and qualitative methods. A quantitative method was used during the baseline study which consisted of questionnaires administrated to 1 028 teachers from six provinces in the country. Qualitative research was used with five practitioner-researchers (PRs) in one school. Each PR was approached as a single case study. The findings of this PAR indicate that, on the one hand, the teachers are aware of the need for more academic and pedagogical qualifications, and on the other hand, of the individual responsibility they have. They believe that progression in their careers should be a credible procedure that recognises the TCPD programmes they have attended. The teachers are of the opinion that the MINED should formally recognise the TCPD by allocating credit points to teachers. Although the self-directed professional development (SDPD) model used in this study was time consuming, it has revealed that TCPD can provide effective results when with the appropriate support and follow-up of methods of facilitating the learning of reading and writing skills in Grades 1 and 2. The study involved all teachers appointed to Grade 1 in 2007, and continued with the same teachers until 2010. During this period the teachers were appointed to facilitate learning in Grades 1 and 2. Notwithstanding the fact that the PRs were only from 2 of the 7 grades provided in primary education, the study revealed the advantage of whole school professional development. The study took into consideration the Mozambican school context and calendar. For instance, the PRs were certified by the latest model of teacher education (10+2 teacher education programme) provided by the MINED. In addition, the meetings were carried out during the period scheduled for the planning of pedagogical practices and TCPD programmes. Throughout the study the constant issue that emerged was the need for a paradigm shift in TCPD. Providers of TCPD need to introduce changes in the way they view primary school teachers and confer on them the responsibility for their individual continuous professional development. Action Research could be the new research paradigm used by providers and teachers to improve their work, understand learners’ learning problems and find the appropriate solutions to improve achievement. The findings of this PAR both contribute to understanding the teachers’ views with respect to the TCPD programmes being provided, and offer the option for a new paradigm for TCPD. In this regard the current providers of such programmes can also consider the school principal and the deputy principal as fundamental facilitators of TCPD through a SDPD model.Thesis (PhD)--University of Pretoria, 2011.
Humanities Education
unrestricted
49
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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Don, Jan-li, i 董建利. "On Teaching Geometry at Primary School". Thesis, 2006. http://ndltd.ncl.edu.tw/handle/78097403857279366482.
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