Rozprawy doktorskie na temat „Primary school”
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Craig, Ian. "Primary school size and its relationship to school effectiveness : an exploration of optimal size for primary schools". Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369681.
Pełny tekst źródłaKyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom". Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.
Pełny tekst źródłaPointing, Randall John. "Implementation of school councils in Queensland state primary schools". University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.
Pełny tekst źródłaAhmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools". Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.
Pełny tekst źródłaRoberts, Joanne P. "The transition from primary school to secondary school". Thesis, Bangor University, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.491673.
Pełny tekst źródłaOkesli, Tayyibe Fulya. "Relationship Between Primary School Students". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/2/12609970/index.pdf.
Pełny tekst źródłaLevine, 2005). The components of environmental literacy which are defined as knowledge, attitude, use and concern of students about environmental issues were examined by means of frequency distributions. Results displayed that although students had low levels of knowledge about the environent, they displayed positive attitudes and high levels of concern toward the environment. They were also aware of the importance of interaction between humans and the environment. Relationships among the components of the ELQ (knowledge, attitudes, uses, and concerns) have been analyzed by means of zero order correlations. The strongest correlation found between &lsquo
attitude and use&rsquo
and &lsquo
use and concern&rsquo
variables among the components of the ELQ indicating that the students with positive attitude towards environmental issues have positive views on environmental uses and service and students concerning about environmental problems have more positive views on environmental use and service. Canonical correlation analysis was used to examine the relationship, if any, between the background characteristics of students and the set of environmental literacy variables in the questionnaire. The results showed that students who were interested in environmental issues, who gave importance to environmental problems, who thought they had good knowledge about environmental issues, whose parents&rsquo
were interested in environmental issues and involved in environmental activities had better knowledge about environmental issues, more positive attitude towards environmental issues, more positive view on environmental uses and service and concern environmental problems. In addition, the results of analysis by means of Multivariate Analysis of Variance (MANOVA) demonstrated that female students had more positive attitudes towards environmental issues, more positive views on environmental use and more concern about environmental problems than male students&rsquo
had but same level of knowledge on environmental issues.
Hardie, Lorraine. "Successful primary school principal leadership /". Title page, contents and abstract only, 1991. http://web4.library.adelaide.edu.au/theses/09EDM/09edmh262.pdf.
Pełny tekst źródłaWikeley, Felicity Jane. "Parental choice of primary school". Thesis, University of Exeter, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244957.
Pełny tekst źródłaForsskåhl, Ellen. "Solvallas pre- and primary school". Thesis, KTH, Arkitektur, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-208544.
Pełny tekst źródłaA new urban district, Solvalla city, is planned in the western suburbs of Stockholm. The task given was to plan a pre- and elementary school, for children aged one to ten years old. The school is planned to teach around 240 children. The plot, where the school building is to be situated, is linked to both to a forest and a park. I wanted my schoolyard to integrate with the forest, letting the forest flow into the playground and simultaneously maximize the use of the garden. I decided to separate the younger children, aged 1 to 5, and the older ones, due to different pedagogical needs. The younger ones will be using the lower, southeast wing, and the older children the opposite. I wanted there to be a connecting link, therefore I placed the common function, such as kitchen, the teacher’s room, school cantine, the sports hall and a grand main entrance in a wing in between the two. My aim was to create a building that in an embracing gesture envelops the garden, creating a safe space inside. I decided to let the outer wall be solid and closed, and the walls facing the courtyard transparent and light. The fluorescent glass walls lets the light and nature into the building. The corridors, surrounding the garden, become a layer between in and out. Placed along the solid wall are all teaching rooms; the classrooms, group rooms, play rooms and so forth. The corridor is more than a corridor, a space that effetively moves you from place A to B - it evolves into playful spaces and can be used for exhibitions, hanging around or playing. This is also the link between the garden and the rooms. The metallic roof gradually rises, in an almost circling motion, from low to high. This creates a playfulness and allows the water to be a pedagogical element, as well as symbolizing the growth of the children, from small to bigger. The facade is made of shiny, differently shaded, pink tiles in a herringbone formation. With the facade I strived for a bold appearance, creating identity and making the building stand out in the neighborhood.
Soo, Wai-man. "Primary students' perception of bullying". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278928.
Pełny tekst źródłaShek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools". Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.
Pełny tekst źródłaSeptember, Phinias. "School management teams’ understanding of collaborative leadership in primary schools". Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
unrestricted
Thatcher, M. "The self-evaluating school : a primary school case study". Thesis, Queen's University Belfast, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.419553.
Pełny tekst źródłaWoo, Ching-hang Amy, i 胡菁恆. "Chinese net: school complex primary school & resource centre". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31986900.
Pełny tekst źródłaLebesa, Mabel Kgomotso. "Exploring the school culture in a township primary school". Diss., University of Pretoria, 2015. http://hdl.handle.net/2263/50656.
Pełny tekst źródłaDissertation (MEd)--University of Pretoria, 2015.
tm2015
Humanities Education
MEd
Unrestricted
Woo, Ching-hang Amy. "Chinese net : school complex primary school & resource centre /". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25946018.
Pełny tekst źródłaCain, Maureen Elizabeth. "Inside the primary school leadership team : an investigation into primary school leadership practice and development as an integrated process". Thesis, University of Manchester, 2011. https://www.research.manchester.ac.uk/portal/en/theses/inside-the-primary-school-leadership-team-an-investigation-into-primary-school-leadership-practice-and-development-as-an-integrated-process(6bbedb79-7646-4b37-b396-8b155ce27bb1).html.
Pełny tekst źródłaNewman, Barry Keith. "Control technology in the primary school". Thesis, University of Leicester, 1992. http://hdl.handle.net/2381/35659.
Pełny tekst źródłaGatenby, Lisa Ann. "Nutrient intakes of primary school children". Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.
Pełny tekst źródłaWang, Jing. "Training primary school principals in China". Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.509096.
Pełny tekst źródłaChiang, 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.
Pełny tekst źródłaFraser, Alister. "Independent learning in the primary school". Thesis, University of East Anglia, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.242432.
Pełny tekst źródłaWragg, Caroline Maria. "Classroom management in the primary school". Thesis, University of Exeter, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384986.
Pełny tekst źródłaMcDonald, Anne. "Primary school boys' narratives about masculinity". Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.
Pełny tekst źródłaBibliography
ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
Renton, Margaret. "Primary school-children's strategies for addition". Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018781/.
Pełny tekst źródłaChiang, Oi-kit Kezia. "Dictation in a local primary school". Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25752431.
Pełny tekst źródłaWoods, Lois. "Children's perspectives of primary school environments". Thesis, University of Nottingham, 2018. http://eprints.nottingham.ac.uk/51143/.
Pełny tekst źródłaBhengu, T. B. "Accountable parental involvement in primary school". Thesis, University of Zululand, 2003. http://hdl.handle.net/10530/517.
Pełny tekst źródłaThe aim of this study was to pursue an investigation into accountable parental involvement in primary schools From the literature study it became clear that there are many areas and possibilities for parents to become formally and informally involved in the schooling of their primary school children. Formal involvement of parents in school activities is based on juridical, historical and educational grounds. Juridically, legislation in South Africa stipulates that parents must be involved in the school at least at the level of governance. Parents exert a lot of influence on their child's cognitive development in the early years and thus the contact between home and school should be maintained, especially during the primary school years, if the child is to succeed in formal schooling. For the purpose of the empirical investigation a self-structured questionnaire, to be completed by primary school educators, was utilised. The completed questionnaires were analysed using descriptive statistics. In conclusion a summary was presented on the findings of the literature and empirical study and the following are some of the recommendations that were made: • Positive attitudes must be inculcated in parents to become actively involved in their children's formal schooling. • Educators and parents must be trained to offer parental involvement programmes. Further research should be conducted concerning the accountability of parents regarding their involvement in primary schools.
Wang, Kuanyun Rhoda, i 王宽韵. "Examining philosophical congruity between kindergartens and primary schools in Hong Kong: implications for thekindergarten-primary school transition". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B4439150X.
Pełny tekst źródłaNhlapo, Velaphi Aaron. "Managing school safety in the primary school / Velaphi Aaron Nhlapo". Thesis, North-West University, 2006. http://hdl.handle.net/10394/2546.
Pełny tekst źródłaScullion, P. A. "Quality of school life and the Irish medium primary school". Thesis, Queen's University Belfast, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.403205.
Pełny tekst źródłaArgyro, Kokoretsi-Stavrinides. "School-based self-evaluation in Greece : A challenge for primary schools". Thesis, London Metropolitan University, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.523008.
Pełny tekst źródłaYip, Valerie Wing Yan. "Parental involvement, school strategies and reading in Hong Kong primary schools". Thesis, University of Cambridge, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.608455.
Pełny tekst źródłaCheng, Alison Lai-Fong. "School-based management and quality management in Hong Kong primary schools". Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/30854.
Pełny tekst źródłaBrown, Anne Patricia. "An evaluation of after school nutrition clubs in Liverpool primary schools". Thesis, Liverpool John Moores University, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549430.
Pełny tekst źródłaNewman, 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.
Pełny tekst źródłaWong, Wai-ling Winnie. "A new primary school for quality education". Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950940.
Pełny tekst źródłaWong, Shuk-ching. "Improving ICT use in a primary school". Click to view the E-thesis via HKUTO, 2004. http://sunzi.lib.hku.hk/hkuto/record/B40040069.
Pełny tekst źródłaDick, Sithembele Leonard. "Examining parental involvement in governance at primary schools : case study of three township primary schools in the Western Cape". University of the Western cape, 2016. http://hdl.handle.net/11394/5566.
Pełny tekst źródłaIn Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.
Yeung, Kin-chung Clifton. "Understanding primary school principals the biographies approach /". Click to view the Table of Contents. Click to view the abstract. Click to view the E-thesis via HKUTO, 2000. http://sunzi.lib.hku.hk/hkuto/record/B31962087.
Pełny tekst źródłaHorobin, M. Vivienne. "School engagement, self-esteem and wellbeing during transfer from primary to secondary school". Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/693.
Pełny tekst źródłaYasar, Seda. "Classroom Management Approaches Of Primary School Teachers". Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
Pełny tekst źródłamanagement 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.
Glenn-Hume, David, i n/a. "Being a boy in a primary school". University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060712.095746.
Pełny tekst źródłaHindmarsh, Patricia, i res cand@acu edu au. "Towards an Ecologically Sustainable Catholic Primary School". Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp233.18052010.
Pełny tekst źródłaSmith, Marion Jenifer. "A Primary School Year : rhythms and relationship". Thesis, University of East Anglia, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522277.
Pełny tekst źródłaHolt, Louise. "(Dis)abling children in primary school spaces". Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/10900.
Pełny tekst źródłaWong, Wai-ling Winnie, i 黃惠玲. "A new primary school for quality education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984903.
Pełny tekst źródłaSiu, 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.
Pełny tekst źródłaYeung, Kin-chung Clifton, i 楊健忠. "Understanding primary school principals: the biographies approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31962087.
Pełny tekst źródłaWong, Shuk-ching, i 黃淑貞. "Improving ICT use in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B40040069.
Pełny tekst źródła