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Chan, Yee-wah, i 陳綺華. "School self-evaluation: a whole school approach". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30227392.
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Wong, Kai-hung Peter. "Whole school approach to guidance : a pilot project in a primary school /". [Hong Kong : University of Hong Kong], 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13744628.
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Wong, Kai-hung Peter, i 黃啓鴻. "Whole school approach to guidance: a pilot project in a primary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31249589.
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Chu, Ka-fai Andy. "A study on whole school approach to discipline and guidance in a practical school". Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22706434.
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Nhlapo, Velaphi Aaron. "A whole-school approach to facilities maintenance / Velaphi Aaron Nhlapo". Thesis, North-West University, 2009. http://hdl.handle.net/10394/4772.
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The area of school facilities maintenance as an integral component of schools' educational programmes is only beginning to receive attention in South Africa, through the publishing of Notice 1438 of 2008 of the National Education Policy, which is a call for comments on the National Policy for an Equitable Provision of an Enabling School Physical Teaching and Learning Environment. This implies that, while it is a critical aspect of teaching and learning, school facilities maintenance has not been accorded a priority status. Numerous studies have
indicated a strong correlation between the quality of school facilities and learner achievement and educator morale and job satisfaction. This study aimed at determining how a whole-school approach to facilities maintenance can be developed at schools by investigating the nature of school facilities maintenance and what the current school facilities maintenance practices are. An exploratory qualitative empirical research involving the use of ethnographic observation, photography and interviews was conducted. The study found that the current facilities maintenance practices at schools mainly comprised routine, corrective and emergency maintenance, which implies that facilities maintenance is not an integral component of the educational programmes. It also implies that schools need to implement a comprehensive and systematic process of facilities maintenance, which has a strong strategic dimension. A Whole-School Facilities Maintenance Model is thus proposed as a solution to this need. The model addresses schools' immediate facilities maintenance needs and long-term needs as it is accommodative of changes, both minor and major, as can be the case with the enactment of policy regarding school infrastructure management. This study contributes to the practice of school organisational development and management by customising strategic planning into school development planning and improvement.Thesis (Ph.D. (Education Management))--North-West University, Vaal Triangle Campus, 2010.
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Lui, Chun-yin, i 雷鎮賢. "A study of the whole school approach towards environmental education". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958096.
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Lui, Chun-yin. "A study of the whole school approach towards environmental education". Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14038699.
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Miller, Frank J. (Franklin Joe) 1943. "Usage of Whole-Language Instruction in Elementary-School Classrooms: a Case Study". Thesis, University of North Texas, 1992. https://digital.library.unt.edu/ark:/67531/metadc278860/.
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This qualitative research study examined the usage of whole-language instruction in the classrooms of four self-professed whole-language teachers. Data were collected from the following sources: classroom observations; interviews with the teachers and their principals; and a study of lesson plans, student work, textbooks, and curriculum guides. The following conclusions were drawn from the study. The teachers' pre-existing philosophical views regarding language instruction influenced the effectiveness with which they implemented whole-language instruction more than any other single factor. These philosophical bases also determined, to a large extent, the kinds of whole-language practices and strategies the teachers used in their instruction. The skills-oriented teachers most often stated that they used whole-language instruction in order to review or reinforce skills. The more holistic teachers most often stressed language development, language appreciation, and self expression. The data collected in this study led to the conclusion that teachers must become knowledgeable of whole-language principles and make a personal commitment to the whole-language philosophy in order to develop integrated, coherent whole-language instructional programs. The data also led the researcher to conclude that assessment of whole-language instruction was an area of ambiguity and uncertainty for the teachers involved in the study. The following recommendations were made from the study. Teachers should make conscious efforts to become cognizant of their basic philosophies and beliefs regarding how children learn and develop. Teachers should then ensure that their practices are consistent with their beliefs. Increased emphasis should be placed on developing appropriate means for assessing the effectiveness of whole-language instruction. School districts should provide adequate in-service opportunities and support services and receive the commitment of the teachers before initiating district-wide whole-language programs. Further research should be conducted on how teachers are affected when they are required to teach in ways which are inconsistent with their basic philosophies and/or teaching styles.
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Chan, Shuk-mei Pearl, i 陳淑薇. "Implementation of whole school approach to guidance in a primary school: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31959970.
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Chu, Ka-fai Andy, i 褚家輝. "A study on whole school approach to discipline and guidance in a practical school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961563.
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Chung, Wing-keung, i 鍾永強. "A study on whole school approach to discipline in a Hong Kong secondary school". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B43893806.
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Chung, Wing-keung. "A study on whole school approach to discipline in a Hong Kong secondary school". Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18811000.
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Chan, Shuk-mei Pearl. "Implementation of whole school approach to guidance in a primary school : a case study /". Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057374.
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Squire, Amanda. "Promoting a whole school approach to healthy eating in two secondary schools in South Wales". Thesis, Cardiff Metropolitan University, 2013. http://hdl.handle.net/10369/5078.
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This work focuses on the provision and improvement of food in secondary schools. The study evaluates the effect of a whole school intervention based upon the implementation of school nutrition action groups in two secondary schools in South Wales. The study explores the impact of the intervention on food sales, pupil food choices, knowledge and attitude. Foods provided during the school day can make significant contribution to meeting the dietary requirements of children and adolescents (Crawley, 2005c) and it is estimated that the midday school meal may account for at least 33% of daily energy intake (Crawley, 2005b). This chapter sets the backdrop and context to this work and describes the provision of school meals in UK and westernised countries. As well as considering a contemporary perspective, the chapter describes the historical development of school meals service in UK in order to understand the barriers and motivators to the movement for change in school meal provision. The chapter explores the role of government priority and investment and describes the development of national food strategies, particularly Appetite for Life in Wales. These strategies, implemented via food and nutrient based standards, aim to positively impact on school meals and adolescent health.
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Lam, Yee-wah Evelyn, i 林綺華. "Whole school approach to guidance in a secondary school in Hong Kong: a case study". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B43893491.
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Lam, Yee-wah Evelyn. "Whole school approach to guidance in a secondary school in Hong Kong : a case study /". Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13999540.
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Leurs, Martina Theodora Wilhelmina. "A collaborative approach to tailored whole-school health promotion the schoolBeat study /". [Maastricht] : Maastricht : [Maastricht University] ; University Library, Universiteit Maastricht [host], 2008. http://arno.unimaas.nl/show.cgi?fid=10532.
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Crowley, Joanne Elizabeth. "Using a whole school restorative approach : a realistic evaluation of practice in a city-based primary school". Thesis, University of Birmingham, 2013. http://etheses.bham.ac.uk//id/eprint/4728/.
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Restorative practice is a behaviour management approach that is underpinned by humanistic psychology and Vygotskian pedagogy. Proponents of restorative practice maintain that its implementation within school settings can increase self-discipline, reduce conflict, and improve the behaviour of pupils. Whilst there is much support for the implementation of discrete restorative processes, there is a paucity of research examining a whole-school model. This study investigates how a whole-school approach to restorative practice has been implemented within a case study school. The study uses Pawson and Tilley’s methodological framework, ‘Realistic Evaluation’, and seeks to understand the contexts and mechanisms that support programme implementation. The methods that are employed to gather this information include a realist synthesis of existing literature, and a qualitative analysis of staff and pupil perspectives of a whole-school restorative approach. The findings that were generated from this study were used to develop a programme specification for whole-school restorative practice delivered within the case study school. Key elements of the programme specification included establishing a ‘restorative’ school ethos, capacity of the school to change, training for staff and pupils, the application of restorative skills and attributes, the development of preventative and reactive restorative processes, and formalising the approach within school documentation.
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Rennie, Robert W., i res cand@acu edu au. "School Refusal: a Case study". Australian Catholic University. School of Education, 2003. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp40.29082005.
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According to the literature school refusal is a complex disorder. Whilst the condition only occurs in 2% of the general school population, more interestingly the problem accounts for about 8% of clinically referred children (Burke & Silverman, 1987). This study focuses on the school refusal of a young adolescent male. This thesis has examined the degree to which school refusal can be minimised through employing a whole school approach underpinned by effective pastoral care (WSNPC intervention program). The research questions were as follows: To investigate the effects the WSNPC intervention program has on the: minimisation of school refusal; replacement of the motherlfigurehead in the mother-child relationship relative to separation anxiety; and = improved emotional, social and intellectual wellbeing of the school refuser. The methodology adopted for the study of school refusal regarding a young adolescent male was based on a grounded theory approach and also included a combination of action research and case study methods. Qualitative paradigms measured the degree of the participant's school refusal. A variety of instruments were employed to measure the participant's perceptions of school refusal. The implementation of multiple strategies were based upon data collected and evaluated, both as a result of intentional efforts, or as an unintentional by-product of the study with the expressed aim of maximising the participant's school attendance. The evidence presented in this study indicates the strategies employed via the WSA/PC intervention program were helpful in improving the participant's attendance at school. The results give an insight into the level of comprehension for the sample of school refusal and its response in terms of understanding the reasons for such thinking. The limitations of single case methodology are acknowledged in the study and suggestions for further research discussed.
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Leung, Yuk-wah, i 梁玉華. "The adoption of a whole school approach to guidance work in Hong Kong secondary schools: some case studies". Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956609.
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Agius, Ferrante Charmaine. "A case study of inclusion and diversity : a whole school approach using the social model of disability". Thesis, Northumbria University, 2012. http://nrl.northumbria.ac.uk/8772/.
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This thesis evaluates the experiences of a Maltese school that decided to embrace the philosophy of inclusion. It provides a synthesis of knowledge about the processes of inclusive education, derived from the experience of the main stakeholders in the school. The main research question being: “What changes does the implementation of the Social Model of Disability that focuses on abilities and skills rather than labelling and deficit have on a school population?” Specifically, the study investigated: · The practices within the school that enable inclusion. · The experience of students, students’ parents, teachers, learning support assistants (LSAs) and administrators. · Whether or not, and if so, how disabled students are participating, active members of the school. · The effect of inclusion on the school community/culture. A case study approach is used in order to evaluate this school’s process of inclusion and its ramifications on stakeholders. Both qualitative and quantitative methods were used, along with a triangulation of questionnaires, focus groups, semi-structure interviews and observations. A thematic analysis supported by descriptive statistics was used within an interpretative approach of hermeneutic phenomenology. This research contributes theory to the following three areas in: 1. Offering a different model for an inclusive school. 2. The use of innovative structures in school management. 3. The changes brought about by valuing the education of disabled students. The findings show a general positive attitude towards inclusive education and suggest that inclusive education heightens the awareness of each interrelated aspect of the school as a community, challenges stereotypes, and promotes contextually relevant research. The work concludes with a series of possible future directions for research and a critical reflection that is needed to help educators achieve progress towards philosophical and practical ideals of a socially and academically just education.
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Nemec, Michelle A. "Enhancing emotional literacy: A critical case study of multiple stakeholders' perspectives and effects of a whole-school approach". Thesis, Australian Catholic University, 2014. https://acuresearchbank.acu.edu.au/download/e92ed42654d215123e795ecc5ef722ed3614d6b7a7345b796a9645de34009f90/4306252/201409_Michelle_Nemec.pdf.
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Emotional literacy (EL) provides a basis for understanding how relationships between teachers and students contribute to effective learning. This facet of schooling is central to the growing interest in positive education and the place of positive psychology in schooling. As schools are relational organisations, EL provides a cornerstone for building pro-social values and social-emotional skills that can help make schools more satisfying places to work and learn. The thesis comprises two interrelated studies of multiple stakeholders’ perspectives of EL in a case study school (school executive (n=4), school counsellors (n=2), teachers (n=89), students (n=509)). An ecological systems view provided the theoretical underpinning for utilising a participatory action research (PAR) approach. Study 1 examined the status of EL to determine strengths, barriers, and areas that would benefit from school-derived EL interventions. Multiple stakeholders (n=215): leading teachers (n=3), School Counsellor (n=1), teachers (n=33), and students (n=178) participated in Study 1 by completing a survey and participating in focus groups (n=2) and interviews (n=4). Study 2 explicated and implemented school-derived EL interventions through PAR and elucidated the impact of the EL interventions on EL. Study 2 aimed to identify the features of an emotionally literate school. Multiple stakeholders (n=396: School Executive (n=3), School Counsellors (n=2), teachers (n=56), and students (n=331)) participated in Study 2 by completing the survey utilised in Study 1 in two waves of data. Teachers (n=6), students (n=4), and school counsellors (n=2) participated in focus groups or an interview after the EL interventions were implemented to determine the impact of the interventions and how their views about EL evolved. Using qualitative analysis methods the research findings informed school-derived EL intervention strategies. Research data was coded against the research questions and ascribed meaning. On this basis patterns and themes emerged, enabling understanding and insight about the research findings. The ecological framework used in this research informed my thinking about the data and the way I derived meaning from the data. Study 1 found stakeholders’ views about EL were influenced by school social environment perceptions. Students confirmed their positive view about the role of socialemotional skills and relational quality for academic outcomes, as found in other research (Dix, Slee, Lawson, & Keeves, 2011; Durlak, Weissberg, Dymnick, Taylor, & Schellinger, 2011). Study 2 found that emotionally literate school leadership played a key role in how teachers feel about their roles and contributions to school. The findings suggested that activating teacher and student voices adds to a positive school ambience and builds teacher self-efficacy. In Study 2, the PAR approach elucidated that while quality implementation of EL is the ideal, EL change could be promoted through a ‘ripple effect’, if embedded in the school culture through teacher ownership. A teacher EL development model using teacher professional practice, knowledge of self and others, and positive education approaches is another outcome of the research. Using pedagogical approaches akin to EL, teachers can model pro-social values, EL skills, and grit, enabling students to develop EL. The research findings imply that teacher well-being provides a foundation for building EL through value-laden approaches embedded in the school philosophy.
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Jefferies, Willow. "Mindfulness practices in secondary schools: Exploring teachers’ attitudes, and the barriers and facilitators to achieving teacher buy-in to a whole-school approach". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2479.
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Mindfulness practices are increasingly being introduced into schools as a whole-school approach, with teachers often responsible for implementing the exercises with their students. The aim of this research project was to explore the attitudes secondary teachers hold towards mindfulness practices and determine the barriers to and facilitators of teachers buying-in to a mindfulness initiative. A qualitative research methodology was utilised with twelve semistructured interviews conducted across three Perth metropolitan secondary schools. Interview questions were devised using both attitudinal constructs and the Revised Theoretical Domains Framework (TDF-R). In order to separately explore both teachers’ attitudes towards mindfulness practices and the barriers to and facilitators of their buy-in to an initiative, the interview data were analysed twice. In the first instance, deductive analysis was used within the suite of questions relating to each attitudinal construct. Following this, a hybrid approach was used to determine which TDF-R domains acted as either barriers to or facilitators of achieving participant buy-in to a mindfulness initiative.
Findings indicated that this sample of secondary teachers held ambivalent attitudes towards the implementation of mindfulness practices as a whole-school approach. This included participants’ having a positive attitude towards mindfulness practices in schools, while holding reservations regarding whether teachers should be the ones to implement the practices. The TDF-R domains Situational Knowledge and Beliefs about Consequences were deemed to be facilitators of participant buy-in. The following domains were considered barriers to participant buy-in: Beliefs about Capabilities, Professional Role and Identity, Organisational Culture and Resources. The implications of the research include ensuring schools’ expectations of educators are clearly defined, providing staff with adequate training, and ensuring the leadership have authentic and consistent intentions.
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Hovelroud, Lauren A. "Is literacy everyone's business? A case study exploring the enactment of a whole-school preparatory to Year 12 common language approach to literacy education". Thesis, Queensland University of Technology, 2016. https://eprints.qut.edu.au/98744/1/Lauren%20Hovelroud%20Thesis.pdf.
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At a time when literacy is purportedly everyone’s business, the study’s focus was on one Queensland Preparatory to Year 12 metropolitan state college as a case study site for a practitioner-based inquiry. The study explored teachers’ reported understandings of literacy and their experiences in enacting a whole-school common language approach to literacy. The findings identified some consistencies in their prioritisation of and commitments to literacy, representing just some of the complexities involved in a whole-school approach. Further contestations revealed different definitions and understandings of literacy and the challenges surrounding cross-curriculum implementation, which have future implications for teachers, educators, administrators and policy-makers.
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Harper, Liesl. "Whole school approach to language immersion using augmentative and alternative communication for students with multiple disabilities and complex communication needs". Thesis, Queensland University of Technology, 2020. https://eprints.qut.edu.au/198051/1/Liesl%20Harper%20Thesis.pdf.
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This study explored the features, strategies and challenges of a whole school approach to augmentative and alternative communication (AAC) for students with multiple disabilities and complex communication needs. Augmentative and alternative communication provides students with functional communication, enabling participation in their daily lives, and engagement with curriculum and learning. The study found that provision of AAC is dependent on staff skill, expert training, communication opportunities and access to AAC resources. Furthermore, the features of a whole school AAC approach were underpinned by attitude, personal philosophy, organisational culture and the belief that all students can communicate and have something to say.
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Blackmore, Adam J. "Light dawns gradually over the whole : models of integrated curriculum provided in middle schools within Western Australia". Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2008. https://ro.ecu.edu.au/theses/203.
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The interconnectedness of knowledge and the transfer of skills between learning areas can be beneficial for students. It can assist them to connect their schoot experiences with their daily lives and empower them to deal more effectively with the rigours of senior school, where more abstract ideas and concepts are taught. Curriculum integration may be one way in which students could be provided with opportunities to develop and transfer skills and knowledge across their school subjects. The West Australian Curriculum Framework, which has been in operation for the past ten years, also promotes a curriculum which integrates the eight learning areas identified. The ideal time to provide this opportunity may be during the transition from primary to secondary schooling, otherwise known as the middle years of schooling. Curriculum integration is one of the main elements of middle schooling. The question is: how prevalent is integrated curriculum in West Australian middle schools and in what way is it being provided? This research provides some answers to that question, however, due to the small sample size involved in the study it is problematical to generalise the results for all middle schools in Western Australia. These answers were generated through the combination of a number of sources of data. Initially, a range of literature pertaining to integrated curriculum in Western Australia was analysed. This provided the framework for the next stage, a survey questionnaire, which was sent to all middle schools in the State. A third data source was created from interviews with teachers and administrators that provide integrated curriculum. These data sources were all analysed using a variation of the "framework" method. This qualitative methodology was especiaJJy suitable for this research due to the need to gain in depth data from a diverse range of schools. These activities identified a number of integrated curriculum models. They also revealed numerous supports and barriers that schools have encountered in their experience with integrated curriculum.
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Nashilongo, Onesmus. "An investigation of teachers', learners' and parents' understanding and perceptions of a whole school approach to environmental learning in selected schools in the Oshana Region, Namibia". Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003528.
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This study sought to investigate teacher, learner and parental perceptions and understanding of a whole school approach in environmental education (EE). There were five schools piloting environmental education through a whole school development approach in the Oshana Region of Namibia. The study was conducted in two rural schools in the Oshana Region. The schools were selected because they participated and piloted the infusion of environmental education themes in the curriculum through the whole school approach during the Supporting Environmental Education in Namibia (SEEN) project piloting phase from 2001 to 2005. This study was shaped and informed by international theories, practices and perspectives of a whole school approach as cited in chapter two of this study. In other words a whole school approach has provided theoretical background information and a practical framework on which this study was built. A whole school approach provides a theoretical understanding of how the school community, the biophysical environment, as well as the curriculum can benefit from EE projects through a whole school development approach. The whole school approach, discussed in this study, provides an opportunity to see the link between the whole school approach and ESD in order to understand the role a whole school approach plays in the implementation of ESD in Namibia. The research took the form of an interpretive case study focusing on a study of two teachers, two learners, and two members of the community. Data were collected through semi-structured interviews, document analysis and site observations. This study was undertaken two years later after the Supporting Environmental Education Namibia (SEEN) pilot project phased out. The findings indicate that despite the training and support received by the schools during the operation of the Supporting Environmental Education Namibia (SEEN) pilot project, schools are still experiencing problems with the application of a whole school approach. The findings revealed that the curriculum should provide guidelines and examples to support teachers on how to integrate environmental education in the teaching and learning process. The results of the study indicate that teachers, learners and members of the community have a limited understanding about how a whole school development approach in environmental education is linked to Education Sustainable Development (ESD) and the four dimensions of the environment.
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Harris, Elizabeth Maria. "'n Ondersoek na die rol van leerderaktiwiteite in opvoeding vir volhoubare lewe / Elizabeth Maria Harris". Thesis, North-West University, 2008. http://hdl.handle.net/10394/2866.
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Environmental Education is widely considered to be indispensable for realizing behaviour which supports sustainable life. Several international declarations and South African policy documents plead for the inclusion of environmental education processes at all levels of formal education. The White Paper for Education and Training (1995) stipulates that environmental education should be presented in accordance with an interdisciplinary, integrated and active approach to learning.
The aim of this study was to investigate the role a learner activity plays in the decisions learners make to live more in the interest of the sustainability of the environment. Three schools that are engaged in the project Build capacity for life were selected. The project aims at implementing an environment management system at the schools by means of which the environment forms an integral part of school management and of the curriculum.
The study is performed as a qualitative case study in which data was collected by means of observation, focus group sessions and interviews. The learner involvement in the staging of an activity that dealt with energy consumption and the influence thereof on the environment was investigated. Firstly, the collected data was organised by means of matrixes and brain charts and then analysed with the help of plotting charts.
The findings indicate that learners are capable of recognising the relationship between electric energy, littering and air pollution. Learners are aware of the impact they as energy consumers have on the environment and could list methods according to which they creatively save energy on the school grounds and at their homes. Their performance is testament to a responsible attitude towards the environment and to the fact that they are convinced of the value of making people aware of environmental issues.
From this, it can be inferred that, should channels and structures exist at schools by means of which learners can gain access to the management of their schools, they would be able to make contributions to promoting the sustainability of the environment.Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2009.
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Jeffries, Treva Elise. "A Comparative Study of Multi-Tiered Interventions on Attendance and Graduation Rates of Urban High School Students: A Whole Child-Equity in Education Approach". Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1577977538494316.
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Lai, Chung-ju. "Staff development for whole-language teacher in Taiwan English as a foreign language". CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2571.
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This project explores the Whole Language method for developing Taiwanese students' language proficiency in both Chinese and English. It includes sections on current practice in primary-level instruction, teaching methods, learner-centered literacy, crosscultural teaching and learning, and school administration. It provides a theoretical framework for training Whole Language teachers, an instructional unit and a strategy for assessment.
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Lindo, William, i Josefin Skugge. "Finns det mål och mening med vår färd? : Hur lärare i grundskolan kan beskriva och resonera kring studie- och yrkesvägledning som ett ansvar för hela skolan". Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-104200.
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Syftet med studien var att undersöka hur lärare i grundskolan tänker kring, och beskriver hur de arbetar med, studie- och yrkesvägledning inom ramarna för det som i läroplanen (Lgr 11) beskrivs som ett ansvar för hela skolan. Studien genomfördes med kvalitativ metod i form av intervjuer med åtta lärare på sammanlagt fyra grundskolor inom Stockholms län. Resultatet visade att flera av lärarna likställde studie- och yrkesvägledning med studie- och yrkesvägledaren. De flesta av lärarna var inte medvetna om att de hade ett ansvar för skolans studie- och yrkesvägledning, utifrån rådande styrdokument. Det kunde sägas att lärarna ansåg att syftet med studie- och yrkesvägledning var att förbereda eleverna inför framtida studie- och yrkesval, även om det fanns skillnader i hur detta uttrycktes och vad det arbetet kunde innebära. Tidsbristen uppgavs vara ett hinder och de flesta hade svårt att knyta an studie- och yrkesvägledning till sitt eget ämne. Lärarna var främst präglade av sin egen erfarenhet av studie- och yrkesvägledning, snarare än att deras uppfattningar om området kunde härledas till styrdokumenten, information från rektor eller utbildning. Resultatet analyserades utifrån teorin om närbyråkrater i relation till begreppen förstå, kunna och vilja. Det konstaterades att det fanns en väldig variation lärarna emellan både vad gäller tankar kring innebörd och det praktiska arbetet. Studien visade sig kunna bekräfta en del av de resultat som Henryssons avhandling om syo-kulturer i skolan visat (Henrysson, 1994). Detta skulle kunna tyda på att mycket litet har utvecklats på 20 år vad gäller lärares förhållningssätt gentemot studie- och yrkesvägledning som ett ansvar för hela skolan.The purpose of the study was to examine how teachers in elementary school think about, and describe how they work with, guidance and counselling within the confines of what the curriculum (Lgr 11) describes as a responsibility of the whole school. The study had a qualitative approach, where interviews with eight teachers in four schools within the county were conducted. The results showed that several of the teachers equated the guidance and counselling with the guidance counselor. Most of the teachers were not aware that they had a responsibility to the school's guidance and counselling, based on current policy documents. It could be said that the teachers felt that the purpose of guidance and counselling was to prepare students for future academic and career choices, although there were differences in how this was expressed and what the work could entail. Lack of time was reported to be an obstacle, and most found it hard to implement guidance and counselling to their subjects. The teachers were mainly influenced by their own experience of guidance and counselling, rather than their perceptions of the area could be attributed to the policy documents, information from the principal or education. The results were analyzed based on the theory of street-level bureaucracy in relation to the concepts of understanding, able and willing. It was found that there was a tremendous variation between teachers in terms of both ideas about the meaning and practical work. The results of the study in conjunction with a twenty year old PhD thesis may indicate that very little may have evolved in terms of teachers' attitude towards guidance and counselling as a whole school approach or responsibility.
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Baker, Gabrielle A. "Gifted adolescent wellbeing: An Australian case study". Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/118724/1/Gabrielle_Baker_Thesis.pdf.
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A case study approach was adopted in this research to explore the wellbeing of gifted adolescents who participated in a two year immersion class. Qualitative evidence supported ability-grouping to compact three years' curriculum into two while incorporating social-emotional skills. Vignettes of challenges beyond the safety of the class however, revealed changed behavior that influenced student development and identity. A whole-of-school approach to wellbeing was recommended to foster a shared ethos of inclusive practice and empathy. Insight from the research has global significance for gifted adolescent wellbeing.
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Tassell, Brad. "I'm Gonna Write That Down: Research on Bullying and Recognition of Perception Toward Initiation of Intervention a Whole-School Approach to Bringing all Stakeholders' Perceptions on Bullying in Line and Training Students to Distinguish Tattling from Reporting in Grades 3-6". TopSCHOLAR®, 2013. http://digitalcommons.wku.edu/theses/1303.
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Research on whole-school bullying programs shows some effectiveness in creating awareness and a reduction in overall bullying with vigilant supervision. Roleplaying games repeatedly taught to students help them deal with bullying in specific situations, but all these interventions leave a great deal to be desired when conditions are not in line with the training, most of which most are not (Smith, Schneider, Smith, & Ananiadou, 2004). In addition, student perceptions can differ from the staff and administration. A wide gap exists between how students, parents, teachers, and administrators perceive bullying. Students remain confused and flounder in the moment when they feel bullied, while bystanders are statistically shown to be scared and even help the bully in many cases (Mishna, Pepler, & Wiener, 2006). This study examines research from the past 10 years on the effectiveness of whole-school programs. Two main criteria include: (1) A comprehensive “macro” comparison study of research leading to a “micro” examination of specific school research, and (2) an examination of the importance of recognizing perception and creating interventions that any student can utilize no matter their level of fear. In addition, an introduction and an explanation of the ideas and concepts of the I’m Gonna Write That Down program are included.
34
Ingram, Jennifer. "Whole class interaction in the mathematics classroom : a conversation analytic approach". Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/49627/.
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This thesis analyses whole-class interactions in the mathematics lessons of four mathematics teachers and their pupils. A conversation analytic approach was taken in analysing the transcripts of whole-class interactions, focusing on those interactions that were about mathematics. The sequential organisation of talk, in particular turn-taking and preference organisation, is examined for similarities and differences across the four classrooms and the implications these may have for the teaching and learning of mathematics are explored. This research also examines the discursive construction of the mathematical tasks and activities in each of the classrooms. The analysis reveals that the teachers and pupils orient to the institutional setting in which the interaction occurs. The structure of interactions in formal classrooms offers opportunities that can support particular features of learning mathematics, such as using mathematical terminology, building in opportunities for pupils to think about the mathematics, explain their reasoning, and ask mathematically related questions. However, these structures also constrain the interactions and so features of learning mathematics only feature in interactions that deviate from the usual patterns of interaction in formal classrooms, such as argumentation and justification. Finally, this research offers evidence that the way mathematical tasks and activities are talked into being affects the nature of the mathematics that the pupils experience.
35
Nazikioglu, Zeynep. "Losing The Sight Of The Whole: Acritical Review Of Three Schools Of International Political Economy On Globalisation And The State". Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/2/12605067/index.pdf.
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Within this thesis, the dominant conceptualisations of the state/market and the national/global within international political economy are put into a critical scrutiny. It is emphasized that within most of the analyses of globalisation and the state, these conceptualisations are built in a dualist manner and that the internal relation between them is ignored. Within this context, it will be focused on three prominent approaches in contemporary international political economy literature, namely regulation approach, neo-Gramscian approach and open Marxism which scrutinise the relation between globalisation and the state.
Through an analysis of the methodological and conceptual frameworks of regulation and neo-Gramscian approaches with a particular focus on the relationship they posit between globalisation and the state, the political/ economic and the national/ global conceptualisations of these approaches will be criticised for being dualist. Such a criticism will be developed by deriving insights from open Marxist perspective which provides a relational conception of the political/economic and the global/national and, through emphasizing that globalism is inherent in capitalism and capital is a global social relation which cannot be taken as separate from labour, perceives the state and market as internally related forms of capitalist social relations of production.
36
Gillette, Louise M. "A summer reading program for kindergarten through second grade utilizing whole language and literature-based instruction". CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/326.
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Shallcross, Anthony George. "Education as second nature : deep ecology and school development through whole institution approaches to sustainability education". Thesis, Manchester Metropolitan University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.252441.
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Jefferson, Stephanie Sharon. "The impact of change : a whole school study to investigate if change in approaches to teaching writing has an impact on school culture". Thesis, University of Southampton, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.367972.
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Mnyaka, Nompumelelo Margaret. "Exploring the promotion of safe schools in the Eastern Cape: a whole school development approach". Thesis, 2006. http://hdl.handle.net/10500/1802.
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The purpose of this study was to explore the promotion of safe schools in the Eastern Cape according to a Whole School Development Approach. A literature study investigated the factors contributing to violence in schools in the Eastern Cape as well as South Africa, the strategies that can be used to involve all stakeholders in education to combat school violence and the strategies to promote safe schools through Whole School Development Approach. An empirical investigation following a qualitative approach was used to explore the views of learners, educators, principals and teachers of two secondary schools in the Eastern Cape. Data was gathered by observation, interviews, analysis of written documents and analysis was according to qualitative procedures. Findings showed a prevalence of violence in the schools as a result of non-application of the Whole School Development Approach. The implications of the findings of both literature and the empirical investigation are discussed and certain guidelines are provided to assist all stakeholders in education on the promotion of safe schools through the Whole School Development Approach.Educational Studies
M. Ed. (Education Management)
40
Murahwa, Sindisiwe. "Combining 'phonics' and 'whole language' approaches in teaching reading : a case study of Phenduka Literacy Project in an Alexandra school". Thesis, 2009. http://hdl.handle.net/10539/6033.
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This research report is a case study, the aim of which is to describe and analyse the
methods used by a non-profit organization in teaching Grade Seven (7) learners with
reading difficulties in an Alexandra Township school, by using a combination of the
whole language and phonics approaches. It involves Phenduka Literacy Project
facilitators immersed in a two to three week literacy intervention with an average of 30-
35 Grade 7 learners at Dr Knak Primary School. The aim of the Phenduka programme
is to improve learners’ levels of reading so that they can meet the demands of high
school education. Data was collected by analysing the teaching material, carrying out
semi-structured interviews with Phenduka facilitators, and observing the facilitators at
work. The findings revealed that there is no one suitable method for teaching reading;
rather, using an integrated approach would bear much fruits. It is envisaged that the
findings of this study would enlighten teachers in disadvantaged communities in South
Africa who face the same scenario of dealing with poor readers and using limited
teaching/learning resources.
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Lin, Li-ching, i 林麗卿. "The Effects of the Whole Language Approach on Elementary School Students'''' English Learning". Thesis, 1998. http://ndltd.ncl.edu.tw/handle/88264575058539280082.
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呂美儀. "The evaluation of the energy education program with whole school approach in Taiwan". Thesis, 2009. http://ndltd.ncl.edu.tw/handle/v2697f.
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碩士國立臺灣師範大學
環境教育研究所
97
Delta Electronics Foundation and Earth Passengers cooperate with “Whole School Energy Education”.To guide participant schools by whole school approach is the program’s main axle. To assist participant schools solve energy problems, carry on the energy instruction, and establish energy conservation culture are the program’s main targets. This study is written by logic model. The target groups of this study are program and four participant schools. The study methods combine with qualitative and quantitative tools－interview, observation, related document, and questionnaire. The main findings of this study are as follows: 1. The program guides participant schools by customization measure. They are “counsel”, “energy education materials”,“electronic newspaper and the blog”,“ workshops”,“funds” and so on. 2. Although four participant schools have different focus, they have “team”, “check their environment”,“make purposes”,“take actions” by the same token. 3. After impelling, four participant schools have specific contents, such as energy education material, empirical datum, student's works, energy education planning for action and so on. 4. During the process, program and four participant schools have problems, they include “not many school members support the plan”, “cooperation problems”, “insufficient time” and so on. Finally, some suggestions are proposed to schools and teachers－“consult with the related institute”,“encourage teachers and students to work together on the program”,“reward”,“share resources or experiences”,“get support accepted by parents”.Besides, some suggestions are proposed to the future researches－“analyse single participant school how to impetus energy education and results deeply”, “continue to trace participant schools about future development”.
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"A case study of the implementation of whole language in a remedial school". Thesis, 2012. http://hdl.handle.net/10210/5552.
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M.Ed.Traditionally schools for learning disabled pupils taught the language arts within a behaviouristic model where language was broken down into its component parts and sub-skills, which were then taught in a stepwise, sequential manner from the most simplistic towards the whole complex language. In the 1980's there was a grassroots, teacher-initiated movement away from this reductionist orientation towards the teaching of language in a meaningful, integrated manner. A variety of teaching methods developed which were consistent with this new whole language approach. The whole language approach became an inherent part of teachers, encompassing all aspects of a classroom and thus it was referred to as the whole language philosophy. This research focused on the process of a teacher changing from the behaviouristic approach towards the whole language philosophy. Although the research focused on one teacher, it had broader implications for the process of whole language implementation in all schools for learning disabled children. This process of a teacher changing towards the whole language philosophy was explored within the theoretical framework of a model described by Watson. The model presented three dimensions of philosophy formation. The dimensions were practice, theory, and beliefs which were inter-related and constantly evolving as the teacher's philosophy formed. The methodological format used to achieve the research aim was a qualitative single case study. The qualitative design allowed for the process of teacher change to unfold without constraints. It accommodated the explorative, flexible nature of the research and allowed for rich, interpretative descriptions of the process. The research was limited to a single case since the scope of the research allowed for only one teacher to be purposefully selected and educated. The researcher introduced the teacher to the whole language approach by providing suitable reading material, by building a trusting relationship with her, and consulting with her on the practical implementation in her classroom. Simultaneously with the researcher facilitating the change process in the teacher, the researcher collected data from various sources - interviews, documents and journal field notes. Data analysis was done using the content analysis procedure of open coding where manageable units of data were subjected to pre-determined criteria in order to code them into themes. The themes were then clustered into regularly occurring patterns for consolidation and interpretations were then made which led to the research conclusions. The findings of the study supported Watson's three dimensional model. Whole language philosophy formation began with the implementation of borrowed practices, which resulted in successful experiences and prompted the activation of a quest for the underlying theory. Theory activation led to the examination of previously held beliefs which altered with time towards the whole language philosophy. Added to this model, this study indicated that a teacher's whole language philosophy formation is a dynamic process. The process was facilitated by an agent of change and contextualised within the educational system where it required a supportive environment in order to develop. These findings suggested that the agent of change be added to Watson's model as the fourth dimension and that the entire process be contextualised within the educational system.
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Yifeng, Tu, i 涂屹鋒. "THE APPLICATION OF THE WHOLE LANGUAGE APPROACH IN INSTRUCTION OF ENGLISH POEMS IN SENIOR HIGH SCHOOL". Thesis, 2004. http://ndltd.ncl.edu.tw/handle/24099682853749586504.
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碩士國立高雄師範大學
英語學系
92
The purpose of this present study is to investigate the application of the whole language approach in instruction of English poems in senior high school. Specifically, the students' attitudes toward English poems' reading and writing, their learning four language skills, their responses to the thematic poems, whole language activities, and their responses toward their portfolios were investigated. Thirty-seven first graders of Wen-Shan Senior High School in Kaohsiung County were recruited in this study. The project lasted for sixteen weeks, meeting once a week for fifty minutes. Data were collected from the researcher's observation records, students' questionnaires, interviews and their portfolios. Based on the analyses of both quantitative and qualitative data, the findings of the study are as follows: 1. The activities of the whole language approach helped motivate the students to learn English poems. Most of the students became more interested in English poems at the end of the study. 2. Most of the students confirmed that their four-language skills improved after the project. 3. The thematic poems that most of the students interested in were related to their lives or about the western cultures. 4. Most of the students held positive attitudes toward the activities of the whole language approach. They expressed that the activities helped them understand the poems better. Besides, they thought the classroom environment was pleasant, and the classroom library and the bulletin board provided them with more learning opportunities. 5. Most of the students considered the biggest problem they encountered in reading poems was that they had small vocabulary. Most of them would look up in the dictionary to solve the problem. 6. Most of the students thought the portfolios could help them reflect on their learning process. Based on the study findings, it is suggested that the English teachers in senior high schools bring English poems into reading curricula. In addition, English teachers can implement the whole language approach to help enhance students' English reading comprehension of poetry. Finally, English teachers can create a whole language learning environment for students to immerse themselves in English poetry learning. Though there is still room for improvement in this study, the results of this study provide English teachers with evidence that it is possible and necessary to apply the whole language approach in instruction of English poems in senior high school in Taiwan.
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Sulz, Lauren Denise. "Health Promoting Secondary Schools: Implementation of a Self-Determination Framework : Project 1: The Experiences and Motivation of Key Stakeholders in the Development and Implementation of a Choice-Based Whole-School Health Model ; Project 2: Effectiveness of a Choice-Based Whole-School Model to Increase Students’ Motivation Towards Physical Activity and Healthy Eating ; Project 3: Evaluation of a School-Based Intervention to Increase Students’ Motivation and Enrolment in High School Physical Education". Thesis, 2014. http://hdl.handle.net/1828/5720.
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The purpose of this research was to implement and evaluate a whole-school health model (Health Promoting Secondary Schools [HPSS]), grounded in self-determination theory (SDT). The approach used a "For Youth with Youth" planning strategy designed to change school environments (culture, policy and practices) in order to help high school students become more physically active and eat more healthful diets. Three interrelated research projects were conducted to address the purpose of this study. A concurrent mixed-methods design was used to: (a) gain an understanding of the experiences of teachers and the Action Team as they planned and implemented school-based healthy living strategies (Project 1); (b) evaluate the impact on and relationship between SDT constructs and students’ motivation to engage in health-related behaviours (Project 2); and (c) evaluate the motivation of students in physical education classes grounded in SDT and its impact on their enrolment in grade 11 elective physical education (Project 3).
In Project 1, 23 teachers and 37 Action Team members participated in focus group interviews. School observation field notes and Action Team meeting minutes were collected throughout the intervention process. Analysis of the data revealed that several factors were associated with participants’ experiences and motivational processes. These factors included: (a) Competing Responsibilities, Technical Difficulties, and Lack of Computer Access (b) Resources, Reminders, Workshops, and Collaboration (c) Choice-Based Design Impacts Participants’ Experiences; (d) Teacher Control Impacts Student Engagement (e) Teacher Job Action Inhibited Implementation of HPSS Action Plans. The findings from this study can facilitate future school-based projects by providing insights into student and teacher perspectives on the planning and implementation of a whole-school health model.
In Project 2, 379 grade 10 students in ten participant schools (5 intervention schools; 5 control schools) completed self-report questionnaires pre and post intervention to evaluate the impact on students’ motivation to engage in health-related behaviours. Results showed students attending HPSS intervention schools reported significantly lower amotivation scores for healthy eating compared to students in usual practice schools. No significant differences were found between conditions on motivation towards physical activity. The findings indicate that a choice-based whole-school health approach may be an effective approach for decreasing amotivation towards healthy eating behaviours.
In Project 3, a sample of 373 grade 10 students completed self-report questionnaires to assess their perceptions of autonomy, relatedness, and competence towards grade 10 Physical Education. Enrolment rates were collected from participant schools to determine the impact of the HPSS intervention on student enrolment in grade elective physical education. Multilevel analysis showed no significant differences between conditions post intervention on overall psychological need satisfaction or individual SDT constructs. For enrolment in elective physical education, chi-square analyses showed a significant difference in proportion of female students in HPSS intervention schools enrolled in grade 11 elective physical education. Findings show support for a whole-school health model to improve female student enrolment in elective physical education programs.Graduate
46
Noon, Ted. "Barriers to effective educational outcomes in disadvantaged high school communities and the impact of a whole-person approach to schooling". Thesis, 2019. http://hdl.handle.net/1959.13/1403629.
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Research Doctorate - Doctor of Philosophy (PhD)Teacher quality is the area most commonly referred to by recent Australian governments to explain why Australia’s performance in national and international educational comparisons do not meet expectations. Such an assessment is limited, as are the measures used to determine educational effectiveness. While teachers play a critical part in delivering educational success, many more factors influencing student growth and development are missed or ignored in current analyses. The aim of this thesis is to identify and aggregate the extensive and complex issues that act as barriers to effective educational outcomes. The focus of this thesis is on disadvantaged school communities, given persistent inequities in educational outcomes. In considering how outcomes might be improved, I focus on the relationship between school purpose and a connected, coordinated whole-person approach to schooling. Three studies were undertaken as part of the thesis: Study 1, a mixed methods evaluation of a pilot study to determine the impact of incorporating an experienced primary health nurse in a disadvantaged high school; Study 2, a cross-sectional analysis of the physical, social and emotional wellbeing factors associated with academic performance in a sample of students from four disadvantaged high schools; and Study 3, a qualitative study of the perceptions of principals from four disadvantaged high schools in relation to the purpose of schooling and the barriers and facilitators to achieving effective educational outcomes, using semi-structured in-depth interviews. The pilot study highlighted a significant number of health problems influencing student learning and provided evidence of the feasibility of adding a health nurse to a school learning team. The cross-sectional study provided insights into the complex relationships between social, emotional and physical elements of student development and academic outcomes. In Study 3, principals expressed a need to free-up the curriculum to expand the focus on a broad range of student outcomes and pointed to policy constraints on their capacity to work within a more equitable school system. This thesis has highlighted the compounding complex issues that need to be considered when assessing school, state and national educational purposes and objectives. The feasibility of adding integrated community-based support that includes health within an early years to post-school framework in disadvantaged high school communities should be strongly considered. It is recommended that further longitudinal research be undertaken in association with an interconnected community, whole-person approach to schooling, to meet our obligations as a nation regarding school purpose.
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Larson, Colleen M. "A study of the commonalities and differences of the classroom environment in whole language and judicious discipline classrooms". Thesis, 1992. http://hdl.handle.net/1957/36243.
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王學靜. "A Practice of Whole Language Approach—One Case Study of Taiwanese Proficiency of the students, Class 2A, Qing-Qing Elementary School". Thesis, 2012. http://ndltd.ncl.edu.tw/handle/76221107554492911130.
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碩士國立臺灣師範大學
台灣文化及語言文學研究所在職進修碩士班
100
Language is the unique tool for human beings to express their cognitions and emotions. In order to obtain the overall concepts of a language, I think it is essential for students to learn from everyday life, and accumulate language experiences at the same time. Therefore, my colleague and I worked together help students discover and solve problems in daily communication and gradually improve their language abilities. Whole language approach is a teaching concept to contain students, teacher, learning and teaching in whole process. It emphasizes that listening, speaking, reading and writing are integral parts of any language learning（including Taiwanese）. However, I found current Taiwanese courses in elementary school that are restricted to one session per week, which is inefficient for students to achieve the their goal of learning. First, I used action research on one elementary school in Taipei County, and had documented thirty-six second-graders’ Taiwanese whole language learning experiences for twenty-two weeks. I also employed classroom observation and conversations with quantitative and qualitative analysis in exploring the students’ effective learning performances in listening, speaking, reading and writing, as well as upgrading the teacher’s teaching growth and gain. Secondly, I shaped up the whole language learning management to stimulate advanced leaning. I found the results as follows: 1. Through whole language learning, the students have more opportunities for multi-explorations, and strengthen their motives and confidence in learning. 2. By extending whole language approach in other course learning, the students can improve their interactions and efficiencies in learning. 3. Although the students can benefit from whole language learning in Taiwanese listening, speaking, but they need more time to upscale writing and reading. 4. Then teachers can play their role in multi-dimensional ways and get more feedback from students. 5. All of student’s family unanimously gave testimony to the usefulness of whole language learning to mother-tongue education. Finally, I suggest some concrete constructive thoughts for teachers in course designing and course diversification, and for students in mother tongue usage frequency at home.
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Lai, Chih Hui, i 賴至暉. "The Application of Multiple Intelligences and Progressive Whole Language Approach to English Remedial Teaching for Rural Junior High School Students: An Action Research". Thesis, 2016. http://ndltd.ncl.edu.tw/handle/k4d333.
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碩士國立政治大學
教育學系
104
This action research explored effective methods of English remedial teaching for rural junior high school students. A teaching model was built-up based on the application of multiple intelligences and progressive whole language approaches. This model was revised according to implementation effectiveness, students’ feedback, and instructor's self-reflection. Research participants included 12 Grade-8 rural junior high school students. One class meeting per week for a 12-week curriculum was conducted. Quantitative and qualitative analysis was employed to analyze data from students' self-evaluation, satisfaction checklists, learning sheets, portfolios, reflective notes, and messages on Facebook community, as well as from teacher’s interview with students, teaching records, and feedback information provided by peers. Research conclusions include: 1. The teaching strategies of the application of multiple intelligences and progressive whole language approach are effective when they are based on student-centered learning, superior ability among multiple intelligences, rich self-exploration, immersive language experience, collaborative learning, scaffolded learning, integrated curriculum, and alternative assessments. 2. The application of multiple intelligences and progressive whole language approach improves students' learning interests and self-confidence. 3. According to self-reflection of the instructor, habitual teaching should be changed and individualized teaching should be enforced. In addition, curriculum revision should focus on integration of "top-down" and "bottom-up" strategies, encouraging students to explore more potential intelligences and opportunities for impressive learning. 4. A "seven-i" English remedial teaching model, which emphasizes inspired, individualized, intersubjective, impressive, intuitive and incidental learning as well as self-identity, is built up after the action research. Finally, other potential strategies for scaffolding, alternative assessments and independent learning were discussed. It was suggested that teachers utilize their special ability to apply the "seven-i" model for English remedial teaching. Future studies can employ longitudinal observation, focus on influence from policies and teachers’ role transformation, sketch the whole image of class learning, and revise the performing ways of students' intrapersonal intelligence.
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Zulu, Phindile Doreen. "Preparedness of the mainstream primary school teachers in implementing inclusive education policy in Nongoma Circuit, KwaZulu-Natal". Diss., 2014. http://hdl.handle.net/10500/19015.
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Inclusive Education has gained significant currency nationally and internationally. It demands that the teacher be able to meet the needs of learners with impairments in ordinary classrooms. The success of inclusive education rests on quality teacher preparation geared towards inclusive education. The focus of this investigation is on preparedness of mainstream primary school teachers in implementing inclusive education policy in the Nongoma circuit. The lack of teachers prepared to provide quality inclusive teaching to learners and the limitations of existing support structures both impact on inclusion. Through a questionnaire an effort was made to ascertain teachers’ preparedness for inclusive education in the Nongoma circuit. This measure was utilized to determine the extent to which teachers are prepared for the implementation of inclusive education in the classroom. It was also used to describe the nature of training provided by District Based Support Team in an advancement of inclusive education practices in the classroom. The researcher also identified enabling strategies required for teachers in an inclusive classroom environment. Finally, recommendations on strategies for the successful implementation of inclusive education in the classroom were made. The data was collected through a questionnaire. The researcher selected three wards Nongoma circuit as research sites with all teachers in the selected schools participating.Inclusive Education
M. Ed. (Inclusive education)