Дисертації з теми "Irish primary school teaching"
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Ó, Cathalláin Seán. "Early literacy in all-Irish immersion primary schools : a micro-ethnographic case study of storybook reading events in Irish and English." Thesis, University of Stirling, 2011. http://hdl.handle.net/1893/6509.
Повний текст джерелаScullion, 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.
Повний текст джерелаÓ, Cuanacháin Colm. "Human rights education in an Irish primary school." Thesis, University of Leicester, 2004. http://hdl.handle.net/2381/27726.
Повний текст джерелаRyan, Aine. "The road to democracy in Irish primary school education." Thesis, University of Sheffield, 2014. http://etheses.whiterose.ac.uk/7777/.
Повний текст джерелаO'Sullivan-Dwyer, Helen. "Facilitating in-school collaborative learning for teachers' professional practice in an Irish primary school." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019951/.
Повний текст джерелаPapastamatis, Adamantios. "Teaching styles of Greek primary school teachers." Thesis, University of Manchester, 1988. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278909.
Повний текст джерелаSigel, Deena. "Teaching Midrash explicity in the primary school." Thesis, University College London (University of London), 2008. http://discovery.ucl.ac.uk/10020576/.
Повний текст джерелаNolan, Sean. "An exploration of the primary to secondary school transition in an Irish context." Thesis, University of East London, 2012. http://roar.uel.ac.uk/1793/.
Повний текст джерелаMacknight, Vicki Sandra. "Teaching imagination." Connect to thesis, 2009. http://repository.unimelb.edu.au/10187/7035.
Повний текст джерелаThe thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
Повний текст джерелаLiu, Chun-lung. "Implementing ICT into teaching in a primary school." Click to view the E-thesis via HKUTO, 2003. http://sunzi.lib.hku.hk/hkuto/record/B40039869.
Повний текст джерелаLiu, Chun-lung, and 廖進龍. "Implementing ICT into teaching in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B40039869.
Повний текст джерелаCorcoran, D. C. "Developing mathematical knowledge for teaching : a three-tiered study of Irish pre-service primary teachers." Thesis, University of Cambridge, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.597996.
Повний текст джерелаChung, Shuk-fan, and 鍾淑芬. "Teaching of rhyming skills in poems for primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B31962907.
Повний текст джерелаBrown, Barrington. "Primary school teachers' teaching in classrooms with Internet capability." Thesis, London South Bank University, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.416238.
Повний текст джерелаTam, To-kuk. "ICT implementation in teaching different subjects in a primary school /." View the Table of Contents & Abstract, 2003. http://sunzi.lib.hku.hk/hkuto/record/B39838134.
Повний текст джерелаTeixeira, Adla Betsaida Martins. "The domestication of primary school teaching : a Brazilian study case." Thesis, UCL Institute of Education (IOE), 1998. http://eprints.ioe.ac.uk/21964/.
Повний текст джерелаMcSorley, Julie A. F. "Primary school teachers' conceptions of the teaching of art criticism." Thesis, Queensland University of Technology, 1993. https://eprints.qut.edu.au/36691/1/36691_Digitised%20Thesis.pdf.
Повний текст джерелаHayes, Michael. "A study of the perceptions among Irish primary teachers of the development of their teaching identity after their first year in teaching." Thesis, University of Exeter, 2012. http://hdl.handle.net/10871/13969.
Повний текст джерелаBamford, Anne Kathleen. "The qualities of primary art teachers /." Electronic version, 2002. http://adt.lib.uts.edu.au/public/adt-NTSM20041011.182559/index.html.
Повний текст джерелаCrowley, Michael. "School leadership : an examination of the role of the Irish primary school principal in a period of change and rationalisation." Thesis, University of Hull, 2006. http://hydra.hull.ac.uk/resources/hull:5673.
Повний текст джерелаGillan, Kevin P. "Teaching principals : Educational restructuring and transformational leadership." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1997. https://ro.ecu.edu.au/theses/879.
Повний текст джерелаScarfe, Jill. "Primary school music : the case of British Punjabi Muslims." Thesis, University of Derby, 2001. http://hdl.handle.net/10545/304839.
Повний текст джерелаChiang, Oi-kit Kezia, and 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.
Повний текст джерелаZulaiha, Siti. "Primary school foreign language learning, teaching, and assessment : perceptions and challenges /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18958.pdf.
Повний текст джерелаRooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
Повний текст джерелаLi, Sau-fun Ocean, and 李秀芬. "The implementation of ICT in teaching English in a primary school." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B3040325x.
Повний текст джерелаSmith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
Повний текст джерелаCorser, Kristy L. "Teaching and learning with cloud platforms in the primary school classroom." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/157473/1/Kristy_Corser_Thesis.pdf.
Повний текст джерелаStakelum, Mary Catherine Ann. "Transmission, replication and transformation in music education : case studies in practice in an Irish primary school context." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020498/.
Повний текст джерелаConneely, Suzanne. "Children's right to be heard during whole-school evaluation in Irish primary schools : student's and teachers' perspectives." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680495.
Повний текст джерелаFinlayson, Helen M. "LOGO, mathematics and upper primary school children." Thesis, University of Edinburgh, 1986. http://hdl.handle.net/1842/6629.
Повний текст джерелаHughes, M. "Sensitising primary school teachers to discourse relations in children's writing." Thesis, University of Manchester, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.233407.
Повний текст джерелаSiu, Shun-mei, and 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.
Повний текст джерелаKalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
Повний текст джерелаTan, Li-hua, and 陳麗華. "Primary school students' thinking processes when posing mathematical word problems." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31962592.
Повний текст джерелаChambers, Fiona C. "Irish physical education teacher education students and their professional learning : the teaching practice experience." Thesis, Loughborough University, 2008. https://dspace.lboro.ac.uk/2134/8119.
Повний текст джерелаLockhart, Domeño Edward Alvar. "English as a Foreign Language through Whole Brain Teaching in Primary School." Doctoral thesis, Universitat Rovira i Virgili, 2016. http://hdl.handle.net/10803/401558.
Повний текст джерелаEsta tesis explora la utilización de la metodología generalista denominada "Whole Brain Teaching" en el ámbito de la enseñanza del inglés como lengua extranjera en la educación primaria. La tesis intenta demostrar que las diversas técnicas y elementos en esta metodología pueden favorecer el proceso de adquisición de la lengua extranjera en lo que respecta al dominio general de la lengua (comprensión oral, comprensión escrita, expresión oral y expresión escrita) y de adquisicón del vocabulario así como la motivación del alumado (factor clave en el proceso de adquisición de lenguas extranjeras). Para verificar estas hipótesis se aplica un diseño con un grupo control y un grupo experimental, junto con un método mixto de investigación que combina una parte cuantitativa para medir las diferencias entre los grupos y las variaciones dentro de los mismos, con una parte cualitativa que intenta explicar porqué hay estas diferencias e intenta explorar otras posibles variaciones que no hayan aparecido en la parte cuantitativa. La tesis demuestra que muchos de los factores antes mencionados se ven beneficiados por la aplicación de esta metodología.
This thesis explores how the generalist methodology known as Whole Brain Teaching affects the teaching of English as a foreign language in primary education. It intends to prove that the several techniques and elements in this methodology can improve the process of acquisition of the foreign language regarding the general command of the language (oral and written comprehension and oral and written expresion) and the vocabulary acquisition, as well as the motivation of the learners (a key factor in the process of foreign language acquisition). To test these hypotheses, a design was applied with a control and an experimental group. This was combined with a mixed method that had a quantitative part to measure the differences between both groups and the variations within them, and a qualitative part to explore the reasons for those differences and to find other possible variations that the quantitative part might not show. The thesis proves that many of the previously mentioned factors were benefitted by the application of this methodology.
Currie, Laura-Ann. "A metacognitive approach to teaching reading comprehension in the primary school classroom." Thesis, University of Strathclyde, 1998. http://oleg.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=21536.
Повний текст джерелаYung, Chi-ming, and 翁子明. "School self-evaluation of teaching and learning in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30262756.
Повний текст джерелаMcPhee, Alastair D. "Policy, curriculum and the teaching of English language in the primary school." Thesis, University of Glasgow, 1996. http://theses.gla.ac.uk/931/.
Повний текст джерелаAbou, Hassana R. H. "Using e-learning to improve the effectiveness of teaching primary school ICT." Thesis, Coventry University, 2008. http://curve.coventry.ac.uk/open/items/c24990e3-e0d7-3dbd-c3e1-b520a3146c41/1.
Повний текст джерелаChau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.
Повний текст джерелаEkiz, Durmus. "Exploring primary school teachers' preactive teaching and practical theories of teaching science : multiple case studies from Turkey." Thesis, University of Nottingham, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.366474.
Повний текст джерелаChen, Yung Ching. "A drama project teaching model in English language teaching : an action research at a Taiwanese primary school." Thesis, University of Exeter, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.439863.
Повний текст джерелаYasar, Seda. "Classroom Management Approaches Of Primary School Teachers." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610051/index.pdf.
Повний текст джерелаmanagement 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.
Sijula, Thembekile Faith. "Nurturing democratic virtues: a case study of a primary school in Khayelitsha." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&.
Повний текст джерелаs approach focuses on the contribution that the context has on cognitive
development and suggests that this may also be important for moral development. However there is little evidence available concerning the effectiveness of specific interventions. Two groups of educators and one group of learners were interviewed.
Educators were asked what moral qualities/democratic virtues they regarded as important to nurture in the learners at this school and what they did to nurture these virtues. Learners were also asked the same question and what they saw their educators doing in order to mediate these moral qualities/democratic virtues. Any constraints and successes were explored together with what educators thought could be done to improve the situation. The theoretical understanding of the research was constructivist and it followed a qualitative case study approach. Data were collected using semistructured interviews and were analysed using a thematic analysis approach. Before the research was undertaken permission was sought from the Western Cape Education Department and the study was conducted following the guidelines for ethical research set by the American Psychological Association. The main priorities that emerged as moral qualities/ democratic virtues that educators thought were important to nurture, were accountability, respect, and commitment to &ldquo
being good.&rdquo
Socially desirable behaviours that were highlighted were the following: economic initiative, citizenship, and politeness and consideration. Cognitive qualities that they thought were important to nurture were the following: open mindedness, literacy, and numeracy. There were also skills that the educators thought were important to nurture in their learners which did not seem to have a moral dimension. The main practices mentioned were: modelling, active instruction and discussion, and discipline. Educators highlighted the importance of consistency throughout the school. Constraints mentioned were the following: lack of discipline, socio-economic factors, and lack of parental involvement. Supportive factors mentioned were parental support, and consistency and collaboration.
Reynolds, Nicholas J. "Primary school creativity and composition in a professional level music software environment." Connect to thesis, 2001. http://repository.unimelb.edu.au/10187/1238.
Повний текст джерелаDon, Jan-li, and 董建利. "On Teaching Geometry at Primary School." Thesis, 2006. http://ndltd.ncl.edu.tw/handle/78097403857279366482.
Повний текст джерелаLiu, Wan-Shan, and 劉宛姍. "Design Idiom Teaching App for Primary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/25419528041844220950.
Повний текст джерела華梵大學
資訊管理學系碩士班
103
Due to the rapid development of information technology, information technology into the teaching has become one of the most important changes in recent years. This thesis designed an idiom teaching App. With this App, the teachers could teach the idioms systematically, and the students could learn idioms in more interesting way. Thereby this App can enhance the students' ability to use idiom and interest in learning. This study aims to design an idiom teaching App for the fourth grade language courses in primary school to let the students learn idiom in more lively and interesting way. The content of this App is divided into learning, exercises, games, and links. The students can understand the idioms more clearly and apply effectively. After the App-assisted idiom Curriculum, we take the satisfaction survey with the students. The experimental results have shown that this idiom teaching App can help the user to understand and memory the idioms. It also can enhance students' ability of the use of idioms; and raise the students’ motivation. More than 70% of the students will use the self-learning session after class, and 80% of the students take advantage to practice exercises part or play the idiom games after class. This App can stimulate to raise the learning enthusiasm and active learning attitude of students. The students can also get a sense of accomplishment from the exercises part.