Дисертації з теми "Lower post primary school"
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Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.
Повний текст джерелаKristoffersson, Cecilia. "Attitudes towards Multilingualism in the Lower Primary Years at the International School of Helsingborg." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4905.
Повний текст джерелаThis essay focuses on attitudes towards multilingualism within the Lower Primary Years classes at the International School of Helsingborg. It examines the existing opinions and attitudes of students and teachers in grades Kindergarten up to grade two. The main aim of this study investigates the attitudes and feelings that the students themselves have towards the linguistically wealthy environment that surrounds them. In addition to this, this study will also focus on how teachers’ attitudes, beliefs and previously acquired knowledge influence the teaching methods used in the classes on a daily basis. Many educators see the difficulties in studying the views that young children may have towards their languages and this is certainly a challenge, however, even children of such young ages are able to reflect upon such matters if the approach is correct and age appropriate. All students and teachers participated in a survey which lays the foundation for this inquiry. This study also takes into consideration the International curriculum that guide this school and the effect this has on the school establishment as a whole. Results show that most of the target students have a positive approach towards multilingualism in general and that teachers at the International School of Helsingborg share this standpoint.
Keywords: Multilingualism, bilingualism, attitudes, internationalism.
Nilahi, Crese Damas. "Work-related lower back pain among primary school teachers in Dar es Salaam, Tanzania." University of the Western Cape, 2014. http://hdl.handle.net/11394/4187.
Повний текст джерелаLower back pain (LBP) is one of the most common work-related health problems in economically developed countries and the most prevailing musculoskeletal condition that causes disability in the developing nations. School teachers are susceptible to LBP due to the nature of their daily work routine which is physically demanding and include common activities such as long hours of sitting, standing and bending that have been identified as risk factors for LBP. The aim of the study was to determine the role of work-related activities in the prevalence of LBP amongst primary school teachers in the Dar-es-Salaam region of Tanzania. To achieve this goal, the study sought to meet the following three objectives: to determine the prevalence of LBP among primary school teachers; to determine the work-related physical activities contributing to LBP among primary school teachers, and to determine and explore the application of kinetic handling principles in their daily work environment. The study was conducted in eighty randomly selected primary schools from the Temeke, Ilala and Kinondoni districts. A sequential explanatory mixed method approach was utilised. A cross-sectional descriptive design was employed. A self-administered questionnaire consisting of three sections (socio-demographic information; the Nordic Back Pain Questionnaire and the Oswestry Lower back pain Questionnaire) was completed by two hundred and eighty six primary school teachers with a mean age of 41.2 years (SD=9.9), 78.7% female and 21.3% male. Thirty primary school teachers participated in the participant observation of the application of kinetic handling principles in their daily work environment and focus group discussions. Results of the study found that 17.1% of the teachers had LBP during the past week while 82.9% experienced LBP during the past year. In addition, 30.8% of the teachers had referred pain, mostly to the thigh area (43.9%). Less than fifty percent (43.5%) of the participants had severe pain in sitting (76 – 100mm on the VAS scale) while 26.9% was not able to sit for more than an hour while teaching due to LBP. A significant relationship was found for severe functional disability and gender (p=0.032). The study demonstrated poor application of kinetic handling principles at work. Factors impeding teachers’ efforts to implement best practices and back care techniques in their daily teaching activities were work environment (poor facilities and equipment; heavy workload and staff shortage) and uncertainty about desired practice. In order to address the higher prevalence of lower back pain the study recommended, inter alia, improvement of the work environment for teachers by providing proper office furniture, re-assessment of education standards such as students /class ratio, students/desk ratio and number of teachers for schools and lastly, the implementation of health education and health promotion strategies to prevent LBP amongst primary school teachers.
Hughes, Sheila. "A study of progression in writing from upper primary to lower secondary school in Scotland." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432350.
Повний текст джерелаHamukonda, Paulina. "Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003474.
Повний текст джерелаWood, Rosemary Jane. "Community-clinical psychological consultation with teachers in an "African" lower primary school : discourses and future directions." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14401.
Повний текст джерелаFollowing the action research tradition, a series of four workshops was conducted with 14 - 20 teachers at Songeze Lower Primary School in Guguletu. The workshops were in response to a preceding 'fact-finding' study as to the teachers' perceptions and attributions regarding common emotional and behavioural problems of pupils at their school. This pilot study arose from debate about the relevance of psychological practice in the South African context and in an attempt to identify feasible means of extending the services of the University of Cape Town's Child Guidance Clinic to "oppressed communities" in the Cape Peninsula. It was hypothesized that workshops would be a resource-efficient means of triadic, community - clinical consultation. This workshop series was negotiated with the teachers and comprised: 'Problem Identification and Assessment', 'Discipline', 'Listening Skills' and 'Referral Resources and Group Consultation'. During each workshop, didactic input was supported with hand-outs while large group discussion and problem solving was also stimulated. The last three workshops were quantitatively evaluated by the teachers and in a fifth meeting their qualitative feedback was elicited. An important variable in the above study involved its having been conducted by two researchers, one being "black" and the author being "white". Issues of language barriers, credibility, trust and differing perceptions and expectations between researchers and the participant teachers complicated the workshop process. The teachers' differential responses to the researchers, based on their 'colour', resulted in each experiencing and interpreting their role and relevance differently. It was found that the teachers' most pressing needs concern basic teaching skills and that clinical psychologists have a relatively minor contribution to make via simple, directive input along behaviour modification principles. Workshops were not found to be an optimal mode of intervention. It is suggested that inter-disciplinary team consultation, with clinical psychology interns playing a role in psychological and psychometric assessment and providing workshops on topics such as Discipline may be a more appropriate means of extending the Child Guidance Clinic's services to schools in the Guguletu community. A strong recommendation is made that the study of an "African" language be included in the Clinical Psychology training program. A further suggestion of exploring the need for, and feasibility of, interns conducting teacher support groups is also forwarded.
Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.
Повний текст джерелаGranström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.
Повний текст джерелаRingsby, Jonna. "Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.
Повний текст джерелаSmith, Ruth Susan. "Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks." Thesis, Smith, Ruth Susan (1995) Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks. PhD thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/51438/.
Повний текст джерелаMuzvidziwa, Irene. "A phenomenological study of women primary school heads' experiences as educational leaders in post colonial Zimbabwe." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1008200.
Повний текст джерелаKMBT_363
Adobe Acrobat 9.54 Paper Capture Plug-in
Carter, Annabel Louise. "Helping, caring and learning: strengths in new entrants settling into and learning in primary school in post-earthquake Christchurch." Thesis, University of Canterbury. School of Health Sciences, 2013. http://hdl.handle.net/10092/8721.
Повний текст джерелаNambalirwa, Stellah. "The implementation of Universal Primary Education in Uganda." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/27986.
Повний текст джерела- a) describing the internal and external environment within which Universal Primary Education in Uganda is implemented; b) exploring the planning and organising challenges hindering the implementation of Universal Primary Education in Uganda; and c) proposing a comprehensive planning and organising framework to support the implementation of Universal Primary Education in Uganda.
Dissertation (MAdmin)--University of Pretoria, 2010.
School of Public Management and Administration (SPMA)
unrestricted
DaSilva, Christian. "Youth Agency and the Efficacy of Basic Education in Tanzania: An Inquiry into Post-primary School Structuration." Thesis, Université d'Ottawa / University of Ottawa, 2015. http://hdl.handle.net/10393/33019.
Повний текст джерелаPulsford, Mark J. "The emergence of the male primary school Special Educational Needs Coordinator : a relational materialist post-qualitative exploration." Thesis, University of Sheffield, 2016. http://etheses.whiterose.ac.uk/16598/.
Повний текст джерелаDohnalová, Martina. "Škola, základ života - Soubor školských staveb v Ostravě na Černé louce." Master's thesis, Vysoké učení technické v Brně. Fakulta architektury, 2014. http://www.nusl.cz/ntk/nusl-216052.
Повний текст джерелаMcEnery, Michael. "Emerging practices in a post primary school : challenges and opportunities when working with a Virtual Learning Environment (VLE)." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.680436.
Повний текст джерелаAmukushu-Niipare, Alina. "An investigation of the implementation of the thematic approach in Namibian lower primary classrooms: a case study." Thesis, Rhodes University, 2008. http://hdl.handle.net/10962/d1003534.
Повний текст джерелаArizmendi, Wayne Clinton, and arizmendi@fastmail fm. "Relative truths regarding childrens learning difficulties in a Queensland regional primary school: Adult stakeholders positions." Central Queensland University. School of Education, 2005. http://library-resources.cqu.edu.au./thesis/adt-QCQU/public/adt-QCQU20060510.112803.
Повний текст джерелаSwincicky, Kevin Bohdan. "A study of a nation-wide pilot program in school mathematics." Curtin University of Technology, Science and Mathematics Education Centre, 2008. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=118240.
Повний текст джерелаTwelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.
Croft, Alison Mary. "Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249081.
Повний текст джерелаChilora, Henri Gadafulama. "Teacher training for early literacy development : an examination of the effectiveness of approaches used for training lower primary school literacy teachers in Malawi." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7486.
Повний текст джерелаStudies that have been carried out on literacy development in lower primary school classes in Malawi suggest that a lot of children complete the first four years of their primary education without being able to read, not only a text of their grade level, but also of 100ver grade level. In addition, these studies suggest that some of these children complete the first four years of primary education without even being able to write their own names. However, these studies do not mention any specific reasons why basic literacy development remains a nightmare for the majority of children in lower primary school classes. This study. therefore, seeks to investigate the effectiveness of approaches that are used for initial literacy development in lower primary school classes in this country. Chapter one gives a brief background to the structure of education and the primary school system in Malawi and defines the problem that is being investigated. Chapter two discusses the theoretical framework and a review of literature on the concepts of literacy and literacy teaching and learning. Chapter 3 gives an outline of the research design and methodology that was used during the investigation. Chapter 4 provides details of how the data was analysed and presents the findings. Chapter 5 concludes the study and presents recommendations for considerations.
Mehrotra, Shilpee. "An evaluation of the impact of introducing a breakfast club on nutritional status and cognitive function in lower social class primary school children." Thesis, Queen Margaret University, 2005. https://eresearch.qmu.ac.uk/handle/20.500.12289/7363.
Повний текст джерелаMouratoglou, Vassilis M. "A longitudinal study of primary lower-limb amputees : inter-relationships and predictive abilities of pre-operative psychological, physical and social variables on amputees' post-operative rehabilitation characteristics." Thesis, University of Surrey, 1989. http://epubs.surrey.ac.uk/844230/.
Повний текст джерелаRibchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.
Повний текст джерелаNcula, Ntombizandile Shirley. "Food gardens, environmental lesson planning and active learning in the life orientation learning area - foundation phase : a case study at Lungelolethu Lower and Higher Primary School /." Thesis, Rhodes University, 2007. http://eprints.ru.ac.za/927/.
Повний текст джерелаRaiker, Andrea. "The role of linguistics in the learning, teaching and assessment of mathematics in primary education : a case study of a lower school in the United Kingdom." Thesis, University of Bedfordshire, 2008. http://hdl.handle.net/10547/134963.
Повний текст джерелаSalgado, Madalena Pires Lopes. "A transição do 1º para o 2º ciclo do ensino básico: um estudo num agrupamento de escolas do Alentejo, envolvendo alunos, pais e professores." Master's thesis, Universidade de Évora, 2011. http://hdl.handle.net/10174/14171.
Повний текст джерелаPetersson, Malin, and Caroline Bäckström. "How does a Government Lower Primary School in India work with mathematics? - A study on how the teachers’ mathematical beliefs affect the norms operating in the classroom." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-35819.
Повний текст джерелаFor our study, we visited a Government Lower Primary School in India to inquiry about how a school in another schooling context teaches mathematics. Our research questions were: How does an Indian Government Lower Primary School work with mathematics? What are the teachers' perceptions of the school’s teaching approach? In addition to these questions and to inquire deeper into this subject, we also investigated How do the teachers’ perceptions and method of teaching connect to Yackel and Cobb’s framework of the different kinds of norms operating in the classroom?We did a qualitative study, staying at the school for three weeks to interview teachers about their method of teaching mathematics as well as observing how they were teaching mathematics and the norms that operated in the classroom. We also gathered information about their mathematics laboratory. During our interviews and observations we came to the conclusion that the school worked with activity-based learning by using manipulative materials. All teachers as well as the principal cooperatively strived to meet the curricula objectives, with the same teaching approach. We also found that the teachers’ values and beliefs about how mathematics should be taught, affect the norms operating in the classroom.This study cannot be generalised for all schools in India or even in this area. This study is a minor study which only considered one particular school which used an interesting teaching method, activity-based learning with manipulatives.
Sandin, Lars. "Några grundskollärares uppfattningar om kulturell mångfald, värden och kunskap tolkade som ideologi." Thesis, Mid Sweden University, Department of Education, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-11588.
Повний текст джерелаAbstract
In this study, the conceptions of a number of teachers in the Swedish primary and lower-secondary school about cultural pluralism, the values connected to this pluralism by the Curriculum for the Compulsory School System, the Pre-School Class and the Leisure-time Centre, Lpo 94, and the possibilities for pupils to gain knowledge about these values, were studied. The conceptions of the teachers were regarded and interpreted as ideology, since the study was made from a point of departure containing an assumption about how the content of the curriculum is of importance for the development of relations of power and dominance between different groups in society. The purpose of the study was to interpret the statements of a limited number of teachers about cultural pluralism, values and knowledge, regarding the ontological, axiological and epistemological assumptions and conceptions expressed therein. The empirical data of the study was gathered through qualitative interviews with eleven teachers working in six different primary and lower-secondary schools in the Mid-Sweden region. The conceptions expressed in the statements given by the respondents were categorized. These categories were then interpreted through a typology containing four different types of ideology, here called restorative (implying a return to a social order of the past), transmissive (implying a conveyance of existing values, relations and conditions), moderative (implying short-term adjustments of existing institutions and conditions) and transformative (implying long-term and radical change) ideology. This interpretation showed that only fragmentary parts of the restorative and transformative types of ideology were expressed through the different assumptions and conceptions, while distinct and substantially developed expressions of transmissive as well as moderative ideology could be interpreted. This was discussed with reference to three different themes: the connotations conveyed by the concept of culture, the ideological content of official and semi-official documents of the curriculum – mainly Lpo 94 and the report (Skola för bildning) of the Committee of Curriculum – and the historically strong progressivist tradition in the Swedish school system.
Keywords: conceptions, cultural pluralism, curriculum, ideology, knowledge, primary and lower-secondary school, teachers, values.
Carlsson, Maria. "Elevers rimlighetsbedömning när de löser olika typer av problemlösningsuppgifter." Thesis, Karlstads universitet, Institutionen för matematik och datavetenskap, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-56741.
Повний текст джерелаThis study aims to find out how different types of problem solving tasks affect students’ ability to plausible evaluate their solutions and answers. The study also intends to find out how students relate to reality when solving different types of problem solving tasks. In order to achieve the purpose of the study, a survey was conducted in several classes with grade two students (age 8). The results of the survey shows that the type of problem solving tasks can partially affect the students’ ability to assess plausibility. The results of the survey also shows that different types of problem solving tasks, affect how much the students reflect to reality. During the study it also became clear that the oral reasoning is crucial to perceive in order to be able to assess how students come to solutions and answers. Much of the ability to assess plausibility emerges through oral reasoning and is therefore very difficult to detect in written answers.
Madden, Emma. "School bullying : victim perspective past and present : an assessment of university students perceived long-term consequences utilising retrospective accounts and post-primary school pupils attitude and response to typical scenes of bullying." Thesis, University of Ulster, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.551568.
Повний текст джерелаHill, Marie Joyce. "An evaluation of how classroom assistants are mediating the learning of pupils with Special Educational Needs (SEN) within a mainstream post-primary school within Northern Ireland." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695368.
Повний текст джерелаDeenihan, Thomas J. "Religious education and religious instruction in the Irish post-primary school curriculum in the aftermath of the introduction of an examinable, non-denominational syllabus for religious education." Thesis, University of Hull, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272014.
Повний текст джерелаSudarshan, P. V. "Quantification of motor monitoring factor in lower primary school children." Thesis, 1998. http://hdl.handle.net/2009/1444.
Повний текст джерелаChen, Yi-Ching, and 陳一菁. "A Study of Moral Emotions Teaching for Primary-School Lower Graders." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/54820156574932919341.
Повний текст джерела國立臺北教育大學
課程與教學研究所
96
This study aims to develop the teaching programs of moral emotions for primary-school lower graders. Contrast to traditional teaching, the programs enhance children’s experience of moral emotions and break through difficulty of cognitive-orientation instruction. The main purposes of the study are: (1) developing appropriate strategies for moral emotions teaching; (2) understanding how children express their moral emotions in their daily life. This study utilizes qualitative action research for 6 months. The subjects are 31 lower grade children from one of primary school in Keelung. The study focuses on students’ learning process, their behaviors in classroom and their interaction with teachers. The methods utilized for collecting ample information include observation, interview, document analysis, discussion. According to the results of study, our findings can be used as a reference of moral emotions education and future study.
"Psychiatric morbidity among lower middle social class primary school in Hong Kong." Chinese University of Hong Kong, 1990. http://library.cuhk.edu.hk/record=b5895363.
Повний текст джерелаThesis (M.D.)--Chinese University of Hong Kong, 1990.
Includes bibliographies.
Title Page
Dedication
Table of Contents --- p.iii
Abstract --- p.ix
List of Pictures and Figure --- p.xiii
List of Tables --- p.xiv
Acknowledgements --- p.xviii
Statement of Originality --- p.xxi
Chapter PART I --- INTRODUCTION AND BACKGROUNDS TO THE STUDY
Chapter CHAPTER ONE --- INTRODUCTION AND OVERVIEW OF THE THESIS --- p.2
Chapter CHAPTER TWO --- CHILD PSYCHIATRIC EPIDEMIOLOGY: CONCEPTUAL AND METHODOLOGICAL ISSUES --- p.7
"Definition of ""Caseness""" --- p.7
Classification of Specific Psychiatric Syndromes --- p.9
Sampling --- p.12
Sources of Information --- p.13
Data Acquisition Through Questionnaires --- p.16
Data Acquisition Through Interviews --- p.17
The Multi-stage and the Multi-method Approach --- p.19
Statistical Presentations --- p.20
Summary --- p.20
Chapter CHAPTER THREE --- PREVALENCE OF CHILD PSYCHIATRIC MORBIDITY: A CROSS-CULTURAL PERSPECTIVE --- p.22
Some Earlier and More Problematic Studies --- p.22
Some Earlier and Better Designed Studies --- p.24
Chapter (1) --- The Buffalo Study (U.S.) --- p.24
Chapter (2) --- The Isle of Wight and London Studies (U.K.) --- p.25
Chapter (3) --- The Newcastle Studies (U.K.) --- p.26
More Recent Studies --- p.28
Chapter (1) --- The Ontario Child Health Study (Canada) --- p.28
Chapter (2) --- The Queensland Study (Australia) --- p.29
Chapter (3) --- The Dunedin Study (New Zealand) --- p.29
Chapter (4) --- The North Troendelag County Study (Norway) --- p.31
Chapter (5) --- The Puerto Rico Study (U.S.) --- p.32
Chapter (6) --- Other Studies --- p.33
Summary --- p.34
Chapter CHAPTER FOUR --- THE PURSUIT OF AETIOLOGICAL FACTORS --- p.35
The Search for Aetiological Factors - General Conceptual Issues --- p.35
The Search for Aetiological Factors ´ؤ General Methodological Issues --- p.41
Normal and Psychiatrically Disturbed Children 一 a Comparison of Their Families --- p.42
The Search for Aetiological Factors - the Life Event Approach --- p.45
Summary --- p.48
Chapter CHAPTER FIVE --- THE PREVALENCE OF PSYCHIATRIC MORBIDITY AMONG CHINESE CHILDREN --- p.50
Psychiatric Morbidity among Chinese Children --- p.50
Summary --- p.54
Chapter CHAPTER SIX --- CHILD PSYCHIATRY IN HONG KONG: HISTORICAL AND CLINICAL PERSPECTIVES --- p.55
A Historical Perspective of Child Psychiatry in Hong Kong --- p.55
The Child and Adolescent Psychiatric Unit at The Prince of Wales Hospital --- p.58
Chapter (1) --- Clinical Practice --- p.60
Chapter (2) --- Undergraduate Teaching --- p.66
Chapter (3) --- Postgraduate Training and Training of Other Professional Disciplines --- p.67
Chapter (4) --- Research --- p.67
Summary --- p.68
Chapter PART II --- THE STUDY: PSYCHIATRIC MORBIDITY AMONG CHILDREN FROM A PRIMARY SCHOOL IN A LOWER MIDDLE SOCIAL CLASS AREA IN HONG KONG
Chapter CHAPTER SEVEN --- "THE STUDY: THE RESEARCH HYPOTHESES, THE SAMPLE AND THE METHOD" --- p.70
The Research Hypotheses --- p.70
Description of the Sample --- p.71
The First Stage of the Study --- p.73
Chapter (1) --- The Design of the Multiple Criterion Screening Procedures --- p.69
Chapter (2) --- The Individual Components of the Multi-component Scale --- p.78
Chapter (3) --- The Cut-off Point on the Aggregate Score of the Multi-component Scale --- p.81
Chapter (4) --- The Specific Probing Questions --- p.82
Chapter (5) --- Missing Cases --- p.83
The Second Stage of the Study --- p.84
Chapter (1) --- The Second Stage Sample --- p.84
Chapter (2) --- The Diagnostic Interview --- p.84
The Third Stage of the Study --- p.86
Chapter (1) --- The Third Stage Sample --- p.86
Chapter (2) --- Interview by Medical Students --- p.86
Aspects of Diagnosis --- p.87
An Appraisal of the Method --- p.87
Summary --- p.88
Chapter CHAPTER EIGHT --- ASSESSMENT OF THE SCREENING PROCEDURES --- p.89
"Definition of ""Caseness""" --- p.89
An Overall Evaluation of the Screening Procedures --- p.90
An Evaluation of the Individual Components of the Screening Procedures --- p.95
Constructing Simplified Screening Procedures --- p.104
Discussion --- p.108
Chapter (1) --- An Overall Appraisal of the Performance of the Screening Procedures --- p.108
Chapter (2) --- A Cross-Cultural Comparison of the Screening Procedures --- p.109
Chapter (3) --- Simplified Alternatives of the Screening Procedures --- p.112
Chapter (4) --- Alternative Research Approaches to Designing Child Psychiatric Screening Procedures for Hongkong --- p.113
Summary --- p.114
Chapter CHAPTER NINE --- THE PREVALENCE OF PSYCHIATRIC MORBIDITY --- p.116
Aspects of Diagnosis --- p.117
Chapter (1) --- Classification of Specific Psychiatric Syndromes --- p.117
Chapter (2) --- The Level of Adaptive Functioning --- p.121
Chapter (3) --- The Duration of Morbidity --- p.122
Calculation of Prevalence Rates and Confidence Limits --- p.123
Prevalence Rates of Specific Psychiatric Syndromes --- p.125
Discussion --- p.131
Chapter (1) --- An Appraisal of the Method --- p.131
Chapter (2) --- The Cross´ؤCultural Similarities --- p.135
Chapter (3) --- The Controversial Case of the Hyperkinetic Syndromes --- p.137
Chapter (4) --- The Cross-Cultural Differences --- p.139
Chapter (5) --- The Subclinical Cases: Implications for Preventive Psychiatry --- p.140
Chapter (6) --- Representativeness of the Sample and the Generalizability of the Results --- p.141
Summary --- p.142
Chapter CHAPTER TEN --- ASSOCIATED ABNORMAL PSYCHOSOCIAL SITUATIONS --- p.144
Definitions of the Psychosocial Aetiological Factors --- p.145
Statistical Approaches --- p.148
The Psychosocial Aetiological Factors in the Sample --- p.150
Discussion --- p.162
Chapter (1) --- An Appraisal of the Method --- p.162
Chapter (2) --- Abnormal Psychosocial Situations in Emotional Disorder and the Two Conduct Disorders in Boys --- p.166
Chapter (3) --- Abnormal Psychosocial Situations in Conduct Disorders and the Hyperkinetic Syndromes in Boys --- p.168
Chapter (4) --- Current Abnormal Psychosocial Situations and Emotional Disorder in Girlsi The Gender Factor --- p.171
Chapter (5) --- Abnormal Psychosocial Situations and Subclinical Cases --- p.172
Chapter (6) --- The Chinese Approach to Parenting and Socialization - the Influence of Culture --- p.173
Summary --- p.175
Chapter CHAPTER ELEVEN --- IMPLICATIONS FOR THE DEVELOPMENT OF CHILD PSYCHIATRY IN HONG KONG --- p.177
Treatment of Psychiatrically Disturbed Children --- p.177
Prevention --- p.178
Undergraduate Medical Education --- p.180
Research --- p.180
Child and Adolescent Psychiatry as an Independent Subspecialty in Hong Kong --- p.181
Summary --- p.182
Chapter CHAPTER TWELVE --- CONCLUSION --- p.184
Methodology --- p.184
Salient Aspects of the Results --- p.186
Implications for the Future --- p.187
References --- p.189
Chapter Appendix --- Selected Publications by the Author --- p.215
Ching-Ling, Liu, and 劉靜鈴. "The process of post-bachelor primary school teachers’ professional socialization." Thesis, 2007. http://ndltd.ncl.edu.tw/handle/74920997477237620009.
Повний текст джерела國立嘉義大學
國民教育研究所
95
The process of post-bachelor primary school teachers’ professional socialization Liu Ching-Ling Graduate Institute of Elementary Secondary Education National Chiayi University Abstract This research uses Qualitative Inquiry Methodology and gathers all the information by interviewing. Recall the interviewers’ personal experience and analyze the related materials. This research helps us to understand the process of post-bachelor primary school teachers’ professional socialization. The interviewers are one male teacher and four female teachers. The aims of this research are to: (1) analyze teacher professional ability (2) analyze post-bachelor primary school teacher professional socialization before they entered the teacher-cultivating institutions. (3) analyze post-bachelor primary school teacher professional socialization in the teacher-cultivating institutions. (4) analyze post-bachelor primary school teacher professional socialization when they are doing teaching-related jobs. The results: 1. The experience of post-bachelor teachers before they entered the teacher-cultivating institutions helps teacher professional socialization. (1)The experience in the college period is positive to post-bachelor primary school teacher professional socialization. (2)Working experience increases post-bachelor primary school teachers’ professional abilities. (3)The motivation of being a teacher enhances the willingness of post-bachelor primary school teachers to go further study in their professional fields. 2. The process of teacher professional socialization in the teacher-cultivating institutions is positive and helpful to post-bachelor primary school teachers. 3. The teacher professional socialization in working periods is a direct and continuous process, but it will have positive or negative influence from the surroundings. Keywords:Post-bachelor primary school Teacher, Teacher Professional Socialization, Teachers’ Professional Competency
Yen, Tsui-Ying, and 嚴翠嫈. "Action Research on a Class-Reading club Developed for Lower Grade of Primary School." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/13235937489156833046.
Повний текст джерела國立臺北教育大學
課程與教學研究所
96
The purpose of this study is to analyze the course and result of the administration of a class-reading club in lower grade of primary school through action research. The analysis revealed the following findings: 1. The effective operation of a class-reading club consists of 5 steps: Preparation stage(select reading books, design a book list, develop the PPT of books, and search relevant information on the Internet), Warm up stage(use playing games or telling stories to inspire students’ ambiance and reading interest), Introduction stage(using role playing, reading or quizzing about the story to guide children into reading activities), Brainstorming stage(design the questions relevant to the content of selected books and use teamwork as the way to discuss problems in multiplex methods, such as personal presentations, group discussion, and interlaced or simultaneous team competition) and Extend stage(let students understand and build new knowledge by role playing, paint creation, and stories adapting and also show the creations of the whole class to increase the opportunities of viewing and emulating). 2. Students changed from passive couplers to the persons participating in studying actively via team discussion of class-reading club. Besides, the students’ interest of reading was obviously been increased in the comfortable and warm reading atmosphere and also showed the unexpected improvement in paint creation and color combination. 3. In the implementation of the class-reading club, teacher’s teaching style changed from a guide role to a study ambiance maker and the interaction between the teacher and students. And the relationship was transferred from one-way and serious between teacher and student to two-way and lively ambiance in the classroom. 4. Fourth, the major difficulties of the implementation of class-reading club are about the process of discussion, the habits of paying attention to listening to others, course progress and time limit and not all participation. Finally, according to the findings, the research provided suggestions to the teachers, school administration and the future researchers.
Hong, Sue-Min, and 洪淑敏. "The Study of the Lower Graders’ Sex Roles and Stereotypes in a Primary school." Thesis, 2003. http://ndltd.ncl.edu.tw/handle/65793695565399915601.
Повний текст джерела國立中山大學
教育研究所
91
The Study of the Lower Graders’ Sex Roles and Stereotypes in a Primary school Sue-Min Hong Abstract The purpose of this study is to explore the lower graders’ views on sex roles and stereotypes. In addition, this study aims to explore whether the attitudes of parents have influence on children’s views on sex roles and stereotypes. And the research problem intends to examine the differences of boys’ and girls’ views. The subjects are twelve 2nd grade children (6 females, 6 males). The author would like to understand the lower graders’ views on sex roles and stereotypes which relate to infer the correlation of parents and children in order to offer some implications on children’s sex education in the future. The study adopts individual interview and focus group interview to collect data. The former of which is to use “Pilot Questionnaire” to know individuals, and the latter of which is to employ “Focus Group Interview Outline” after children have read picture’s books on sex stereotypes. In addition, there are six mothers who are interviewed (3 females, 3 males). The final conclusions as following: (1) the lower graders don’t think sex roles as distinctive in nature, which might be influenced by adults attitudes and their experiences of life; (2) the stereotypes of lower graders whose personality traits reveal frankly and strong for boys and dependent for girls; and children’s interests are differently among both sexes; and in achievements boys are better than girls and girls catch hardly; (3) the relation of children’s views on sex roles and stereotypes to those of parents reveals that parents’ image is the best teaching materials, then the deviation leads children’s stereotypes; (4) in comparison with boys’ and girls’ views, they tend to obey the adult’s rules, and focus not alike as growing up in different world, and obtaining modification of behaviors and beliefs after reading. As for sex stereotypes, boys tend to be difficult to escape and girls intend to counter gender’s bounds. This study offers some suggestions on children’s sex education and future research.
HUANG, SHU-CHEN, and 黃淑貞. "Action Research on Knowledge Construction in Food and Agriculture Courses for Lower Primary School." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/f95ks4.
Повний текст джерела國立屏東大學
社會發展學系碩士班
107
In recent years, the incidence of cancer in Taiwan has risen every year, while the age of cancer onset has shown a decreasing trend. These health issues have resulted from many different factors. For instance, environmental pollution, food safety issues, and the pressures of modern life are all factors of importance. The school where this researcher is currently teaching—Gaolang Elementary School—is located in an agricultural village in Yanpu Township, Pingtung County, Taiwan, where most parents are engaged in farming. With the most common crops being wax apples and jujube, the spraying of pesticides is relatively frequent in the village. The increasing cancer cases in the area over the past few years has caused grave concern to the researcher, who, as a second-grade teacher, intended to help children develop the ability to consume a healthy diet (knowledge) by introducing food and agricultural education from a young age, practising simple and easy organic farming (skills) in the vacant spaces on campus, and eventually establishing a friendly connection between humans and food (affect) through ‘local dining’ activities. This study employed an action research approach targeting a class of second-grade students as the research subjects. The results showed that second-grade nutrition education must be designed based on specific, well-defined activities and avoid the excessive use of abstract concepts, as second-grade students have difficulties understanding imperceptible subjects such as ‘food additives’ and ‘food miles.’ A farming experience course allowed rural students to gain better insight into their parents’ farming work. Although the school is situated in an agricultural village, most farmer-parents do not ask their children to help in the field. Through hands-on experience in weeding, regular watering, harvesting, and packaging under the scorching sun, the students realised that food comes from hard work. They learnt to cherish food and became more empathetic towards the toiling farmers. However, the students were all very fond of the cooking lesson. Despite the seemingly chaotic process, all the children were able to acquire cooking skills during the lesson, regardless of their ability. This action research sparked interest in food and agriculture courses at the school level, leading to the establishment of a food and agriculture education society and school-wide food and agriculture courses. The greatest challenge encountered during the research was in planning and arranging the venue for the farming experience course. The tillage process at the start of each term has also proved to be considerably challenging to the students.
ZHONG, YARU, and 鍾雅如. "A Study on Integrating Interactive Whiteboard on Lower Grade Primary School Students’ Reading Achievement." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/k4st6a.
Повний текст джерела大葉大學
資訊管理學系碩士班
107
The purpose of this study was to investigate reading achievement on lower grade primary school students with intergrating whiteboards. This study had adopted the quasi-experimental method to teach lower grade students’ reading achievement, including five chapters during ten weeks. The education method of the experimental group adopted learning method with interactive whiteboards, the control group adopted the traditional education method. Reading comprehension tests was used to test the students of both groups as the learning results. Besed on the results, the major findings of this study were summarized as follows: 1.The students exposed to the intergrating whiteboards instruction performed better on the reading comprehension tests. 2.The students exposed to the intergrating whiteboards had a positive attitude on the reading instruction. 3.The intergrating whiteboards instruction enhanced the teacher’s reflectionsand professional teaching on reading. Based on the findings, some suggestions were offerd for the teachers future studies.
Lin, Ting-Ting, and 林亭廷. "Post-Occupancy Evaluation of the Clustered Classrooms Space Planning in Primary School." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/90999954523660000199.
Повний текст джерела國立臺灣大學
土木工程學研究所
89
A new chance of the transformation of school buildings was created, which followed the educational revolution. The planning of the teaching area in the primary schools has been transformed from isolated and normal classroom style to multiple classrooms, which form a group called ‘clustered classrooms’. For the new space style of the late constructed school buildings, this study adopts the method called ‘post-occupancy evaluation’ (P.O.E) to examine the real situation and the effects of the clustered classrooms on teaching. We wish to know about the effects using the clustered classrooms, and to study the recorded results to check out what item is worthy to be adopted and what topic is necessary to be improved. Furthermore, we proceed the advanced research and analysis in the relevant topics of the clustered classrooms. We apply many methods in order to integrate the quantitative and qualitative methods, which estimate and present the fact of clustered classrooms in a deeper and more precise way. Through our research, we make some conclusions and propose some suggestions to the educational bureaus, school preparatory offices, architects, school managers and users as following: Conclusions 1.Clustered classroom is a self-sufficient space with various functions of living and teaching activities. 2.Multipurpose learning space is good for the teaching supplements, the extracurricular activities and the living education. 3.The arrangement of the multipurpose space is closely related to the way of its utilization. Suggestions 1.The scale of a clustered classroom is better to be limited within two to four classrooms, such that it provides enough space and to reduce the interference. 2.A good use of mobile boards, and an adjustment of course content and teaching methods can reduce the generation of interference inside the clustered classroom. 3.The present and the future new-typed schools should be evaluated periodically, which can help us to discover the problems and deal with them earlier.
Chang, Pi-Shan, and 張碧珊. "An Action Research of Literature-Based Instruction – lower level primary school classes as an example." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/62741651575815596407.
Повний текст джерела國立臺北教育大學
語文與創作學系碩士班
97
This action research is targeting lower level primary school using Literature¬-Based Instruction to promote student’s reading and writing ability. Through teacher observation, data will be collected and evaluated. The methods used will be “reading and writing strategy, curricular model for integrated language learning, whole language theory, reader’s response theory”. The focus is to integrate reading and writing using literature as the core element. The focus of this research is to understand how to integrate reading and writing in to a Literature¬-Based Instruction, the teacher will use various teaching strategies, to balance these three language areas. The teacher will have to evaluate each teaching strategy through experiences and choices, to assertion the best teaching strategy for the students according to the reactions and results. Here are some examples of evaluation and or observation: 1. explaining the how to the students is helping the students to understand better 2. the students learn to express their opinion and thoughts through a writing program 3. literature responses using different approaches and techniques 4. by using various reading and writing strategies, the students develop reading and writing skills. Evolution strategies to be confirm. 5. a teacher who continues to develop their Literature¬-Based Instruction continues to develop their professional growth 6. a teacher’s belief in teaching might be altered by continued implementation of a strong Literature¬-Based Instruction the research shows that students who have followed a strong Literature¬-Based Instruction have more developed skills in these areas. They had more choices and more time to explore these skills with this program. A teacher interested in exploring a Literature¬-Based Instruction, should look into the possibility of using this program.
TSENG, HSIAO-TING, and 曾筱婷. "Integrating Motion Detection Game into the Reading Education of the Lower Grades of Primary School." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/54616213165786818149.
Повний текст джерела開南大學
資訊學院碩士在職專班
104
In the era of knowledge explosion, one’s reading ability has become his/ her competitiveness due to the advances in technology and the rapid flow of information. The elementary schoolchildren convert reading aloud to reading silently at second grade, hence, improving their reading abilities at this stage is a way to form the habit of reading. However, the traditional forms of reading methods are tedious and cannot be applied to every students. Schoolchildren tend to be not only less effective on reading but also lacking of reading incentive if taught by traditional forms of reading methods. In addition, the traditional ways of reading assessment mostly have evaluation mechanism deficiency, which means, we have no idea whether the students really understand what they’ve read or not. Therefore, this study integrates the most popular motion detection technology into the reading instruction for schoolchildren of lower grades. It’s designed to explore and to study whether motion detection game can cause their motivation in reading and interest in learning. Furthermore, it aims to help students understand the basic structure of the article quickly and accurately through the well- designed reading tests. Finally, the proposed amendments to teaching education and specific recommendations will be made based on the research results above. The results show that students learn to master the key points of articles and understand the basic structure accurately by integrating the motion detection game into teaching education. It also boosts students’ learning motivation and interest in reading. The use of motion detection game is helpful for not only the reinforcement of students’ reading comprehension, but also the effectiveness of teachers’ teaching education.
陳建旭. "A case study of school building Post-occupancy Evaluation for Hsinchu County Hsing Lung Primary School." Thesis, 2016. http://ndltd.ncl.edu.tw/handle/92553097358766327618.
Повний текст джерела國立新竹教育大學
教育與學習科技學系教育行政碩士在職專班
104
The purpose of this study is to explore the Post- occupancy Evaluation of school building of Hsing Lung Primary School in Hsinchu County. The status which including user satisfaction , the efficency of teaching and the space usage condition within middle and high graders ,teachers, staff and partial parents. The study propose findings and suggestions for the future use and improvement. After recovering the questionnaires from 330 students and 77 teachers and staff, the data obtained underwent statistical analysis and processing using mean, standard deviation, t-test, one-way ANOVA analysis, Pearson’s product-moment correlation analysis.We compare the user satisfaction , the efficency of teaching and the space usage condition within students in different genders,grade and in using of different level of the building. We also compare the user satisfaction , the efficency of teaching and the space usage condition within teachers and staff in different gender, position,age,seniority,the level of education and teaching different graders. Generalized conclusions: 1. The satisfaction of students, teachers and staff show medium-high degree . The teachers and students are satified with the classroom of school building. 2. Teachers and students show medium- high degree of efficency of teaching. They think the classrooms are the most useful stucture. 3. Teachers and students show high level of using rate on the structures of scool building. Among these structures that teachers and students using the most is auxiliary facility. 4. It shows higher degree of user satisfaction, the efficiency of teaching and using rate in students in middle level, middle graders and female students. 5. Staff and male trachers show higher degree in user satifaction. 6. The male teachers show higher consciousness in efficiency of teaching. 7. 36 to 40 year old teachers and staff, teachers with administrative work and teachers that teach high graders show high degree in using rate of school building. 8. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within students of Hsing Lung Primary School. 9. This study found postive correlations among user satisfaction , the efficency of teaching and the using rate within teachers and staff of Hsing Lung Primary School. 10. There were suggestions to the Post-occupancy Evaluation of school building from students, teachers, staff and interviewers. According to the findings and conclusions of the study, the suggestions were as followed: 1. To the authority of education: choose and plan the land of newly-built school. Prepare abundant budget. Important instuction engineering should be planned as a whole by county government. Recruit students after the school was completed. Choose the architect with educational philosophy and school-building experiences. 2. To architect: give suggestions about funds, qulity and progress of work. 3. To school: Invite users to participate in the plan of school building. Communicate and coordinate with professional staff. Set up a management system of using. Develop school-based curriculum and improve school building. 4. To the follow-up study: give suggestions on the scope of investigation, content, methodology and objects of study.
Liang, Heng-Yi, and 梁恆毅. "Biomechanical Analysis of the Lower Extremity during a Drop Landing Task in Senior Primary School Students." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/16970936541999659557.
Повний текст джерела國立東華大學
體育與運動科學系
99
Purpose:This study will focus mainly on the differences between ground reaction force and lower extremity stiffness adjustment by the study of drop landing task. Specifically, this analysis will further to compare the characteristics of lower extremity during drop landing between male and female senior primary school students. Methods: Subjects must not have been participated in any sports-related team at school, and those who have been injured in the lower limbs during the past six months will be eliminated from this research. Finally, 11 male students and 10 female students from both Ming Yih and Chung Yuan Primary School in Hualien are the qualified study group. They will be asked to drop from a stage which is 40 cm above the ground and two-footed landing symmetrically. The AMTI force plate and MegaSpeed high speed camera were time-synchronized. Kwon 3D motion analysis system and KwonGRF system will be used. All data were analyzed using the individual t-test to evaluate whether the test variable differed significantly between the two groups. The significance level was set at α = 0.05. The data were analyzed using the Statistical Program for Social Sciences 17.0 for Windows package program. Results: The male students had a significantly larger knee angle upon initial foot contact with the ground, a significantly larger knee flexion angle, and a larger CG downward displacement during landing in comparison to female students. The male students had a significantly larger second peak value of vertical GRF in comparison to female students. The duration from initial foot-ground contact to the second peak vertical GRF appeared was significantly shorter in the male students in comparison to the female students. The male students had a significantly larger passive impulse, loading rate, and vertical stiffness in comparison to the female students. Conclusions: In the drop landing task from 40-cm drop height we infer that: 1. senior male students have a higher risk of lower extremity injury during landing; 2. at the instant of landing, male students are generally landed with a straight-standing position to increase the landing impact; 3. senior female students have a smaller vertical stiffness, this characteristic might to reduce the landing impact.
Wang, Hui-Ling, and 王惠玲. "Action Research on the Integration of Primary School Lower-Grade Campus Environmental Education into Life Curriculum." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/08182598220924545994.
Повний текст джерела國立屏東教育大學
教育學系
100
This study adopted the cycle of planning, acting, observing and reflecting which the action research method proposed. With the first grade life curriculum as its framework, this research took campus environmental education as its theme and initiated teaching activities from which it collected data for analysis from classroom observation reports, interviews and student works. This study’s purpose was to develop into the feasibility of integrating first grade campus environmental education into the life curriculum, as well as probe the teaching process that may arise as a result of it, students’ ability to acquire new knowledge concerning environmental education after teaching activities, and the researcher’s personal growth after participating in instructional design and implementation. The conclusions of this research are as follows: 1. It is feasible to integrate campus environmental education into the life education curriculum by understanding the proper objectives and capability indicators of environmental education. 2.Student-oriented curricular design can improve learning effectiveness. 3.The campus is an excellent space for first graders to receive environmental education. 4.The application of multiple teaching strategies, combined with information technology in imparting environmental education, can enhance students’ learning interest and motivation. 5. Students’ individual growth shows that the awareness and sensitivity after the teaching activities have been improved. They become equipped with a greater understanding of environmental concepts and knowledge, which helps them build positive environmental ethics and values. Students also become better able to apply acquired skills regarding the environments, and have greater environmental hands-on action experiences. 6. Researcher’s personal growth The integration of campus environmental education into life curriculum can enhance the researcher’s curricular design and field trip activity teaching capabilities, and the action research process can help solve difficulties that arise in teaching.
Mthembu, T. P. "The gendered perceptions of women in management positions in a primary school in the KwaDukuza (Lower Tugela) region." Thesis, 2007. http://hdl.handle.net/10413/1388.
Повний текст джерелаThesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2007.
Pearce, Linda. "How primary schools really work: Architecture, use, and perspectives." Thesis, 2016. http://hdl.handle.net/2440/129933.
Повний текст джерелаSchools are an important class of architecture. This is for many reasons, not least because primary schools are the first public buildings that most children inhabit for a significant amount of their waking hours and are, thus, their first experience of what should be quality built environment design. To ensure this quality, occupied building evaluation should be an important endeavour in architectural practice. Recent school building performance evaluations have been undertaken from the perspective of facilities management, or building-science, using 'expert' judgement to assess the used built environment. This presents two concerns. First, these techno-economic positions assume that behaviour of users is predictable and logical over the life of the school building, and omits the variety of users, activities, and experience of the 'Architecture'. Second, by using so-called professional 'experts', building performance often omits the voice of users (staff and students) who are expert in their own environment. The primary objective of this inquiry was to, first, establish architectural research methods suitable for including primary school users in building performance evaluation and, second, apply it to investigate the context and user perspective of their school built environment. Five primary schools, located in the Adelaide, South Australia, were selected for recognised heritage, architectural, and educational facility values, and recruited to participate in a mixed-method case study inquiry, as critical cases. Because school architecture and school occupants form a building-occupant system, this inquiry needed a range of data collection methods to capture the system. Architectural assessment, physical (environmental monitoring) and social science (surveys, visual ethnography) data collection methods were integrated to create rich case study interpretations of the schools, at school and classroom units of analysis. It was observed that the building fabric, regardless of age or design intentions, was modified to introduce contemporary permanent technological and sustainability innovations, and also for transitory occupational needs. Data triangulation found that user perspectives of the primary school architecture differed between staff and students, and this difference was aligned with each cohort’s active use of different school facilities. Exploratory Principal Axis Factoring using student participant responses resulted in five factors loaded on variables grouped around wellbeing, smell, acoustics, vision, and satisfaction, in order of their contribution to variance. This suggests that their environment quality is particularly important to primary school students. This finding was confirmed when triangulated against the qualitative data collected. Given this, and the emergent findings from the triangulated staff perspectives with other methods, it was deduced that user perspectives could be grouped into four themes: Place/Architecture, Functionality, Wellbeing, and Environment. These are proposed as a new quality framework and used to as a lens to review the success of recent school technological and sustainability innovations. This research suggests that omitting user voices from building performance evaluation omits important sources of knowledge and design learning since, even with the best intentions, non-occupants, expert or not, cannot speak on behalf of primary school users. This flexible, technosocio paradigm also offers a framework for interdisciplinary research that integrates the knowledge of other disciplines into future architectural inquiries.
Thesis (Ph.D.) -- University of Adelaide, School of Architecture and Built Environment, 2016