subject:(Senior primary )

University of KwaZulu-Natal

1. Ngubane, Londeka Princess. Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal.

Degree: 2018, University of KwaZulu-Natal

URL: https://researchspace.ukzn.ac.za/handle/10413/18261

► The use of corporal punishment is not a new phenomenon in the South African education system as it was, for a long time, recognised as… (more)

▼ The use of corporal punishment is not a new phenomenon in the South African education system as it was, for a long time, recognised as a fitting form of punishment for ill-disciplined and disobedient children. The growing recognition that corporal punishment is an act of violence against children has resulted in the abolishment of this form of punishment in society and particularly in schools. However, regardless of criminalising corporal punishment, it appears to be a disciplinary measure that is persistently used by some educators. Historically and currently, the intimate connection between corporal punishment and discipline has not merely been a convention of human thinking, as this practice is given recognition in various definitions in dictionaries. ‘To discipline’ is habitually stated to mean ‘to punish’. The notion of ‘disciplining children’ also comes from entrenched common conceptions about children and their relationship with adults. Corporal punishment has, for a long time, been associated with the rearing and education of children and this practice thus pervades schooling across nations. In many societies, punishment is a term that is closely linked with the self-perception of teachers who feel that they must be ‘in control’ and have ‘the upper hand’ in order to be respected. This impression of control is evident in the widespread conception of education which is to ‘socialize’ children in ‘desirable ways’ of ‘sitting in a formal classroom’, ‘behaving’ in school, ‘following instructions’ from the teacher, talking only when asked to, and finishing tasks on time. Many South African teachers thus do not understand the true meaning of discipline. The unequal power relation between adults and children further enhances the problem, as children adopt cues of authority from school and home and begin to accept violence as a way of life. Over the past years, several gruesome acts of corporal punishment have come to light through media reports of some incidences which had led to the death of children. Due to fear, children often remain silent and submit to violence without questioning such acts of punishment. Many children display signs of deep hurt in their behaviour, but this often goes unnoticed, which exacerbates the cycle of violence. Research has reliably revealed that the use of physical punishment against children hampers the attainment of respect for discipline. This form of punishment seldom provokes children to act inversely, as it does not convey an understanding of what they should to be doing, nor does it produce any kind of reward for being upright. The fact that teachers and principals often have to repeat the administration of corporal punishment for the same offense by the same child attests to its ineffectiveness. In countries where corporal punishment has been abolished, there has been no indication that the disruption of discipline in schools has escalated. This goes to show that disturbances are conveniently and ubiquitously censured on children as they are very vulnerable and cannot defend… Advisors/Committee Members: Mkhize, Sazelo Michael. (advisor).

Subjects/Keywords: Corporal punishment.; Learners.; Schools.; Senior primary.; Secondary school.; Education South Africa.

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APA (6^th Edition):

Ngubane, L. P. (2018). Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/18261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ngubane, Londeka Princess. “Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal.” 2018. Thesis, University of KwaZulu-Natal. Accessed January 23, 2021. https://researchspace.ukzn.ac.za/handle/10413/18261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ngubane, Londeka Princess. “Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal.” 2018. Web. 23 Jan 2021.

Vancouver:

Ngubane LP. Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2021 Jan 23]. Available from: https://researchspace.ukzn.ac.za/handle/10413/18261.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ngubane LP. Perceptions and experiences of learners on the banning of corporal punishment in South African schools: a case study of four township schools in the Pinetown district of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2018. Available from: https://researchspace.ukzn.ac.za/handle/10413/18261

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of Limerick

2. Sweeney, Gerry. An investigation into decision making factors that Influence a students subject choice in senior cycle.

Degree: 2017, University of Limerick

URL: http://hdl.handle.net/10344/6477

►

non-peer-reviewed

The overall aim of this study is to investigate factors that influence Senior Cycle post primary students in their subject choice for Senior Cycle.… (more)

▼

non-peer-reviewed

The overall aim of this study is to investigate factors that influence Senior Cycle post primary students in their subject choice for Senior Cycle. As students transition from Junior Cycle to Senior Cycle in Irish post primary education, the task of subject choice is an exciting time (Smyth, 2016). Students look forward to the opportunity of choosing subjects and this process can be influenced by multiple factors (Smyth and Hannan, 2006; Smyth, 2016). However, subject choice is a time when decisions are of critical importance as choosing the wrong subjects, can have long term consequences on schooling, future educational and career choices (Mooney, 2009, 2011). A post positive approach was utilised in this study to collect data (Gray, 2014; O’Leary, 2014). This involved surveying 96 fifth year post primary students in two DEIS schools, through the use of an online questionnaire. The key findings of this study highlight that subject choice is influenced by a myriad of extrinsic and intrinsic factors. Extrinsic factors include parents, school management and structure, subject choice bands, TY programme and the school guidance counsellor. Intrinsic factors include students aptitudes, gender and Junior Certificate subject results. The impact of Budget 2012 has resulted with a gradual dismantling of guidance provisions for Junior Cycle leaving students marginalised, with guidance counsellors spending most of their time with Senior Cycle students (Hearne et al., 2016b). The findings identified that student’s interest and ability in a subject takes precedents over their socio-economic background. The opportunity to sample subjects in TY provides students with a greater insight into subject content, enabling students to make a more informed subject choice for Senior Cycle. To conclude, this research study can enhance the existing body of literature that exists in relation to the factors that influence subject choice for Senior Cycle and a number of recommendations are made to inform future policy, practice and research.

Advisors/Committee Members: Hearne, Lucy.

Subjects/Keywords: subject choice; Senior Cycle; Irish post primary education

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APA (6^th Edition):

Sweeney, G. (2017). An investigation into decision making factors that Influence a students subject choice in senior cycle. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/6477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Sweeney, Gerry. “An investigation into decision making factors that Influence a students subject choice in senior cycle.” 2017. Thesis, University of Limerick. Accessed January 23, 2021. http://hdl.handle.net/10344/6477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Sweeney, Gerry. “An investigation into decision making factors that Influence a students subject choice in senior cycle.” 2017. Web. 23 Jan 2021.

Vancouver:

Sweeney G. An investigation into decision making factors that Influence a students subject choice in senior cycle. [Internet] [Thesis]. University of Limerick; 2017. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10344/6477.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Sweeney G. An investigation into decision making factors that Influence a students subject choice in senior cycle. [Thesis]. University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6477

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

3. Bowe, M L. Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe .

Degree: 2013, North-West University

URL: http://hdl.handle.net/10394/16101

► This study was conducted to establish the challenges that Senior Management Teams face as instructional supervisors. The study begins by highlighting the statement of the… (more)

Subjects/Keywords: School management; Educational leadership; Instructional supervision; Primary school; Senior Management Teams; Leadership; Inspectoral area

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APA (6^th Edition):

Bowe, M. L. (2013). Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/16101

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Bowe, M L. “Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe .” 2013. Thesis, North-West University. Accessed January 23, 2021. http://hdl.handle.net/10394/16101.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Bowe, M L. “Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe .” 2013. Web. 23 Jan 2021.

Vancouver:

Bowe ML. Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe . [Internet] [Thesis]. North-West University; 2013. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10394/16101.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Bowe ML. Challenges faced by senior management teams in supervision of instruction in Kanye Central Inspectoral school in Botswana / M.L Bowe . [Thesis]. North-West University; 2013. Available from: http://hdl.handle.net/10394/16101

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

NSYSU

4. Ou, Ya-Wen. A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models.

Degree: Master, Biological Sciences, 2014, NSYSU

URL: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723114-115000

► This study investigated the plant observation capabilities and identification models of the senior primary school students through their observation, description and classification of the campus… (more)

Subjects/Keywords: plant identification; polyclave key; interactive key; flexible hierarchy; senior primary school students; campus plants; plant observation

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APA (6^th Edition):

Ou, Y. (2014). A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models. (Thesis). NSYSU. Retrieved from http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723114-115000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ou, Ya-Wen. “A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models.” 2014. Thesis, NSYSU. Accessed January 23, 2021. http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723114-115000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ou, Ya-Wen. “A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models.” 2014. Web. 23 Jan 2021.

Vancouver:

Ou Y. A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models. [Internet] [Thesis]. NSYSU; 2014. [cited 2021 Jan 23]. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723114-115000.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ou Y. A Study of Senior Primary School Studentsâ Plant Observation Capabilities and Identification Models. [Thesis]. NSYSU; 2014. Available from: http://etd.lib.nsysu.edu.tw/ETD-db/ETD-search/view_etd?URN=etd-0723114-115000

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Unitec New Zealand

5. Baber, Jenny. Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools.

Degree: 2012, Unitec New Zealand

URL: http://hdl.handle.net/10652/2212

► A qualitative research methodology was used to explore the issues and develop a deeper understanding of the leadership practice of secondary school senior leaders in… (more)

Subjects/Keywords: Māori education; secondary schools; senior leaders; Ka Hikitia strategy; 130310 Māori Education (excl. Early Childhood and Primary Education); Kura tuarua

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Baber, J. (2012). Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Baber, Jenny. “Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools.” 2012. Thesis, Unitec New Zealand. Accessed January 23, 2021. http://hdl.handle.net/10652/2212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Baber, Jenny. “Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools.” 2012. Web. 23 Jan 2021.

Vancouver:

Baber J. Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools. [Internet] [Thesis]. Unitec New Zealand; 2012. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10652/2212.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Baber J. Senior leader efforts to improve the educational outcomes of Māori students in New Zealand secondary schools. [Thesis]. Unitec New Zealand; 2012. Available from: http://hdl.handle.net/10652/2212

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Unitec New Zealand

6. Tetzlaff, Keith. The nature, leadership and development of senior leadership teams in New Zealand primary schools.

Degree: 2016, Unitec New Zealand

URL: http://hdl.handle.net/10652/3509

► Senior Leadership Teams are the most common permanent team found in New Zealand primary schools and the complex and changing role of the principal is… (more)

▼ Senior Leadership Teams are the most common permanent team found in New Zealand primary schools and the complex and changing role of the principal is identified as a reason for their emergence and establishment as a necessity for organisational success. However, there is very little literature on the role of the principal as the leader of a primary school Senior Leadership Team. There is no specific research on what leaders must do to develop high performing Senior Leadership Teams, and what team members need to know and do to assist their team to become a high performing team. This study sought to fill that gap by investigating the nature of Senior Leadership Teams, the principal’s leadership role within these teams and the development processes that lead to a group of individuals becoming a high performing team. An interpretive approach was adopted for this qualitative study involving in-depth investigation of the experiences and practices of Senior Leadership Teams in five New Zealand urban primary schools. The study involved the use of two research methods: Firstly, semi-structured interviews were used to explore perceptions from the principal’s perspective. Secondly, focus group interviews were undertaken to obtain the perspectives of the other members of the Senior Leadership Team. This study identifies leadership as the single most important feature of developing Senior Leadership Teams into a high performing team. A major finding is thatleadership key roles do not apply to the principal alone, and it is possible that everyone within a team might have a key leadership role. Findings also relate to the importance of self-management and managing relationships. Each critical transition point in a team’s development involves a significant relationship between two of the leadership role holders. This study suggests the performance of Senior Leadership Teams could be enhanced if principals and Senior Leadership Team members are provided with a greater understanding and insight into the dynamic processes at work within a team and what leadership behaviours and practices are most appropriate to move the team through the team development process. It is recommended that principals and Senior Leadership Team members would benefit from research based, user friendly and practical professional learning and development to assist them to understand the complexity and practices of becoming a high performing team. Advisors/Committee Members: Unitec Institute of Technology.

Subjects/Keywords: New Zealand; primary schools; senior leadership teams; educational leadership; team leadership; team performance; collaboration; 130304 Educational Administration, Management and Leadership; 130105 Primary Education (excl. Māori)

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Tetzlaff, K. (2016). The nature, leadership and development of senior leadership teams in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Tetzlaff, Keith. “The nature, leadership and development of senior leadership teams in New Zealand primary schools.” 2016. Thesis, Unitec New Zealand. Accessed January 23, 2021. http://hdl.handle.net/10652/3509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Tetzlaff, Keith. “The nature, leadership and development of senior leadership teams in New Zealand primary schools.” 2016. Web. 23 Jan 2021.

Vancouver:

Tetzlaff K. The nature, leadership and development of senior leadership teams in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10652/3509.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Tetzlaff K. The nature, leadership and development of senior leadership teams in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3509

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

7. Oberholzer, Jan Adriaan. Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer .

Degree: 1997, North-West University

URL: http://hdl.handle.net/10394/7844

► This research is done with focus on a children' s home child, who is deviated by factors out of his control, but who is helped… (more)

Subjects/Keywords: Personality; Study; Attitude; Children's home; Intelligence; Gender; Senior primary phase

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APA (6^th Edition):

Oberholzer, J. A. (1997). Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/7844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Oberholzer, Jan Adriaan. “Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer .” 1997. Thesis, North-West University. Accessed January 23, 2021. http://hdl.handle.net/10394/7844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Oberholzer, Jan Adriaan. “Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer .” 1997. Web. 23 Jan 2021.

Vancouver:

Oberholzer JA. Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer . [Internet] [Thesis]. North-West University; 1997. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10394/7844.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Oberholzer JA. Die invloed van persoonlikheid op die studiehouding van 'n groep kinderhuiskinders / Jan Adriaan Oberholzer . [Thesis]. North-West University; 1997. Available from: http://hdl.handle.net/10394/7844

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

North-West University

8. Phooko, Frances Willemina. Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko .

Degree: 1997, North-West University

URL: http://hdl.handle.net/10394/8131

► Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few… (more)

▼ Under favourable conditions, the child in the senior primary phase (from Grade 5 to Grade 7) should lead a happy and carefree life with few real problems for himlherself or his parents. At this time the child is at his/her most receptive stage, therefore it is very important that the child should acquire good study habits, study attitudes and study methods. Attitude plays a very important role in learning. If the child has a negative attitude towards study, his academic achievement will not be as desired. The child who has a negative attitude also has a negative or poor self esteem. It is important to lead the child in the senior primary phase to develop and adopt a positive attitude and self esteem. The aim for this study is to determine whether the pupils (learners) in the senior primary phase will develop a positive disposition towards learning if they are given guidance. The characteristics of the senior primary child in relation with his physical, social, emotional, moral and personal development is closely scrutenised. The focus is on study attitude and the factors that would influence it such as language, stress, self esteem, hereditary, abilities and environment. Thus the study guidance program for the child in the senior primary phase with a negative study attitude has been set out comprehensively. The focus fell upon study guidelines for study guidance in the form of group guidance and the ten sessions into which the study guidance program was set out. The study guidance program consisted of orientation of the group, aims or objectives, study attitude, self esteem, study habits, study methods, facors which influence learning, facets of the memory, attention and concentration, compiling a works program and study roster, motivation, listening, effective reading, memory aids, memorising, summarising, underlining and preparation and writing of the examination. During the empirical investigation the following steps were followed: • The school guidance teacher selected fifteen pupils (learners) from the senior primary phase (grade 6) who showed a negative study attitude. • Questionnaires about study habits, study attitudes and study methods were completed by the group before and after the study guidance program. The pupils also had to write a General Science test before and after the study guidance. The results of the General Science Tests before and after the study guidance, were compared with each other. The presentation and interpretation of the response of the questionnaire about study methods, study attitudes and study habits regarding the General Science test marks were recorded. The test marks before and after were compared. Furthermore, from the examination it came to light that the questions in the questionnaire showed a marked changed namely a great effect (0,8) except in questions 41, 46 and 49 which showed a medium effect. This improvement or change in the Science Test marks are thus educationally viable. As a result of the positive change in the questionnaire's…

Subjects/Keywords: Study; Guidance; Negative; Senior primary phase; Attitude; Study attitude; Study method; Study habits

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APA (6^th Edition):

Phooko, F. W. (1997). Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/8131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Phooko, Frances Willemina. “Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko .” 1997. Thesis, North-West University. Accessed January 23, 2021. http://hdl.handle.net/10394/8131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Phooko, Frances Willemina. “Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko .” 1997. Web. 23 Jan 2021.

Vancouver:

Phooko FW. Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko . [Internet] [Thesis]. North-West University; 1997. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10394/8131.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Phooko FW. Studiebegeleiding aan leerlinge in die seniorprimêreskoolfase met 'n negatiewe studiehouding / Frances W. Phooko . [Thesis]. North-West University; 1997. Available from: http://hdl.handle.net/10394/8131

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

9. McCarthy, Joseph. A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective.

Degree: 2016, University College Cork

URL: http://hdl.handle.net/10468/2668

► A constructivist philosophy underlies the Irish primary mathematics curriculum. As constructivism is a theory of learning its implications for teaching need to be addressed. This… (more)

▼ A constructivist philosophy underlies the Irish primary mathematics curriculum. As constructivism is a theory of learning its implications for teaching need to be addressed. This study explores the experiences of four senior class primary teachers as they endeavour to teach mathematics from a constructivist-compatible perspective with primary school children in Ireland over a school-year period. Such a perspective implies that children should take ownership of their learning while working in groups on tasks which challenge them at their zone of proximal development. The key question on which the research is based is: to what extent will an exposure to constructivism and its implications for the classroom impact on teaching practices within the senior primary mathematics classroom in both the short and longer term? Although several perspectives on constructivism have evolved (von Glaserfeld (1995), Cobb and Yackel (1996), Ernest (1991,1998)), it is the synthesis of the emergent perspective which becomes pivotal to the Irish primary mathematics curriculum. Tracking the development of four primary teachers in a professional learning initiative involving constructivist-compatible approaches necessitated the use of Borko’s (2004) Phase 1 research methodology to account for the evolution in teachers’ understanding of constructivism. Teachers’ and pupils’ viewpoints were recorded using both audio and video technology. Teachers were interviewed at the beginning and end of the project and also one year on to ascertain how their views had evolved. Pupils were interviewed at the end of the project only. The data were analysed from a Jaworskian perspective i.e. using the categories of her Teaching Triad of management of learning, mathematical challenge and sensitivity to students. Management of learning concerns how the teacher organises her classroom to maximise learning opportunities for pupils. Mathematical challenge is reminiscent of the Vygotskian (1978) construct of the zone of proximal development. Sensitivity to students involves a consciousness on the part of the teacher as to how pupils are progressing with a mathematical task and whether or not to intervene to scaffold their learning. Through this analysis a synthesis of the teachers’ interpretations of constructivist philosophy with concomitant implications for theory, policy and practice emerges. The study identifies strategies for teachers wishing to adopt a constructivist-compatible approach to their work. Like O’Shea (2009) it also highlights the likely difficulties to be experienced by such teachers as they move from utilising teacher-dominated methods of teaching mathematics to ones in which pupils have more ownership over their learning. Advisors/Committee Members: Conway, Paul F..

Subjects/Keywords: Jaworskian analysis; Irish senior primary mathematics programme; Constructivist-compatible pedagogies

…vii Abstract Title: A Jaworskian analysis of four senior class primary teachers… …explores the experiences of four senior class primary teachers as they endeavour to teach… …practices within the senior primary mathematics classroom in both the short and longer term? I… …McCarthy A constructivist philosophy underlies the Irish primary mathematics curriculum. As… …mathematics from a constructivist-compatible perspective with primary school children in Ireland…

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APA (6^th Edition):

McCarthy, J. (2016). A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective. (Thesis). University College Cork. Retrieved from http://hdl.handle.net/10468/2668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

McCarthy, Joseph. “A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective.” 2016. Thesis, University College Cork. Accessed January 23, 2021. http://hdl.handle.net/10468/2668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

McCarthy, Joseph. “A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective.” 2016. Web. 23 Jan 2021.

Vancouver:

McCarthy J. A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective. [Internet] [Thesis]. University College Cork; 2016. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10468/2668.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

McCarthy J. A Jaworskian analysis of four senior class primary teachers endeavouring to teach mathematics from a constructivist-compatible perspective. [Thesis]. University College Cork; 2016. Available from: http://hdl.handle.net/10468/2668

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

University of South Africa

10. Labuschagne, Beverley Gaye. Guidelines for designing a school guidance programme for senior primary school pupils .

Degree: 1994, University of South Africa

URL: http://hdl.handle.net/10500/17157

► The need for personal guidance was identified amongst senior primary school pupils within a specific environment but no applicable programme was found and a programme… (more)

Subjects/Keywords: Guidance needs; Senior primary pupils; Personal guidance programme; Need areas for personal guidance; Guidelines for guidance programmes

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Labuschagne, B. G. (1994). Guidelines for designing a school guidance programme for senior primary school pupils . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/17157

Chicago Manual of Style (16^th Edition):

Labuschagne, Beverley Gaye. “Guidelines for designing a school guidance programme for senior primary school pupils .” 1994. Masters Thesis, University of South Africa. Accessed January 23, 2021. http://hdl.handle.net/10500/17157.

MLA Handbook (7^th Edition):

Labuschagne, Beverley Gaye. “Guidelines for designing a school guidance programme for senior primary school pupils .” 1994. Web. 23 Jan 2021.

Vancouver:

Labuschagne BG. Guidelines for designing a school guidance programme for senior primary school pupils . [Internet] [Masters thesis]. University of South Africa; 1994. [cited 2021 Jan 23]. Available from: http://hdl.handle.net/10500/17157.

Council of Science Editors:

Labuschagne BG. Guidelines for designing a school guidance programme for senior primary school pupils . [Masters Thesis]. University of South Africa; 1994. Available from: http://hdl.handle.net/10500/17157

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