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University of Zambia
1.
Katolo, Ackson Dimas.
School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
.
Degree: 2014, University of Zambia
URL: http://hdl.handle.net/123456789/3374 
► The study investigated school factors that contribute to pupils dropping out of school among primary school pupils in Solwezi district of Zambia. School factors are…
(more)
▼ The study investigated school factors that contribute to pupils dropping out of school among primary school pupils in Solwezi district of Zambia. School factors are more detrimental because they create a negative image about school which make it difficult not only for school dropouts to be brought back into school but also for the would be entrants to be enrolled. Dropping out of school confines children to poverty and diminished opportunity by limiting their participation in social, economic and political affairs of their nation in later years as adults. The problem of school dropouts demands an aggressive approach using all means possible and acceptable with strategies focusing on preventing dropping out because the fight to bring them back dropouts into school may be much more difficult to be won.The study used descriptive survey design and involved 250 participants purposively selected who included teachers, pupils and school dropouts drawn five primary schools. Both qualitative and quantitative methods of data collection and analysis were used.The study found that school factors contributing to pupils dropping out of school were prevalent in schools under study such as: poor teacher-pupil relationship, manual work, lack of readiness to learn, lack of functioning pupil support structures, unstimulating school environment and punishments. The study found that school factors complimented each other with other factors in order to cause dropping out. The study found that school strategies aimed at preventing pupils dropping out of school were ineffective and were not seriously enforced. The study further found that five components of the school environment (place, people, policies, programs, processes) to a certain degree transmitted negative signals to pupils resulting in negative attitude formation, which to some extent influenced pupils’ decisions and behaviour leading to dropping out.The study recommended that: School staff and parents need to work together to identify early pupils who show risk signs of dropping out and make early interventions;Teachers and school management to play an active role reinforcing school strategies for preventing dropping out and creating inviting school environment; Ministry of Education, Science, Vocational Training and Early Education should invest adequately in developing and strengthening capacities for career guidance and counseling in primary schools to enable them prepare children for careers early which is essential for pupils’ continued stay in school
Subjects/Keywords: Primary School Droputs
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APA (6th Edition):
Katolo, A. D. (2014). School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
. (Thesis). University of Zambia. Retrieved from http://hdl.handle.net/123456789/3374
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Katolo, Ackson Dimas. “School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
.” 2014. Thesis, University of Zambia. Accessed February 26, 2021.
http://hdl.handle.net/123456789/3374.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Katolo, Ackson Dimas. “School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
.” 2014. Web. 26 Feb 2021.
Vancouver:
Katolo AD. School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
. [Internet] [Thesis]. University of Zambia; 2014. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/123456789/3374.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Katolo AD. School factors contributing to learners dropping out of School in selected Primary Schools in Solwezi District
. [Thesis]. University of Zambia; 2014. Available from: http://hdl.handle.net/123456789/3374
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
2.
Jano, Assefa.
The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
.
Degree: 2013, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/4810
► This study examines the trends and current status of the demand for and supply of primary school teachers in Benishangul Gumuz Region with a focus…
(more)
▼ This study examines the trends and current status of the demand for and supply of primary school teachers in Benishangul Gumuz Region with a focus on teacher quantity and quality. Descriptive analysis of data on student enrolment and standard teacher –section ratio was used to analyze teacher demand. The supply side of the analysis mainly focused on the examination of the status of current teaching force in terms of number and quality in the region, the prevailing status of prospective graduates of Gilgel Beles College of Teacher Education, and the potential intake capacity of the college. Primary data on the opinion of informed officers and officials were gathered using Questionnaires and Focus Group Discussions. Secondary data on school age population, students’ enrolment, college intake and graduation, and the teaching force is obtained from the annual education abstracts, policy documents, periodic plans and reports of the region. Tremendous increase in the number of students and teachers was recorded for the last five years. The number of students enrolled in primary schools increased from 144672 to 161914. Similarly, the total number of teachers increased from 3078 to 3949. In terms of qualification, there were 1113 qualified teachers 2006/7, and increased to 1359 during 2010/11.Thus, the demand and supply analysis shows under supply of qualified teachers and over supply irrespective of qualifications. This shows that of the total teachers in the region, only 34 percent are qualified to the level. Thus, the problem of teacher supply in primary schools of the region is not of the quantity; rather it is more of the quality.
An overview of the teacher training system in the region shows underutilization of Gilgel Beles College of Teacher Education. Of the total graduates of the college during 2010/11, only 4% of the graduates of the college were government sponsored. The rest 96 percent constitute private and self sponsored graduates who joined the college in their own initiatives. This clearly shows that the region hasn’t been fully using the college for the purpose it is established. This calls for critical assessment and evaluation of the teacher training system in the region and devising possible mechanisms. Regional planners and administrators therefore, need to carry out realistic teacher management activities to achieve objectives relating to: forecasting the demand for and supply of teachers; recruit new teachers into training; upgrade unqualified teaching force in the system; implement strategies to retain teachers and make the profession attractive; and assess the effective utilization of teachers at schools.
Subjects/Keywords: Primary School Teachers
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APA ·
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Manager
APA (6th Edition):
Jano, A. (2013). The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/4810
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Jano, Assefa. “The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
.” 2013. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/4810.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Jano, Assefa. “The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
.” 2013. Web. 26 Feb 2021.
Vancouver:
Jano A. The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/4810.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Jano A. The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
. [Thesis]. Addis Ababa University; 2013. Available from: http://etd.aau.edu.et/dspace/handle/123456789/4810
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
3.
Tadesse, Meta.
The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
.
Degree: 2014, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/7494
► The purpose of this study was to explore the effects of preschool attendance on the academic achievement and learning process of first cycle primary school…
(more)
▼ The purpose of this study was to explore the effects of preschool attendance on the academic
achievement and learning process of first cycle
primary school children. The research was survey
type and descriptive in nature. One hundred twenty pupils from two first cycle
primary government
schools of Nifas Silk Lafto sub-city were selected on the basis of purposive sampling techniques.
Achievement test were given to the students of grad one and two with preschool attendance and
without it. A questionnaire for teachers of the schools and an interview for cluster supervisors,
principals and curriculum experts were designed to obtain information about the children with
preschool attendance and without such experience. After the collection and analysis of data, it was
indicated that pupils with preschool education significantly outperforms their counter parts without
such experience in both schools surveyed by the study. The paper concluded that preschool
education equip children with pre-requite skills which make learning easier and faster. Children
who have had preschool education tend to be more responsible and take active part in curricular
and co-curricular activities than those who did not get it. The research recommended the critical
importance of opening these institutions by the government and societies in different
primary
schools.
Advisors/Committee Members: Wendmagegn Tuji Dr (advisor).
Subjects/Keywords: primary school children
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APA ·
Chicago ·
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CSE |
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Manager
APA (6th Edition):
Tadesse, M. (2014). The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7494
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tadesse, Meta. “The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
.” 2014. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/7494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tadesse, Meta. “The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
.” 2014. Web. 26 Feb 2021.
Vancouver:
Tadesse M. The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
. [Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/7494.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tadesse M. The Contributions of Preschool Education on the First Cycle Primary School Students Learning Process and Academic Achievement: Implications to Curriculum Development
. [Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7494
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
4.
Chipili, Lydia.
Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District.
Degree: 2016, University of Zimbabwe
URL: http://dspace.unza.zm/handle/123456789/4987
► The purpose of this study was to investigate factors that contribute to the poor performance in reading of grade 2 learners in selected primary schools…
(more)
▼ The purpose of this study was to investigate factors that contribute to the poor performance in reading of grade 2 learners in selected primary schools which fall in low and high populated areas of Chibombo District. The aim was to meet the following objectives namely: to establish the attitude of teachers towards the teaching of literacy, to assess the attitude of learners towards the learning of literacy and to establish causes of poor reading. The research was conducted in seven primary and three community schools. The study focused on Grade 2 learners. Due to the nature of the study, both the learners and the teachers were targeted as points of investigation. The Grade two learners were targeted because by the time a pupil reaches grade 2, he or she would have acquired reading skills in grade one. Descriptive survey methods were used for data collection. The sample involved teachers teaching grade two pupils and other teachers teaching grades one to four pupils from primary and community schools and ten learners from each school. In this study there were a total of one hundred twenty two (122) respondents. Data on teachers focused on attitude to teaching literacy and the methodology of literacy. Data collection on learners was conducted using the Assessment tool, Early Grade Reading assessment (EGRA) which was developed by Time to Learn (TTL) and acknowledged by Curriculum Development Centre (CDC) in the Ministry of Education. The learners were assessed in chi Tonga on the letter sound knowledge and Oral Passage Reading, to determine if they are able to identify the sounds and read them'. The findings showed that teachers were playing a key role especially in the preparation of the decodable stories, they were able to create stories using the sound and syllabus of the day. However, the analysis indicated that teacher- learner interaction was not adequately implemented. Most teachers were having double classes due to low staffing levels and high pupil enrollment. Some teachers were in a hurry of teaching in order to finish the syllabus. The passion oftietptng and identifying a learner as an individual is therefore not effectively applied. The findings showed that community school teachers were not motivated especially where payments were concerned. The study recommends that teachers should consider Learning to Read as a complex process that involves multifaceted skills and experience.
Subjects/Keywords: Reading – Primary school – Zambia; Education, primary—Zambia
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Chipili, L. (2016). Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District. (Thesis). University of Zimbabwe. Retrieved from http://dspace.unza.zm/handle/123456789/4987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chipili, Lydia. “Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District.” 2016. Thesis, University of Zimbabwe. Accessed February 26, 2021.
http://dspace.unza.zm/handle/123456789/4987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chipili, Lydia. “Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District.” 2016. Web. 26 Feb 2021.
Vancouver:
Chipili L. Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District. [Internet] [Thesis]. University of Zimbabwe; 2016. [cited 2021 Feb 26].
Available from: http://dspace.unza.zm/handle/123456789/4987.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chipili L. Factors leading to poor reading among grade two learners:a case of selected schools in Chibombo District. [Thesis]. University of Zimbabwe; 2016. Available from: http://dspace.unza.zm/handle/123456789/4987
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
5.
Habtamu, Alemu Jano.
Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/1601
► School WaSH survey was carried out in the primary schools of Assossa woreda, BGRS, Ethiopia. It was intended to assess the situation and effectiveness of…
(more)
▼ School WaSH survey was carried out in the
primary schools of Assossa woreda, BGRS, Ethiopia. It
was intended to assess the situation and effectiveness of water supply and sanitation facilities in
schools, hygiene awareness of teachers, hygiene knowledge and practice of students and
outreaching families. The study employed muti-stage sampling method and accordingly, 16 schools
were selected from the Woreda(35% of the schools) for facility situation analysis, and of which
three schools were selected for in-depth study by drawing sampled students from grades 4th, 6th and
8th (10% from each grade). About 64 teachers (20% of teachers in all sampled schools) and 166
students (54.2% of girls) were considered for in-depth survey. Data were collected by
questionnaire, interview, FGD and observation. The data were analyzed by employing statistical
methods and software (SPSS) along with the chi-square test.
More than 56% of the schools did not have access to water within their compound. About 56.3% of
the schools were not able to get water all of the times and 38% of the schools that were using their
water for drinking purpose were getting their water mainly from unprotected sources. Almost all
rural schools (68.7%) were using unprotected water sources (p<0.05). Seventy five percent of the
schools did not make any treatment to their water. The toilet student ratio was 1:98 and 1:101 for
boys and girls respectively, which is above the limit of national standard. The schools did not have
clean toilets (47%), and 33% of schools have toilets that were smelly to the extent that made their
usage difficult. Only 18.4% of children were regularly using latrines for defecation. The main
factors for irregular use of toilets were poor cleanness (53.7%) and long queue (55.1%). More than
62% of schools had no hand washing facilities. Nearly 41% of students were not washing their
hands due to lack of water supplies in their schools, and only 21.7% of boys and 12% of girls were
using
school toilets regularly. More than 18% of students faced diarrhoea this year at least once
and 15% of the cases were absent from
school at least for one day due to the illness. Despite the
difference in location (urban v rural), students had the same problem at all schools.
Hand washing behavior of students after defecation was poor. The absence of desired behaviors
was steamed from lack of knowledge and facilities/resources to support learned behaviors. Almost
all schools had no maintenance plan for their WSS facilities. Knowledge and attitude of students
were significantly different across
school localities (low in rural). At least 58.1%, 26% & 68.4% of
students in Selamber, Hoha No. 4 and Nigat responded respectively that hands should be washed
after defecation, and before eating foods and fruits (p< 0.01). There was a fragile and significantly
varied knowledge & attitude of students among different grade levels towards the cleanness of clear
water and critical times to wash hands.
More than 20% of the sampled students confirmed to eat less food when they…
Advisors/Committee Members: Feyera Senbeta (PhD) (advisor).
Subjects/Keywords: Primary SCHOOL;
Education , BGRS
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Habtamu, A. J. (2012). Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/1601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Habtamu, Alemu Jano. “Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
.” 2012. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/1601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Habtamu, Alemu Jano. “Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
.” 2012. Web. 26 Feb 2021.
Vancouver:
Habtamu AJ. Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/1601.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Habtamu AJ. Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/1601
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
6.
TAMlRA T, BEKELE.
A Study on the Status of Public Primary School Physical Plants in Addis Ababa
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/3743
► The purpose of the study was to make a survey on the current status of public primary schools in the city of Addis Ababa. The…
(more)
▼ The purpose of the study was to make a survey on the current status of public
primary
schools in the city of Addis Ababa.
The needed data was obtained by means of questionnaires distributed to 30
school
principals, 28 members of
school administrative committees, and 210 teachers working in
30 public
primary schools randomly selected from five study "Zones" of the city.
The data was analyzed using both descriptive and inferential statistics. Accordingly the
research revealed the following results.
Most of public
school physical plants were found to be inadequate to implement various
school programmes because they were not primarily designed for educational purposes,
and even those which were designed for educational purposes were built without overall
assessments and appropriate design. Inaddition, more than half of the public schools did
not have legally acceptable
school map and plan.
In the study,
school principals and teachers showed much similar perception with regard
to evaluating the adequacy and comfortability of
school plants than members of
school
administrative committees.
Public
school physical plants were not located according to their functional relationships
and on sites comfortable for teaching-learning processes. Hence, the
school compounds,
the classrooms, staff-rooms and offices were not convenient for teaching-learning
processes and administrative activities. Almost all public
school physical plants were by
far below the standard set by the MOE.
Public schools lack the necessary repair and maintenance, for the reason that the
responsibility was left to
school administrative committees-Almost all of the respondents
indicated neither the educational offices nor the surrounding community involved in
repair and maintenance of public schools.
Most of these schools did not have educational facilities like libraries, laboratories, space
and facilities for subjects that require practical activities.
The main financial sources for public schools were found to be
school fees. The
participation of
school committees, parents, the surrounding community in the affairs of
public
school physical plants was insignificant.
There are no clear-cut policy statements and general guidelines about the organization
and administration of public schools.
If these problems are to be met forth rightly and directly, then careful planning and study
are necessary. If successful solutions with successful answers are to be arrived at,
cooperative action is desired between professional educational staff, the board of
education, other community agencies and all citizens of the community.
Advisors/Committee Members: Ayalew Shibeshi (Ato) (advisor).
Subjects/Keywords: PUBLIC PRIMARY SCHOOL;
PHYSICAL PLANTS
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
TAMlRA T, B. (2012). A Study on the Status of Public Primary School Physical Plants in Addis Ababa
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
TAMlRA T, BEKELE. “A Study on the Status of Public Primary School Physical Plants in Addis Ababa
.” 2012. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/3743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
TAMlRA T, BEKELE. “A Study on the Status of Public Primary School Physical Plants in Addis Ababa
.” 2012. Web. 26 Feb 2021.
Vancouver:
TAMlRA T B. A Study on the Status of Public Primary School Physical Plants in Addis Ababa
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/3743.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
TAMlRA T B. A Study on the Status of Public Primary School Physical Plants in Addis Ababa
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3743
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
7.
TAMlRA T, BEKELE.
THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
.
Degree: 2012, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/3759
► The purpose of the study was to make a survey on the current status of public primary schools in the city of Addis Ababa. The…
(more)
▼ The purpose of the study was to make a survey on the current status of public
primary
schools in the city of Addis Ababa.
The needed data was obtained by means of questionnaires distributed to 30
school
principals, 28 members of
school administrative committees, and 210 teachers working in
30 public
primary schools randomly selected from five study "Zones" of the city.
The data was analyzed using both descriptive and inferential statistics. Accordingly the
research revealed the following results.
Most of public
school physical plants were found to be inadequate to implement various
school programmes because they were not primarily designed for educational purposes,
and even those which were designed for educational purposes were built without overall
assessments and appropriate design. Inaddition, more than half of the public schools did
not have legally acceptable
school map and plan.
In the study,
school principals and teachers showed much similar perception with regard
to evaluating the adequacy and comfortability of
school plants than members of
school
administrative committees.
Public
school physical plants were not located according to their functional relationships
and on sites comfortable for teaching-learning processes. Hence, the
school compounds,
the classrooms, staff-rooms and offices were not convenient for teaching-learning
processes and administrative activities. Almost all public
school physical plants were by
far below the standard set by the MOE.
Public schools lack the necessary repair and maintenance, for the reason that the
responsibility was left to
school administrative committees-Almost all of the respondents
indicated neither the educational offices nor the surrounding community involved in
repair and maintenance of public schools.
Most of these schools did not have educational facilities like libraries, laboratories, space
and facilities for subjects that require practical activities.
The main financial sources for public schools were found to be
school fees. The
participation of
school committees, parents, the surrounding community in the affairs of
public
school physical plants was insignificant.
There are no clear-cut policy statements and general guidelines about the organization
and administration of public schools.
If these problems are to be met forth rightly and directly, then careful planning and study
are necessary. If successful solutions with successful answers are to be arrived at,
cooperative action is desired between professional educational staff, the board of
education, other community agencies and all citizens of the community.
Advisors/Committee Members: Ato Ayalew Shibeshi (advisor).
Subjects/Keywords: PUBLIC PRIMARY SCHOOL;
PHYSICAL PLANTS
Record Details
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Record Details
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❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
TAMlRA T, B. (2012). THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
. (Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/3759
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
TAMlRA T, BEKELE. “THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
.” 2012. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/3759.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
TAMlRA T, BEKELE. “THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
.” 2012. Web. 26 Feb 2021.
Vancouver:
TAMlRA T B. THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/3759.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
TAMlRA T B. THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
. [Thesis]. Addis Ababa University; 2012. Available from: http://etd.aau.edu.et/dspace/handle/123456789/3759
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Addis Ababa University
8.
Tsegaye, Seifu.
Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
Degree: 2014, Addis Ababa University
URL: http://etd.aau.edu.et/dspace/handle/123456789/7083
► Pre-primary school Education is an area which needs special attention due to it is a place where to build foundation for the children’s successful life-long…
(more)
▼ Pre-
primary school Education is an area which needs special attention due to it is a place where to build foundation for the children’s successful life-long learning. Consequently the sub sector has a profound impact on the consecutive educational achievements of the children’s long-life. Hence this study is conducted to assess the practical situations and challenges of the sub sector in Nefasilk Lafto Sub City of Addis Ababa. The practices are assessed through main determinant factors which includes: the physical and learning environment that encompass the materials used for children holistic development, Curriculum guideline, Scheduling and Structuring, Teachers know how, teaching learning methodology, assessment used to engage and follow up, Health and Nutrition, the relationships With Parents and Community, administrative issue.
The study was conducted by using questionnaire, interview and observation; 250 principals and teachers were draw on for the study through using simple random sampling and the questionnaire were distributed and collected personally via the researcher. It was distributed to thirty nine kindergartens’ principals and teachers from the distributed questionnaires 216 were returned and used for analysis. Interview was conducted with AAEB and NLSCEO preprimary education professionals. To analyzed the date; Frequency, percentage, and mean value have been used to investigate the research objectives and basic questions. The overall results of the survey shows positive connotation i.e. the principals and teachers rate the determinant factors of the pre
primary education sector as good. The study was also identifies challenges like, Shortage of trained man power and employee turnover, parent’s limited support to children’s development, government insufficient support, unavailability of text books, Shortage of input materials, and lack of decision making body like board of director for managing KG are some of the threat that could be dimmed the good start. Generally emphasis should be given to the sub sector since it is a foundation for competent future citizens.
Advisors/Committee Members: Dr. Abdulaziz Hussein (advisor).
Subjects/Keywords: Pre-primary school Education
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APA (6th Edition):
Tsegaye, S. (2014). Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
(Thesis). Addis Ababa University. Retrieved from http://etd.aau.edu.et/dspace/handle/123456789/7083
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tsegaye, Seifu. “Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
” 2014. Thesis, Addis Ababa University. Accessed February 26, 2021.
http://etd.aau.edu.et/dspace/handle/123456789/7083.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tsegaye, Seifu. “Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
” 2014. Web. 26 Feb 2021.
Vancouver:
Tsegaye S. Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
[Internet] [Thesis]. Addis Ababa University; 2014. [cited 2021 Feb 26].
Available from: http://etd.aau.edu.et/dspace/handle/123456789/7083.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tsegaye S. Practice and Challenges of Pre-School Education In Nefasilk Lafto Sub City of Addis Ababa.
[Thesis]. Addis Ababa University; 2014. Available from: http://etd.aau.edu.et/dspace/handle/123456789/7083
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Nairobi
9.
Tunje, Dorcas S.
Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
.
Degree: 2012, University of Nairobi
URL: http://hdl.handle.net/11295/95593
► Childhood malnutrition remains a major public health problem in developing countries and a major contributor to global disease burden. Hunger and malnutrition among children in…
(more)
▼ Childhood malnutrition remains a major public health problem in developing countries and a
major contributor to global disease burden. Hunger and malnutrition among children in
developing countries continue to impair health, quality of life, and survival. Under nutrition in
school children is an underlying factor in low school enrolment, school absenteeism, poor
performance and early school dropout. Children stunted at school-age are likely to have been
exposed to poor nutrition since early childhood and that the degree of stunting tends to increase
throughout the school-age years. However, children can exhibit catch-up growth if their
environment improves. Healthy and well nourished children perform better in school, which
translates to increased productivity as adults and eventually economic growth of a nation. To
achieve the first Millennium Development Goal to “eradicate extreme poverty and hunger,”
nutrition action needs to be intensified.
Objectives: To determine the prevalence of malnutrition among school children aged six to
twelve years in Kilifi District using anthropometric methods and to evaluate association between
moderate to severe malnutrition and socio-demographic factors.
Methods: This was a descriptive cross-sectional study conducted in public primary schools in
Kilifi District. Multi-stage sampling method was used to select the schools and the participants
in class one to four in the selected schools were randomly selected. A total of 338 children were
seen and interviewed and anthropometric measurements taken. Data was computed using Epiinfo
software 2002 to convert it to nutritional indicators of weight for height, height for age and
weight for age. Using Z scores and cut off of -2SD, children were grouped into different
categories of nutritional status.
Results: The overall prevalence of malnutrition was 27.5% with the most common form being
stunting at 16.6%, while wasting and underweight were 2.7% and 8.3% respectively. Age was
ix
the only socio-demographic factor strongly associated with stunting (p=0.016) but not with
wasting and underweight. Both males and females were equally affected in all forms of
malnutrition. Presence of school feeding programme in a school did not have any significant
association with the current nutritional status of the children as the food supply was not regular
and children were expected to buy but were not able to afford it.
Conclusion: The prevalence of malnutrition among school children in this area is significantly
high and stunting like in other studies is the most common form of malnutrition in this age
group.
Recommendation: Nutritional surveillance programs need to be established in order to detect
early the children at risk of malnutrition and intervene promptly. Effective school feeding
intervention should be supported. Further studies are required to determine the long term
implications of linear growth retardation in school children in this area.
Subjects/Keywords: Malnutrition Among Primary School Children
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APA (6th Edition):
Tunje, D. S. (2012). Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
. (Thesis). University of Nairobi. Retrieved from http://hdl.handle.net/11295/95593
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Tunje, Dorcas S. “Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
.” 2012. Thesis, University of Nairobi. Accessed February 26, 2021.
http://hdl.handle.net/11295/95593.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Tunje, Dorcas S. “Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
.” 2012. Web. 26 Feb 2021.
Vancouver:
Tunje DS. Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
. [Internet] [Thesis]. University of Nairobi; 2012. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/11295/95593.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Tunje DS. Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
. [Thesis]. University of Nairobi; 2012. Available from: http://hdl.handle.net/11295/95593
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of KwaZulu-Natal
10.
Hajaree, Shamilla.
The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal.
Degree: 2015, University of KwaZulu-Natal
URL: http://hdl.handle.net/10413/13807
► The focus of this study was to investigate the contextual factors that impact on mathematics learning and how school children negotiate these factors in order…
(more)
▼ The focus of this study was to investigate the contextual factors that impact on mathematics learning and how
school children negotiate these factors in order to facilitate their learning. At a time in South Africa when all stakeholders associated with the Department of Education are engaging in activities and endeavours designed to facilitate academic excellence, especially in mathematics, it is appropriate to explore a dimension that brings to light the life experiences of
school children. It was with this intention that this research sought to examine the emotional geographies of children who are learning mathematics. The framework of this study was built around the concept of children’s emotional geographies, which provided the foundation for this research. In order to understand the views and experiences of the child participants in this study, a qualitative research approach was employed to gather rich, descriptive data. As a narrative inquiry, the study allowed children to tell their stories. The study was conducted at a
primary school in a town on the north coast of Kwa-Zulu Natal, and the participants were twelve learners aged between nine and thirteen, in grades four, five and six. Guided critical conversations with the child participants formed the structure of the data gathering process. The findings reveal that children come from a milieu of social and cultural backgrounds, each with a unique interpretation of the new curriculum. The child participants were able to come up with innovative strategies to navigate their way around factors such as language barriers, overcrowded classrooms and disruptive co-learners.
Advisors/Committee Members: Gaillard, Claire. (advisor).
Subjects/Keywords: Education.; KwaDukuza Primary School.
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APA ·
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Manager
APA (6th Edition):
Hajaree, S. (2015). The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/13807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hajaree, Shamilla. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal.” 2015. Thesis, University of KwaZulu-Natal. Accessed February 26, 2021.
http://hdl.handle.net/10413/13807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hajaree, Shamilla. “The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal.” 2015. Web. 26 Feb 2021.
Vancouver:
Hajaree S. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2015. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10413/13807.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hajaree S. The emotional geographies of learning mathematics : narratives of twelve learners at KwaDukuza Primary School on the north coast of KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2015. Available from: http://hdl.handle.net/10413/13807
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Deakin University
11.
Cause, Leanne.
The development of international mindedness in an Australian primary school.
Degree: School of Education, 2012, Deakin University
URL: http://hdl.handle.net/10536/DRO/DU:30056581
► “International mindedness” is a term that appears in the mission statements of a growing number of declared international schools worldwide, yet educational thinkers have found…
(more)
▼ “International mindedness” is a term that appears in the mission statements of a growing number of declared international schools worldwide, yet educational thinkers have found it difficult to define what this is or how to go about fostering it in children of today. This thesis explores teachers’ understandings of international mindedness and the development of international mindedness through a case study of one Australian
primary school.
Advisors/Committee Members: Starr Karen.
Subjects/Keywords: International mindedness; Education; Primary school
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Cause, L. (2012). The development of international mindedness in an Australian primary school. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30056581
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Cause, Leanne. “The development of international mindedness in an Australian primary school.” 2012. Thesis, Deakin University. Accessed February 26, 2021.
http://hdl.handle.net/10536/DRO/DU:30056581.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Cause, Leanne. “The development of international mindedness in an Australian primary school.” 2012. Web. 26 Feb 2021.
Vancouver:
Cause L. The development of international mindedness in an Australian primary school. [Internet] [Thesis]. Deakin University; 2012. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10536/DRO/DU:30056581.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Cause L. The development of international mindedness in an Australian primary school. [Thesis]. Deakin University; 2012. Available from: http://hdl.handle.net/10536/DRO/DU:30056581
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
12.
Friberg, Martina.
Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?.
Degree: Education and IT, 2016, University of Borås
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656
► Ordet entreprenörskap skrevs in i grundskolans läroplan 2011 och ingår idag i skolans uppdrag. Entreprenörskap är i ropet såväl internationellt som nationellt och begreppet…
(more)
▼ Ordet entreprenörskap skrevs in i grundskolans läroplan 2011 och ingår idag i skolans uppdrag. Entreprenörskap är i ropet såväl internationellt som nationellt och begreppet har letat sig in i styrdokument via Europarådet och regeringskansliet. Syftet med denna studie är att undersöka verksamma lågstadielärares attityder till entreprenörskap i skolan för att få en uppfattning om det aktuella läget i den svenska grundskolan. Studiens frågeställningar fokuserar bland annat på hur viktigt lärare anser att entreprenörskapsarbete är i olika årskurser, om de vill arbeta med entreprenörskap samt hur de graderar elevens och näringslivets intresse gällande entreprenörskap i skolan.Det finns flertalet pågående projekt som syftar till att stimulera entreprenörskap i skolan såväl nationellt som internationellt genom organisationer som Komtek, Ung företagsamhet och Snilleblixtarna för att nämna några. Det forskas friskt på området entreprenörskap i skolan. Något som är relativt outforskat är däremot lärares attityder gentemot entreprenörskap i skolan. En del av den forskning som finns på området är gjord i Finland och Malaysia och visar i stort att lärare har en positiv inställning till entreprenörskap men upplever bristande kompetens inom området.För att kunna ställa attityder mot varandra och finna eventuella mönster valdes kvantitativ metod som grund för studien. Data samlades in via en webbenkät som skickades ut till lärare verksamma i årskurs 1-3 i ett eller flera av ämnena svenska, engelska, matematik, SO och NO.I linje med tidigare forskning visar resultaten i denna studie att lärares attityder till entreprenörskap överlag är positiv. Attityderna varierar dock och en stor del av respondenterna upplever begreppet vara värdeladdat. Resultatet visar att respondenterna övervägande anser att entreprenörskapets relevans i utbildning ökar i och med elevers stigande ålder. Detta trots att de allra flesta anser sig ha en bred definition av begreppet entreprenörskap enligt vilket entreprenörskap i skolan handlar om att utveckla grundläggande förmågor som kreativitet, innovationsförmåga och handlingskraft.
Subjects/Keywords: Entrepreneurship; teacher; attitudes; primary school
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Friberg, M. (2016). Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?. (Thesis). University of Borås. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Friberg, Martina. “Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?.” 2016. Thesis, University of Borås. Accessed February 26, 2021.
http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Friberg, Martina. “Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?.” 2016. Web. 26 Feb 2021.
Vancouver:
Friberg M. Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?. [Internet] [Thesis]. University of Borås; 2016. [cited 2021 Feb 26].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Friberg M. Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?. [Thesis]. University of Borås; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-10656
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
13.
Ahern, Rosemary.
A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession.
Degree: 2017, School of Education, University of Limerick
URL: http://hdl.handle.net/10344/6048
► The main aim of this research is to conduct a case study exploring the transition from primary to post-primary school from the perspective of first…
(more)
▼ The main aim of this research is to conduct a case study exploring the transition from
primary to post-
primary school from the perspective of first year parents. The research also aims to establish what support guidance counsellors, teachers and parents provide to assist first years during this process. Additionally, the researcher will explore what strategies could be adopted to support future first year students from a whole
school approach to guidance counselling.
From an international perspective, a vast amount of research exists regarding
school transition and transitional support structures (Mackenzie et al., 2012; Rice et al., 2015; Riglin et al., 2013; Topping, 2011). The main body of research on
school transition from an Irish perspective was conducted by Smyth et al., (2004).
This case study research provides an insight into the experiences of current first year students and explores what supports can be implemented for future students. This research study was centred on a case study design to examine the lived reality of first year students through the perspective of their parents. The data collection involved conducting six semi-structured interviews with the parents of first year students.
The main themes that emerged from the
primary findings included the experiences of first year students who transitioned from
primary to post-
primary school, post-
primary transitioning policy and practice, and finally a whole
school approach to guidance counselling including a review of the role guidance counsellors, teachers and parents play in supporting incoming first year students.
The conclusions highlight that students experience some level of anxiety during the transition from
primary to post-
primary school. Parents are aware of the career and educational aspects of guidance counselling to 5th and 6th year students. Yet, the research revealed the need for clarification on the role guidance counsellors can play in supporting incoming first year students.
This research study emphasised the need to establish a formal transition programme to support first year students in the future. Finally, a number of recommendations were suggested to inform guidance counselling and education policy, practice and further research.
Advisors/Committee Members: Galvin, James.
Subjects/Keywords: post-primary school; guidance conselling
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APA ·
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CSE |
Export
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Manager
APA (6th Edition):
Ahern, R. (2017). A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession. (Thesis). School of Education, University of Limerick. Retrieved from http://hdl.handle.net/10344/6048
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Ahern, Rosemary. “A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession.” 2017. Thesis, School of Education, University of Limerick. Accessed February 26, 2021.
http://hdl.handle.net/10344/6048.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ahern, Rosemary. “A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession.” 2017. Web. 26 Feb 2021.
Vancouver:
Ahern R. A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession. [Internet] [Thesis]. School of Education, University of Limerick; 2017. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10344/6048.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ahern R. A case study exploring the transition from primary to post-primary school from the perspective of parents and the implications for the guidance counselling profession. [Thesis]. School of Education, University of Limerick; 2017. Available from: http://hdl.handle.net/10344/6048
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Manchester
14.
Savvides, Heather.
How Growth Mindset Interventions Are Operationalised in
Primary Schools.
Degree: 2020, University of Manchester
URL: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:325535
► Growth mindset is a concept which is gaining in popularity in schools and the media, largely inspired by the work of Carol Dweck. The idea…
(more)
▼ Growth mindset is a concept which is gaining in
popularity in schools and the media, largely inspired by the work
of Carol Dweck. The idea that intelligence is not fixed, but
malleable and that it is possible to inspire children and young
people to achieve their best, is attractive to parents and
educators alike. A body of evidence exists for the positive effects
of a growth mindset in areas of activity as diverse as sporting
prowess and economic achievements. Schools worldwide are
increasingly adopting growth mindset to support their pupils either
through bespoke interventions or through whole-
school, cultural
approaches. A systematic literature review was completed to find
out about practice in
primary schools, to address the question: How
is the growth mindset concept informing interventions in
primary
schools? A PRISMA framework was used to structure the review, with
studies being screened to make sure they met with agreed inclusion
criteria. A weight of evidence framework was employed to improve
the judgement around the quality and relevance of the selected
studies. Studies were assessed using a pre-existing framework to
see if they were of suitable quality. The included studies gave
positive support for the use of growth mindset but the research
field lacked rigour in its description and evaluation of
interventions. A piece of exploratory, qualitative research was
conducted to determine the nature of a whole-
school growth mindset
initiative in a British
primary school. The study employed focus
groups and semi-structured interviews and involved the children
from a year 5 class as co-researchers in a collaborative,
participatory research design. The data from interviews,
questionnaires and focus groups was transcribed and thematic
analysis applied. The research findings gave support for growth
mindset and demonstrated insight into the learning pertaining to
the group of children who acted as co-researchers. A final section
to the project involved a discussion around evidence-based practice
and practice-based evidence and the difficulties of conducting
research in a complex, real-world situation, which is constantly
changing. The implications for policy and practice are considered,
together with thoughts on how the concept of collaboration between
education practitioners and researchers, who are university-based,
can be developed. A strategy for the promotion and public
evaluation of the research was presented, to include a multi-strand
approach of dissemination through journal and magazine articles,
discussion workshops for
primary school teachers and presentations
to conferences, with the children being enabled to participate in
this process, especially in disseminating information to other
school communities.
Advisors/Committee Members: WOODS, KEVIN KA, Bond, Caroline, Woods, Kevin.
Subjects/Keywords: growth mindset; primary school
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APA (6th Edition):
Savvides, H. (2020). How Growth Mindset Interventions Are Operationalised in
Primary Schools. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:325535
Chicago Manual of Style (16th Edition):
Savvides, Heather. “How Growth Mindset Interventions Are Operationalised in
Primary Schools.” 2020. Doctoral Dissertation, University of Manchester. Accessed February 26, 2021.
http://www.manchester.ac.uk/escholar/uk-ac-man-scw:325535.
MLA Handbook (7th Edition):
Savvides, Heather. “How Growth Mindset Interventions Are Operationalised in
Primary Schools.” 2020. Web. 26 Feb 2021.
Vancouver:
Savvides H. How Growth Mindset Interventions Are Operationalised in
Primary Schools. [Internet] [Doctoral dissertation]. University of Manchester; 2020. [cited 2021 Feb 26].
Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:325535.
Council of Science Editors:
Savvides H. How Growth Mindset Interventions Are Operationalised in
Primary Schools. [Doctoral Dissertation]. University of Manchester; 2020. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:325535
University of Southern California
15.
Al-Ajji, Fawzi Ali.
Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis.
Degree: EdD, Global Executive, 2017, University of Southern California
URL: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3416
► This dissertation addressed the barriers preventing Al-Corniche Primary School For Girls mathematics teachers from supporting improved students’ math achievement. The barriers were examined in the…
(more)
▼ This dissertation addressed the barriers preventing
Al-Corniche
Primary School For Girls mathematics teachers from
supporting improved students’ math achievement. The barriers were
examined in the context of the
school aiming to achieve an average
score of 467 in the TIMSS mathematics testing by 2017. The
stakeholder group of focus for this research were all the math
teachers at Al-Corniche
Primary School For Girls. The Gap analysis
problem-solving framework was utilized. It was used to identify the
root causes of knowledge and skills, motivational, and
organizational issues that explained the gap between the current
and desired student math achievement. Data were collected from
surveys, interviews, and a document analysis and were transcribed
and analyzed. These data were used to validate assumed causes in
knowledge and skills, motivational and organizational issues.
Solutions and strategies were developed to help the teachers
achieve their goal of proficiently implementing math instructional
strategies needed to improve the students’ math achievement. An
implementation of the solutions and an evaluation of the
implementation plan were provided to conclude the
dissertation.
Advisors/Committee Members: Seli, Helena (Committee Chair), Tambascia, Tracy Poon (Committee Member), Filback, Robert (Committee Member).
Subjects/Keywords: mathematics; achievements; primary school; TIMSS
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APA (6th Edition):
Al-Ajji, F. A. (2017). Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3416
Chicago Manual of Style (16th Edition):
Al-Ajji, Fawzi Ali. “Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis.” 2017. Doctoral Dissertation, University of Southern California. Accessed February 26, 2021.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3416.
MLA Handbook (7th Edition):
Al-Ajji, Fawzi Ali. “Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis.” 2017. Web. 26 Feb 2021.
Vancouver:
Al-Ajji FA. Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis. [Internet] [Doctoral dissertation]. University of Southern California; 2017. [cited 2021 Feb 26].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3416.
Council of Science Editors:
Al-Ajji FA. Improving math achievement among fourth graders at
Al-Corniche Primary For Girls: a gap analysis. [Doctoral Dissertation]. University of Southern California; 2017. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3416
University of Ghana
16.
Djorbua, C.
The Role of English as Medium of Instruction in Lower Primary Schools
.
Degree: 2019, University of Ghana
URL: http://ugspace.ug.edu.gh/handle/123456789/35247
► In the lower primary classrooms in Ghana, most teachers are faced with the challenge of having to teach pupils from diverse ethnic and language groups.…
(more)
▼ In the lower primary classrooms in Ghana, most teachers are faced with the challenge of having to
teach pupils from diverse ethnic and language groups. This qualitative study therefore investigates
the practicalities of the instructional language policy and the role that English plays in
multilingual classrooms at the lower primary schools. Accordingly, the research aims to find
answers to the following questions. First, what medium of instruction does a teacher who does not
understand the major L1 of that locality use during lesson delivery? Also, in a multilingual lower
primary classroom where some pupils do not understand the dominant L1 spoken in the
community, what becomes the medium of instruction? Finally, what role does English play as a
medium of instruction at the lower primary level? In all, 53 participants were involved in the
research. This number was made up of 14 teachers and 39 pupils sampled from three lower
primary schools. Classroom lesson deliveries were observed, followed by semi-structured
interview sessions with both teachers and pupils. The findings indicate that the classrooms are
multilingual with the teachers employing the use of languages that they are comfortable with in
teaching their pupils. It also comes to light that English is gradually taking over as the main
language of instruction in the multilingual classrooms at the lower primary level, a practice that
goes contrary to the language policy. The study recommends translanguaging pedagogical
approach as a remedy to the challenge of medium of instruction in the lower primary multilingual
classrooms.
Subjects/Keywords: English Language;
Lower Primary School
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APA ·
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Djorbua, C. (2019). The Role of English as Medium of Instruction in Lower Primary Schools
. (Masters Thesis). University of Ghana. Retrieved from http://ugspace.ug.edu.gh/handle/123456789/35247
Chicago Manual of Style (16th Edition):
Djorbua, C. “The Role of English as Medium of Instruction in Lower Primary Schools
.” 2019. Masters Thesis, University of Ghana. Accessed February 26, 2021.
http://ugspace.ug.edu.gh/handle/123456789/35247.
MLA Handbook (7th Edition):
Djorbua, C. “The Role of English as Medium of Instruction in Lower Primary Schools
.” 2019. Web. 26 Feb 2021.
Vancouver:
Djorbua C. The Role of English as Medium of Instruction in Lower Primary Schools
. [Internet] [Masters thesis]. University of Ghana; 2019. [cited 2021 Feb 26].
Available from: http://ugspace.ug.edu.gh/handle/123456789/35247.
Council of Science Editors:
Djorbua C. The Role of English as Medium of Instruction in Lower Primary Schools
. [Masters Thesis]. University of Ghana; 2019. Available from: http://ugspace.ug.edu.gh/handle/123456789/35247
University of Limerick
17.
Moran, Patrick.
A case study of the issues for pupils transitioning from primary to post primary in a rural community school.
Degree: 2019, University of Limerick
URL: http://hdl.handle.net/10344/8399
► non-peer-reviewed
The main aim of this research is to explore parents and teachers perceptions of students transition from primary school to post primary school made…
(more)
▼ non-peer-reviewed
The main aim of this research is to explore parents and teachers perceptions of students transition from primary school to post primary school made by students in a rural community school. This research explores the common issues faced by students, with an eye on possible supports that would aid a successful transition to post primary.
From a research perspective, there is much international literature on the topic of student transition or transfer to post primary school (Galton et al. 2000, West et al. 2008, Rice et al. 2011 and Hanewald 2013). In Ireland the main writer in this area is Emer Smyth (2017) with a comprehensive paper on student transition to post primary school.
This dissertation examines students transition to post primary from the perspective on the same cohort of student. However, the teachers have a more longitudinal perspective having worked with incoming first years for a considerable period of time. These teachers are members of the student support team in the school. The data was collected using nine semi-structured interviews, six with staff and three with parents. A number of salient themes emerged from this study which centred on the importance of the social transition as key to the wellbeing of students. The need for change in some practices in the case study school and a more defined role of the Guidance Counsellor, are the main recommendations of this research.
Advisors/Committee Members: Myers, Gerry.
Subjects/Keywords: primary school; international; teachers
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Moran, P. (2019). A case study of the issues for pupils transitioning from primary to post primary in a rural community school. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/8399
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Moran, Patrick. “A case study of the issues for pupils transitioning from primary to post primary in a rural community school.” 2019. Thesis, University of Limerick. Accessed February 26, 2021.
http://hdl.handle.net/10344/8399.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Moran, Patrick. “A case study of the issues for pupils transitioning from primary to post primary in a rural community school.” 2019. Web. 26 Feb 2021.
Vancouver:
Moran P. A case study of the issues for pupils transitioning from primary to post primary in a rural community school. [Internet] [Thesis]. University of Limerick; 2019. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10344/8399.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Moran P. A case study of the issues for pupils transitioning from primary to post primary in a rural community school. [Thesis]. University of Limerick; 2019. Available from: http://hdl.handle.net/10344/8399
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
18.
Chambers, James J.
Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland.
Degree: 2011, University of Limerick
URL: http://hdl.handle.net/10344/1816
► non-peer-reviewed
Information and communications technology is an integral part of our personal and working lives. The children of today were born as digital natives and…
(more)
▼ non-peer-reviewed
Information and communications technology is an integral part of our personal and
working lives. The children of today were born as digital natives and technology
pervades every aspect of their everyday lives. The ubiquity of ICT demands that all our citizens are prepared for full participation in this digital age. There has been huge investment in ICT by successive governments in terms of research and resources. There are countless bodies of research that extol the pivotal benefits of ICT in education.
When properly harnessed it has the potential to enrich learning and enhance teaching
invigorating classroom practice and enabling learners to progress in more
personalised and self-directed ways.
Yet for all this the education sector seems stubbornly resistant to fully embracing the
opportunities that ICT has to offer. The focus needs to shift from technology provision to full integration into pedagogical practice in a transformational way. The evidence shows that teachers are not luddites or technophobes so why is this revolution not happening on the ground?
The main aim of this study was to investigate the impact of sudden rollout of a state-of-the-art ICT infrastructure in a primary school in Ireland. Of primary interest is measurement of adoption rates among teachers and the quality of use in the classroom, benefits to student learning and engagement and any shift in teacher’s attitudes. If barriers exist, what are they and what can be done to alleviate them?
The findings indicate that rapid rollout of technology leads to greater teacher
immersion in ICT promoting a steeper learning curve and improved chances of
success. The main barriers identified for teachers are lack of training, time constraints, teacher confidence and access to resources.
Advisors/Committee Members: Leahy, Noeleen.
Subjects/Keywords: ICT; education; primary school; teachers
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Export
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APA (6th Edition):
Chambers, J. J. (2011). Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/1816
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Chambers, James J. “Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland.” 2011. Thesis, University of Limerick. Accessed February 26, 2021.
http://hdl.handle.net/10344/1816.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Chambers, James J. “Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland.” 2011. Web. 26 Feb 2021.
Vancouver:
Chambers JJ. Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland. [Internet] [Thesis]. University of Limerick; 2011. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10344/1816.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Chambers JJ. Evaluating the effectiveness of ICT rollout in an Irish primary school: a case study of a primary school in the west of Ireland. [Thesis]. University of Limerick; 2011. Available from: http://hdl.handle.net/10344/1816
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
19.
Murray, Aisling.
Case study: the pedagogical value of blogging in the primary school classroom.
Degree: 2013, University of Limerick
URL: http://hdl.handle.net/10344/3564
► non-peer-reviewed
This study aimed to investigate the educational benefits of blogging, the effect on students’ attitude to learning and the importance of an authentic audience.…
(more)
▼ non-peer-reviewed
This study aimed to investigate the educational benefits of blogging, the effect on students’ attitude to learning and the importance of an authentic audience.
Blogs offer an opportunity for students to work in a constructivist way, building new knowledge through connecting with others and reflective thinking. Blogging also capitalises on pupils’ inherent interest in and familiarity with digital media.
The study involved a fifth class of 29 students from a co-educational rural school blogging for a period of four months. Students posted to the blog and read posts of other bloggers regularly. Qualitative and quantitative methods were used to gather data.
The study found that pupils had a positive attitude towards computer use and the majority spent time on social media sites. The blog served as a platform and enabled students to become independent learners, facilitated social learning, collaboration and global connections. The blog motivated students to read online and invest more in their writing. The presence of an authentic audience had a significant effect on student motivation and investment.
The use of blogs in the primary classroom fulfils many of the objectives of the primary school curriculum and is an important tool for teachers in light of the new Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People, 2011 – 2020 issued by the Department of Education and Skills which affirms the importance of digital literacy and aims to include as part of national assessments, assessments of primary students’ ability to read digital material.
Advisors/Committee Members: Lane, Catriona.
Subjects/Keywords: blogging; primary school; educational benefits
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Murray, A. (2013). Case study: the pedagogical value of blogging in the primary school classroom. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3564
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Murray, Aisling. “Case study: the pedagogical value of blogging in the primary school classroom.” 2013. Thesis, University of Limerick. Accessed February 26, 2021.
http://hdl.handle.net/10344/3564.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Murray, Aisling. “Case study: the pedagogical value of blogging in the primary school classroom.” 2013. Web. 26 Feb 2021.
Vancouver:
Murray A. Case study: the pedagogical value of blogging in the primary school classroom. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10344/3564.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Murray A. Case study: the pedagogical value of blogging in the primary school classroom. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3564
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
20.
Hickey, David.
Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students.
Degree: 2013, University of Limerick
URL: http://hdl.handle.net/10344/3579
► non-peer-reviewed
New technologies are creating opportunities for online assessment not previously available to K-12 level teachers. However, most research into this particular aspect of education…
(more)
▼ non-peer-reviewed
New technologies are creating opportunities for online assessment not previously available to K-12 level teachers. However, most research into this particular aspect of education has focused on university level assessment. This case study placed online assessment into the context of an Irish fourth class primary classroom. To achieve this, focus was put on a comparison between immediate and delayed feedback for online tests. This particular comparison was selected in an attempt to better understand how and when feedback should be provided for frequent online assessments.
A review of the literature and practical research was carried out. The literature review looked at frequent testing as a formative assessment method. Specifically it focused on multiple choice format vocabulary tests conducted online. A key element of this focus was the timing of feedback for these tests. Two timing methods were looked at; immediate, answer until correct feedback and delayed feedback.
The literature review findings helped inform the research methodology. The research aspect of this study used online multiple choice vocabulary questions as the platform on which to compare the different timing methods. Online surveys of teachers, parents and students were also carried out and finally interviews with key staff members were conducted
The literature review revealed that the optimal timing for feedback is an unresolved issue. This case study found that although there was a trend toward twenty four hour delayed feedback the difference with immediate, answer until correct feedback was not significant. Preparation for summative assessments emerged as an important advantage of frequent online tests for teachers, parents and students. Significant disadvantages to emerge related to technical, internet and resources issues. A positive attitude toward online testing in principle emerged from the surveys, although it was stronger with students and parents that with teachers. As a further study, it would be interesting to replicate these tests for students of different classes and over a longer time span to help further understand the emerging issues and findings of this case study.
Advisors/Committee Members: Ó Súird, Aodhagán.
Subjects/Keywords: online testing; primary school; education
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MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hickey, D. (2013). Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/3579
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Hickey, David. “Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students.” 2013. Thesis, University of Limerick. Accessed February 26, 2021.
http://hdl.handle.net/10344/3579.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hickey, David. “Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students.” 2013. Web. 26 Feb 2021.
Vancouver:
Hickey D. Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students. [Internet] [Thesis]. University of Limerick; 2013. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10344/3579.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hickey D. Case study: a comparison of immediate and delayed feedback, in the context of online testing with fourth class students. [Thesis]. University of Limerick; 2013. Available from: http://hdl.handle.net/10344/3579
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Massey University
21.
Petersen, Sharlene Anne.
Sense of community in a primary school learning community.
Degree: Master of Education (Guidance Studies), 2011, Massey University
URL: http://hdl.handle.net/10179/2206
► This study examined the strength and nature of the sense of community in a small New Zealand primary school learning community. The research used a…
(more)
▼ This study examined the strength and nature of the sense of community in a small New Zealand primary school learning community. The research used a mixed methods approach to examine individual and group-level predictors and characteristics of sense of community among parents, students and staff. The strength of sense of community was assessed through the Brief Sense of Community Index (BSCS) while further understanding of the sense of community was gained through analysis of qualitative data according to McMillan and Chavis' (1986) four dimensions of sense of community. Factors identified as enabling sense of community were: acceptance and belonging, shared understandings of and commitment to parent volunteering, positive experiences of adult induction, being heard, shared norms or guiding principles, pride in the community, shared values and goals, reciprocal support, friendship, personal development, shared history, and sharing experiences. The study revealed a difference in the sense of community between students and adults in the school, with students having a higher sense of community. Parents with more children in the school had a significantly higher sense of community than parents with fewer children enrolled in the school. Data showed small negative correlations between sense of community and being in the Synergy building, and also between sense of community and frequency of contact between Synergy community members. The findings reveal the overlapping and multi-dimensional nature of sense of community.
Subjects/Keywords: New Zealand;
Primary school education
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APA ·
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Manager
APA (6th Edition):
Petersen, S. A. (2011). Sense of community in a primary school learning community. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/2206
Chicago Manual of Style (16th Edition):
Petersen, Sharlene Anne. “Sense of community in a primary school learning community.” 2011. Masters Thesis, Massey University. Accessed February 26, 2021.
http://hdl.handle.net/10179/2206.
MLA Handbook (7th Edition):
Petersen, Sharlene Anne. “Sense of community in a primary school learning community.” 2011. Web. 26 Feb 2021.
Vancouver:
Petersen SA. Sense of community in a primary school learning community. [Internet] [Masters thesis]. Massey University; 2011. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10179/2206.
Council of Science Editors:
Petersen SA. Sense of community in a primary school learning community. [Masters Thesis]. Massey University; 2011. Available from: http://hdl.handle.net/10179/2206
University of Manchester
22.
Savvides, Heather.
How growth mindset interventions are operationalised in primary schools.
Degree: Thesis (D.Ed.Ch.Psy.), 2020, University of Manchester
URL: https://www.research.manchester.ac.uk/portal/en/theses/how-growth-mindset-interventions-are-operationalised-in-primary-schools(e3cb9dbb-25ad-488a-b430-c652dce24887).html
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816389
► Growth mindset is a concept which is gaining in popularity in schools and the media, largely inspired by the work of Carol Dweck. The idea…
(more)
▼ Growth mindset is a concept which is gaining in popularity in schools and the media, largely inspired by the work of Carol Dweck. The idea that intelligence is not fixed, but malleable and that it is possible to inspire children and young people to achieve their best, is attractive to parents and educators alike. A body of evidence exists for the positive effects of a growth mindset in areas of activity as diverse as sporting prowess and economic achievements. Schools worldwide are increasingly adopting growth mindset to support their pupils either through bespoke interventions or through whole-school, cultural approaches. A systematic literature review was completed to find out about practice in primary schools, to address the question: How is the growth mindset concept informing interventions in primary schools? A PRISMA framework was used to structure the review, with studies being screened to make sure they met with agreed inclusion criteria. A weight of evidence framework was employed to improve the judgement around the quality and relevance of the selected studies. Studies were assessed using a pre-existing framework to see if they were of suitable quality. The included studies gave positive support for the use of growth mindset but the research field lacked rigour in its description and evaluation of interventions. A piece of exploratory, qualitative research was conducted to determine the nature of a whole-school growth mindset initiative in a British primary school. The study employed focus groups and semi-structured interviews and involved the children from a year 5 class as co-researchers in a collaborative, participatory research design. The data from interviews, questionnaires and focus groups was transcribed and thematic analysis applied. The research findings gave support for growth mindset and demonstrated insight into the learning pertaining to the group of children who acted as co-researchers. A final section to the project involved a discussion around evidence-based practice and practice-based evidence and the difficulties of conducting research in a complex, real-world situation, which is constantly changing. The implications for policy and practice are considered, together with thoughts on how the concept of collaboration between education practitioners and researchers, who are university-based, can be developed. A strategy for the promotion and public evaluation of the research was presented, to include a multi-strand approach of dissemination through journal and magazine articles, discussion workshops for primary school teachers and presentations to conferences, with the children being enabled to participate in this process, especially in disseminating information to other school communities.
Subjects/Keywords: growth mindset; primary school
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Savvides, H. (2020). How growth mindset interventions are operationalised in primary schools. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/how-growth-mindset-interventions-are-operationalised-in-primary-schools(e3cb9dbb-25ad-488a-b430-c652dce24887).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816389
Chicago Manual of Style (16th Edition):
Savvides, Heather. “How growth mindset interventions are operationalised in primary schools.” 2020. Doctoral Dissertation, University of Manchester. Accessed February 26, 2021.
https://www.research.manchester.ac.uk/portal/en/theses/how-growth-mindset-interventions-are-operationalised-in-primary-schools(e3cb9dbb-25ad-488a-b430-c652dce24887).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816389.
MLA Handbook (7th Edition):
Savvides, Heather. “How growth mindset interventions are operationalised in primary schools.” 2020. Web. 26 Feb 2021.
Vancouver:
Savvides H. How growth mindset interventions are operationalised in primary schools. [Internet] [Doctoral dissertation]. University of Manchester; 2020. [cited 2021 Feb 26].
Available from: https://www.research.manchester.ac.uk/portal/en/theses/how-growth-mindset-interventions-are-operationalised-in-primary-schools(e3cb9dbb-25ad-488a-b430-c652dce24887).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816389.
Council of Science Editors:
Savvides H. How growth mindset interventions are operationalised in primary schools. [Doctoral Dissertation]. University of Manchester; 2020. Available from: https://www.research.manchester.ac.uk/portal/en/theses/how-growth-mindset-interventions-are-operationalised-in-primary-schools(e3cb9dbb-25ad-488a-b430-c652dce24887).html ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.816389
Colorado School of Mines
23.
Rodriguez, Brandon R.
Assessing computational thinking in Computer Science Unplugged activities.
Degree: MS(M.S.), Electrical Engineering and Computer Sciences, 2015, Colorado School of Mines
URL: http://hdl.handle.net/11124/169998
► There is very little research on assessing computational thinking without using a programming language, despite the wide adoption of activities that teach these concepts without…
(more)
▼ There is very little research on assessing computational thinking without using a programming language, despite the wide adoption of activities that teach these concepts without a computer, such as CS Unplugged. Measuring student achievement using CS Unplugged is further complicated by the fact that most activities are kinesthetic and team-oriented, which contrasts traditional assessment strategies designed for lectures and individual tasks. To address these issues, we have created an assessment strategy that uses a combination of in-class assignments and a final project. The assessments are designed to test different computational thinking principles, and use a variety of problem structures. The assessments were evaluated using a well-defined rubric along with notes from classroom observations to discover the extent CS Unplugged activities promote computational thinking. The results from our experiment include several statistically significant shifts supporting the hypothesis that students are learning computational thinking skills from CS Unplugged. Student performance across all of the worksheets gave insight into where problems can be improved or refined such that a greater number of students can reach proficiency in the
subject areas.
Advisors/Committee Members: Camp, Tracy (advisor), Rader, Cyndi A. (Cyndi Ann) (advisor), Bridgman, Terry (committee member), Painter-Wakefield, Christopher (committee member).
Subjects/Keywords: bloom; primary school; unplugged
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APA (6th Edition):
Rodriguez, B. R. (2015). Assessing computational thinking in Computer Science Unplugged activities. (Masters Thesis). Colorado School of Mines. Retrieved from http://hdl.handle.net/11124/169998
Chicago Manual of Style (16th Edition):
Rodriguez, Brandon R. “Assessing computational thinking in Computer Science Unplugged activities.” 2015. Masters Thesis, Colorado School of Mines. Accessed February 26, 2021.
http://hdl.handle.net/11124/169998.
MLA Handbook (7th Edition):
Rodriguez, Brandon R. “Assessing computational thinking in Computer Science Unplugged activities.” 2015. Web. 26 Feb 2021.
Vancouver:
Rodriguez BR. Assessing computational thinking in Computer Science Unplugged activities. [Internet] [Masters thesis]. Colorado School of Mines; 2015. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/11124/169998.
Council of Science Editors:
Rodriguez BR. Assessing computational thinking in Computer Science Unplugged activities. [Masters Thesis]. Colorado School of Mines; 2015. Available from: http://hdl.handle.net/11124/169998
University of KwaZulu-Natal
24.
Baichoo, Vikash.
The influence of core qualities of novice primary school teachers on their pedagogical practice.
Degree: 2019, University of KwaZulu-Natal
URL: https://researchspace.ukzn.ac.za/handle/10413/16989
► This study explored the deployment of the core qualities of Novice Teachers in facing challenges within the Mauritian context. The main purpose of this study…
(more)
▼ This study explored the deployment of the core qualities of Novice Teachers in facing challenges within the Mauritian context. The main purpose of this study was to gain a deeper understanding of the role of core qualities in how the average novice teacher adapts to the challenges they encounter in their first year as credentialed
primary school teachers. Research literature used in this study has indicated that although novice teachers are often unprepared to meet the contextual challenges they encounter, many still adapt and survive. This is contrary to most the literature on novice teachers which tends to portray them in negative terms. Korthagen’s core qualities derived from the field of positive psychology and the onion model proved useful in helping to understand how novice teachers adapt and survive their first year of practice as credentialed teachers.
This research study was located within an interpretivist narrative inquiry design. Three novice teacher participants teaching in various schools were purposively selected for the study. All participants have studied for their professional qualification at the Mauritius Institute of Education. Given the exploratory nature of the study because little is known about core qualities, a qualitative research approach was used for the generation of data. This included conversational interviews with the participants which lasted over a period of three years. Data gathering produced narratives for each participant which were presented in first and third person to both capture the voices of the participants and also analyse their teaching practices using the analytics of the study namely the personal biography of the participants; the education experience of the participants in becoming a teacher; their teaching practices that illuminates the core qualities that they deploy in their teaching practices and their reflections on their teaching practices based on their interview processes.
Analysis of the stories in the study identified three themes humanistic core qualities, much of which resonate with my theoretical framework that guided this study, professional core qualities that delve into the knowledge and training received in their training programme to become a teacher and contextual core qualities that I introduce as framing their teaching practices. Key findings that emerge from the analysis in the chapter reveal that because there is a disjuncture between being theoretically prepared to teach and the reality of the classroom, novice teachers default to three core qualities namely the humanistic core quality of empathy and compassion, the professional core qualities of knowledge and planning and contextual core qualities of regulatory frameworks that forces them to find alternate and more humane approaches to promote teaching and learning. Furthermore, the findings also reveal that the process followed by novice teachers in coping with their first teaching experience is reflection, going back to their basket of alternatives and adaptation of selected
vi
…
Advisors/Committee Members: Ramrathan, Prevanand. (advisor), Naeck, Vassen. (advisor).
Subjects/Keywords: Teachers.; Primary school; Pedagogy.
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APA ·
Chicago ·
MLA ·
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CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Baichoo, V. (2019). The influence of core qualities of novice primary school teachers on their pedagogical practice. (Thesis). University of KwaZulu-Natal. Retrieved from https://researchspace.ukzn.ac.za/handle/10413/16989
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Baichoo, Vikash. “The influence of core qualities of novice primary school teachers on their pedagogical practice.” 2019. Thesis, University of KwaZulu-Natal. Accessed February 26, 2021.
https://researchspace.ukzn.ac.za/handle/10413/16989.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Baichoo, Vikash. “The influence of core qualities of novice primary school teachers on their pedagogical practice.” 2019. Web. 26 Feb 2021.
Vancouver:
Baichoo V. The influence of core qualities of novice primary school teachers on their pedagogical practice. [Internet] [Thesis]. University of KwaZulu-Natal; 2019. [cited 2021 Feb 26].
Available from: https://researchspace.ukzn.ac.za/handle/10413/16989.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Baichoo V. The influence of core qualities of novice primary school teachers on their pedagogical practice. [Thesis]. University of KwaZulu-Natal; 2019. Available from: https://researchspace.ukzn.ac.za/handle/10413/16989
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Debrecen
25.
Bódi, Zsuzsanna.
Teaching Vocabulary to Primary and Secondary School Children
.
Degree: DE – TEK – Bölcsészettudományi Kar, 2013, University of Debrecen
URL: http://hdl.handle.net/2437/171204
► The aim of the research is to get an overall view about the state of vocabulary teaching in Hungarian primary and secondary schools. It also…
(more)
▼ The aim of the research is to get an overall view about the state of vocabulary teaching in
Hungarian
primary and secondary schools. It also proposes to examine what vocabulary presentation techniques are the most widely used and what the reason can be for their
popularity. Another interesting question this research aims to investigate is what the
differences are between enriching
primary and secondary
school children’s vocabulary. A
further question to examine is whether there are any techniques that are appropriate for one
particular age group but do not work with the other and which techniques are satisfying for all
of them.
Advisors/Committee Members: Mónos, Katalin (advisor).
Subjects/Keywords: teaching vocabulary;
primary school;
secondary school
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APA ·
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Manager
APA (6th Edition):
Bódi, Z. (2013). Teaching Vocabulary to Primary and Secondary School Children
. (Thesis). University of Debrecen. Retrieved from http://hdl.handle.net/2437/171204
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Bódi, Zsuzsanna. “Teaching Vocabulary to Primary and Secondary School Children
.” 2013. Thesis, University of Debrecen. Accessed February 26, 2021.
http://hdl.handle.net/2437/171204.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Bódi, Zsuzsanna. “Teaching Vocabulary to Primary and Secondary School Children
.” 2013. Web. 26 Feb 2021.
Vancouver:
Bódi Z. Teaching Vocabulary to Primary and Secondary School Children
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/2437/171204.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Bódi Z. Teaching Vocabulary to Primary and Secondary School Children
. [Thesis]. University of Debrecen; 2013. Available from: http://hdl.handle.net/2437/171204
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
26.
Feingold, V.
Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff.
Degree: Thesis (D.Ed.Ch.Psy.), 2020, University of East London
URL: https://doi.org/10.15123/uel.887w6
;
https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814863
► Permanent exclusion from primary school is an issue of national and local concern, yet previous literature has primarily focused on secondary school experiences of school…
(more)
▼ Permanent exclusion from primary school is an issue of national and local concern, yet previous literature has primarily focused on secondary school experiences of school exclusion. Furthermore, research offering detailed insights into the experience of permanent exclusion from the perspectives of pupils, parents and school staff is limited. This research aimed to provide an in-depth exploration of the experience of permanent exclusion from primary school. Underpinned by values of social justice, advocacy, respect and beneficence, it is concerned with understanding the perspectives of pupils, parents and school staff as a step towards informing future change and reducing exclusion rates. This study focuses on the stories of two pupils, three parents and two members of school staff who had experienced permanent exclusion from primary school. Using a qualitative design and narrative inquiry approach, data was gathered through unstructured interviews. Participants’ narratives were ‘restoried’ according to Clandinin & Connelly’s (2000) three-dimensional space, offering rich and detailed insights into the complexity of permanent exclusion. In the second phase of analysis, the six storied narratives were analysed to explore the extent to which they were connected by shared experiences or storylines. The findings illustrate how participants’ experiences can best be understood as journeys of endurance, entailing various events, interactions and happenings over time. Participants’ narratives highlight the emotional impact of permanent exclusion from primary school, in addition to the wider impact it can have on family life. Furthermore, the findings suggest a connection between feelings of competency, agency and the conceptualisation of behaviour. Applied to eco-systemic theory, this research illustrates the complexity of permanent exclusion from primary school, and how it is experienced through interacting systems, beliefs and discourses of SEN and inclusion. The thesis concludes by discussing the implications of these findings for future research and Educational Psychology practice.
Subjects/Keywords: Narrative inquiry; school exclusion; primary school
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Feingold, V. (2020). Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff. (Doctoral Dissertation). University of East London. Retrieved from https://doi.org/10.15123/uel.887w6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814863
Chicago Manual of Style (16th Edition):
Feingold, V. “Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff.” 2020. Doctoral Dissertation, University of East London. Accessed February 26, 2021.
https://doi.org/10.15123/uel.887w6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814863.
MLA Handbook (7th Edition):
Feingold, V. “Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff.” 2020. Web. 26 Feb 2021.
Vancouver:
Feingold V. Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff. [Internet] [Doctoral dissertation]. University of East London; 2020. [cited 2021 Feb 26].
Available from: https://doi.org/10.15123/uel.887w6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814863.
Council of Science Editors:
Feingold V. Permanent exclusions : exploring the narratives of primary school pupils, their parents and school staff. [Doctoral Dissertation]. University of East London; 2020. Available from: https://doi.org/10.15123/uel.887w6 ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.814863
University of South Africa
27.
Maluleque, Iceu Juliao.
Primary school dropout : case of Chicualacuala, Mozambique
.
Degree: 2017, University of South Africa
URL: http://hdl.handle.net/10500/24561
► In 2004 Mozambique has made amazing efforts that opened up educational opportunities for many primary school children. According to Ministério da Educação (2012: 1), the…
(more)
▼ In 2004 Mozambique has made amazing efforts that opened up educational
opportunities for many
primary school children. According to Ministério da
Educação (2012: 1), the number of children who enrolled in
primary schools
jumped from 1,5 million in 1992 to about 6 million in 2011. Despite these
commendable efforts, many children drop out from
primary schools after gaining
initial access. As stated by the Ministério da Educação (2012: 57), the dropout
rate in the country was over 10%. Thus, this study sought to delve into the
reasons that lead
primary school children to drop out from
school and identify
measures to curb the problem. To do so, a case study approach was used.
Specifically, the study used in-depth interviews, focus group discussions and
participant observation of behaviour in a single
school in Chicualacuala. The
study revealed that at least four categories of factors namely child-based-,
household-based-,
school-based- and community-based factors give rise to
dropout. These factors were informed by the Bronfenbrenner ecological
framework, which is the lens through which this study was conducted. Indeed, it
was found that dropout was a process rather than a single event and almost
always it had signs to predict its occurrence. In the light of these findings, the
study gave a number of recommendations. These include enrolling children
early, improving the performance of children, providing quality adult education,
monitoring absenteeism appropriately, supporting orphans, convincing
organisations that provide food for work support to tie this support to the education of children, banning various activities that affect sustained schooling
of children and improving the quality of
school management.
Advisors/Committee Members: Liebenberg, A (advisor).
Subjects/Keywords: Primary school dropout;
Primary school disruption;
Dropout case study;
Primary education;
Primary school;
Dropout factors;
Dropout predictors;
Dropout solution;
Mozambique;
Chicualacuala
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APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Maluleque, I. J. (2017). Primary school dropout : case of Chicualacuala, Mozambique
. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/24561
Chicago Manual of Style (16th Edition):
Maluleque, Iceu Juliao. “Primary school dropout : case of Chicualacuala, Mozambique
.” 2017. Masters Thesis, University of South Africa. Accessed February 26, 2021.
http://hdl.handle.net/10500/24561.
MLA Handbook (7th Edition):
Maluleque, Iceu Juliao. “Primary school dropout : case of Chicualacuala, Mozambique
.” 2017. Web. 26 Feb 2021.
Vancouver:
Maluleque IJ. Primary school dropout : case of Chicualacuala, Mozambique
. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10500/24561.
Council of Science Editors:
Maluleque IJ. Primary school dropout : case of Chicualacuala, Mozambique
. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/24561
Massey University
28.
Booth, Ingrid.
Primary school teachers [sic] perceptions of gender-based differences.
Degree: Master of Educational Psychology, 2014, Massey University
URL: http://hdl.handle.net/10179/6335
► This study explores primary school teachers [i.e. teachers'] perceptions of gender-based differences in primary school in New Zealand. In this mixed-method study, the research utilised…
(more)
▼ This study explores primary school teachers [i.e. teachers'] perceptions of gender-based differences in primary school in New Zealand. In this mixed-method study, the research utilised an online survey to collect data in three domains: teacher as self, teacher-student dynamics, and teacher collegiality.
Quantitative analysis revealed overall no differences; however, quantitative analysis showed differences in the participants' perceptions of teachers content knowledge, the ability to treat students fairly, and teachers' positive attitude toward the profession. Qualitative analysis also revealed differences in participants' perceptions of the jobs held by males and females in the primary sector with male teachers receiving more negative responses when compared to female primary teachers. Furthermore all of the participants perceived a need for more male primary teachers in the primary sector. The participants were unsure if male teachers had an adequate amount of content knowledge and whether female teachers treated their students fairly. The participants perceived that males [i.e. male] teachers' attitudes toward the profession was not as positive as female teachers' attitudes toward the profession.
Male primary teachers' [i.e. teachers] are always in demand in primary schools in New Zealand; but could that be for the wrong reasons? The literature has cast doubt on the common assumptions that male teachers are needed as male role models and that their presence can improve the behaviour and academic achievement of boys. The literature suggests that men in the primary teacher workforce are often viewed in terms of their inherent male qualities rather than personal attributes; their ability to be a role model rather than their caring qualities and ability to build relationships.
The research findings provide insight into primary teachers perceptions of gender-based differences and could lead to improved teacher education and professional development programs as well as the recruitment of more effective male primary teachers.
Subjects/Keywords: Primary school teachers;
Gender differences in education;
Male primary school teachers
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Booth, I. (2014). Primary school teachers [sic] perceptions of gender-based differences. (Masters Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/6335
Chicago Manual of Style (16th Edition):
Booth, Ingrid. “Primary school teachers [sic] perceptions of gender-based differences.” 2014. Masters Thesis, Massey University. Accessed February 26, 2021.
http://hdl.handle.net/10179/6335.
MLA Handbook (7th Edition):
Booth, Ingrid. “Primary school teachers [sic] perceptions of gender-based differences.” 2014. Web. 26 Feb 2021.
Vancouver:
Booth I. Primary school teachers [sic] perceptions of gender-based differences. [Internet] [Masters thesis]. Massey University; 2014. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10179/6335.
Council of Science Editors:
Booth I. Primary school teachers [sic] perceptions of gender-based differences. [Masters Thesis]. Massey University; 2014. Available from: http://hdl.handle.net/10179/6335
Victoria University of Wellington
29.
Maguire, Teresa.
"We would never go back" Stories of early years teachers transitioning to play-based learning environments.
Degree: 2020, Victoria University of Wellington
URL: http://hdl.handle.net/10063/8939
► International and national interest has been growing around the use of play-based learning approaches in the early years of primary school. This qualitative study explored…
(more)
▼ International and national interest has been growing around the use of play-based learning approaches in the early years of
primary school. This qualitative study explored the journeys of five early years teachers in New Zealand, who were transitioning to using play-based learning approaches in their classrooms. Semi-structured interviews and observations of teacher interactions were used to explore the reasons teachers were moving away from traditional teaching practices, the pathways they were taking, and the changes they had made in both their practices and their beliefs about themselves as teachers. Findings indicated that teachers in this study adopted play-based learning approaches because they were more appropriate for their students’ learning and development. They had initiated the move to play-based learning themselves, often with the support of a fellow teacher.
School leaders and other colleagues were both understanding of, and resistant to, the changes the teachers were making. Teachers had adapted the physical environment of their classroom to accommodate play-based practices. More significantly, however, they had transformed the way they perceived themselves and their role in the classroom. This grassroots movement towards implementing play-based learning approaches in schools has implications for curriculum, assessment, resourcing, and preschool
primary transitions.
Advisors/Committee Members: Loveridge, Judith.
Subjects/Keywords: primary; play-based; New Zealand; primary education; primary schools; preschool primary transition; transition education; primary school teachers
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APA ·
Chicago ·
MLA ·
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Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Maguire, T. (2020). "We would never go back" Stories of early years teachers transitioning to play-based learning environments. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/8939
Chicago Manual of Style (16th Edition):
Maguire, Teresa. “"We would never go back" Stories of early years teachers transitioning to play-based learning environments.” 2020. Masters Thesis, Victoria University of Wellington. Accessed February 26, 2021.
http://hdl.handle.net/10063/8939.
MLA Handbook (7th Edition):
Maguire, Teresa. “"We would never go back" Stories of early years teachers transitioning to play-based learning environments.” 2020. Web. 26 Feb 2021.
Vancouver:
Maguire T. "We would never go back" Stories of early years teachers transitioning to play-based learning environments. [Internet] [Masters thesis]. Victoria University of Wellington; 2020. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10063/8939.
Council of Science Editors:
Maguire T. "We would never go back" Stories of early years teachers transitioning to play-based learning environments. [Masters Thesis]. Victoria University of Wellington; 2020. Available from: http://hdl.handle.net/10063/8939
Rhodes University
30.
Kalumba, Evaristo.
Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia.
Degree: Faculty of Education, Education, 2012, Rhodes University
URL: http://hdl.handle.net/10962/d1003453
► The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five…
(more)
▼ The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added…
Subjects/Keywords: Environmental education – Research – Zambia; Primary school teaching – Research – Zambia; Primary school teaching – Methodology – Research; Primary school teaching – Standards – Research
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APA ·
Chicago ·
MLA ·
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CSE |
Export
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APA (6th Edition):
Kalumba, E. (2012). Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/d1003453
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Chicago Manual of Style (16th Edition):
Kalumba, Evaristo. “Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia.” 2012. Thesis, Rhodes University. Accessed February 26, 2021.
http://hdl.handle.net/10962/d1003453.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Kalumba, Evaristo. “Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia.” 2012. Web. 26 Feb 2021.
Vancouver:
Kalumba E. Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia. [Internet] [Thesis]. Rhodes University; 2012. [cited 2021 Feb 26].
Available from: http://hdl.handle.net/10962/d1003453.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Kalumba E. Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia. [Thesis]. Rhodes University; 2012. Available from: http://hdl.handle.net/10962/d1003453
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
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Open Access Theses and Dissertations