You searched for subject:(primary school).
Showing records 1 – 30 of
1854 total matches.
◁ [1] [2] [3] [4] [5] … [62] ▶
Addis Ababa University
1.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Jano A. The Demand for and Supply of Primary School Teachers in Benishangul Gumuz Region
. [Internet] [Thesis]. Addis Ababa University; 2013. [cited 2020 Feb 23].
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
2.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
University of Zambia
3.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
University of Limerick
5.
Treacy, Eilis.
An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum.
Degree: 2009, University of Limerick
URL: http://hdl.handle.net/10344/439
► non-peer-reviewed
The Primary School Curriculum (1999) is taught in all primary schools in Ireland. Using Information and Communication Technologies is recognised as a teaching methodology…
(more)
▼ non-peer-reviewed
The Primary School Curriculum (1999) is taught in all primary schools in Ireland. Using Information and Communication Technologies is recognised as a teaching methodology in the teacher guideline documents of the Primary School Curriculum. This case study on 20 schools in the environs of a large town in the west of Ireland, examined the implementation of ICT teaching methodologies in the primary school curriculum in 5th and 6th class. Pupil to computer ratio varied widely depending on single class settings and multi-class settings. Pupils‟ use of computers ranged from everyday to rarely. Lack of infrastructure and class size was a major factor in the lack of integration of ICT methodologies in classroom teaching. Teachers surveyed and interviewed called for professional development in this area and a clear practical ICT curriculum for primary schools. Lack of time and support were further impediments to successful ICT integration. The abolition of the ICT advisory service added additional responsibility to the schools ICT post holders and principal. Recommendations drawn from this study include an interactive e-portal in conjunction with pedagogically appropriate ICT teaching resources, in-service days for ICT and a system to maintain existing ICT infrastructure in schools.
Advisors/Committee Members: O'Brien, Maureen.
Subjects/Keywords: primary school curriculum; ICT; education
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Treacy, E. (2009). An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/439
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):
Treacy, Eilis. “An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum.” 2009. Thesis, University of Limerick. Accessed February 23, 2020.
http://hdl.handle.net/10344/439.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Treacy, Eilis. “An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum.” 2009. Web. 23 Feb 2020.
Vancouver:
Treacy E. An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum. [Internet] [Thesis]. University of Limerick; 2009. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/10344/439.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Treacy E. An examination of the implementation of ICT teaching methodologies in the 5th and 6th class primary school curriculum. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/439
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
6.
Lane, Catriona.
Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics.
Degree: Education and Professional Studies, 2010, University of Limerick
URL: http://hdl.handle.net/10344/450
► non-peer-reviewed
This case study aimed to examine how effective virtual manipulatives are in the teaching of primary mathematics. Concrete manipulatives are an expensive investment for…
(more)
▼ non-peer-reviewed
This case study aimed to examine how effective virtual manipulatives are in the teaching of primary mathematics. Concrete manipulatives are an expensive investment for primary schools and as a result there is often not enough manipulatives for all pupils to use. Virtual manipulatives can be obtained free of charge once a pupil has access to a computer that has an internet connection. This case study involved dividing a third class group into three groups; each group used a different form or combination of mathematical manipulative. One group used virtual manipulatives, one group used concrete manipulatives and one group used a combination of concrete and virtual manipulatives. Qualitative and quantitative data collection tools where used to elicit the effectiveness of each tool. Areas such as mathematical dialogue, motivation and the learning benefits for low achievers where also examined. The case study found that pupils using both virtual manipulatives and concrete manipulative had the greatest increase in test results. Due to the lack of funding in primary schools, combining the use of virtual manipulatives and concrete manipulatives could solve teachers’ problems surrounding the lack of concrete manipulatives, as well as benefiting learners.
Advisors/Committee Members: Hancock, Gerry.
Subjects/Keywords: primary school; mathematics; education; ICT
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Lane, C. (2010). Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/450
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):
Lane, Catriona. “Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics.” 2010. Thesis, University of Limerick. Accessed February 23, 2020.
http://hdl.handle.net/10344/450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Lane, Catriona. “Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics.” 2010. Web. 23 Feb 2020.
Vancouver:
Lane C. Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics. [Internet] [Thesis]. University of Limerick; 2010. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/10344/450.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Lane C. Case study: the effectiveness of virtual manipulatives in the teaching of primary mathematics. [Thesis]. University of Limerick; 2010. Available from: http://hdl.handle.net/10344/450
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
7.
Hallinan, Emma.
A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student.
Degree: Education and Professional Studies, 2009, University of Limerick
URL: http://hdl.handle.net/10344/469
► non-peer-reviewed
This research project attempts to identify the teaching and learning benefits of the IWB for both student and teacher in a mixed Primary School…
(more)
▼ non-peer-reviewed
This research project attempts to identify the teaching and learning benefits of the IWB for both student and teacher in a mixed Primary School in Co. Mayo. It is based on the introduction of nine Interactive Whiteboards installed in the school. It looks at how the pupils and teachers have embraced it over the year.
In this case study, data was gathered from qualitative and quantitative methods in the form of drawings, interviews with 54 primary school children from ages 5-12, interviews with the Principal and a Microsoft Office Master Instructor (computer teacher), a questionnaire to nine members of staff and a follow-up focus group interview. Lessons were also conducted with forty four pupils from 3rd and 4th classes with pre and post testing carried out. One group of pupils were taught a lesson using the IWB and the other group were taught the same lesson using laptops.
The research found that lack of resources for the Irish Primary School Curriculum and lack of training were the main drawbacks of having an IWB. If interactive lessons are not developed, it will revert to a “didactic” approach to learning. Pupils love having the IWB in their classroom due to its large visual element, its sound quality and its motivating factor for learning. Some pupils feel that if the teacher takes over they don‟t get sufficient chance to use it. The technical hitches annoy the children as much as the teachers. Having an IWB in a classroom allows teachers to integrate ICT. The report concludes there are not enough interactive resources that support the curriculum. Teachers need to collaborate more on resources that worked well saving valuable time. Teachers need to be aware that they need to keep up-to-date with training and therefore plan lessons which are “interactive” in nature otherwise these expensive boards are not used to their potential but only as a ceiling mounted projector for visual display.
Advisors/Committee Members: Lewis, Simon.
Subjects/Keywords: interactive whiteboard; education; primary school
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Hallinan, E. (2009). A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/469
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):
Hallinan, Emma. “A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student.” 2009. Thesis, University of Limerick. Accessed February 23, 2020.
http://hdl.handle.net/10344/469.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Hallinan, Emma. “A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student.” 2009. Web. 23 Feb 2020.
Vancouver:
Hallinan E. A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student. [Internet] [Thesis]. University of Limerick; 2009. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/10344/469.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Hallinan E. A case study investigating the teaching and learning benefits of the interactive whiteboard for both teacher and student. [Thesis]. University of Limerick; 2009. Available from: http://hdl.handle.net/10344/469
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
University of Limerick
8.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
Addis Ababa University
9.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Habtamu AJ. Effectiveness of School Water Supply, Sanitation and Hygiene Program: In the case of
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 23].
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
10.
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
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
11.
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
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
TAMlRA T B. THE STATUS OF PUGUC PRIMAR)( SCHOOL PH~SICAL PLANTS IN ADDIS ABABA
. [Internet] [Thesis]. Addis Ababa University; 2012. [cited 2020 Feb 23].
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
12.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
13.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Tunje DS. Prevalence and Determinants of Malnutrition Among Primary School Children in Kilifi District, Kenya
. [Internet] [Thesis]. University of Nairobi; 2012. [cited 2020 Feb 23].
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 Southern California
14.
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/3410
► 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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/3410
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 23, 2020.
http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3410.
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. 23 Feb 2020.
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 2020 Feb 23].
Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/630881/rec/3410.
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/3410
Massey University
15.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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 23, 2020.
http://hdl.handle.net/10179/2206.
MLA Handbook (7th Edition):
Petersen, Sharlene Anne. “Sense of community in a primary school learning community.” 2011. Web. 23 Feb 2020.
Vancouver:
Petersen SA. Sense of community in a primary school learning community. [Internet] [Masters thesis]. Massey University; 2011. [cited 2020 Feb 23].
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
Deakin University
16.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Cause L. The development of international mindedness in an Australian primary school. [Internet] [Thesis]. Deakin University; 2012. [cited 2020 Feb 23].
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
University of Melbourne
17.
Macknight, Vicki Sandra.
Teaching imagination.
Degree: 2009, University of Melbourne
URL: http://hdl.handle.net/11343/35286
► This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice…
(more)
▼ This thesis is about the teaching imagination. By this term I refer to three things. First, the teaching imagination is how teachers define and practice imagination in their classrooms. Second, it is the imagination that teachers themselves use as they teach. And thirdly, it is the imagination I am taught to identify and enact for doing social science research.
The thesis is based upon participant-observation research conducted in grade four (and some composite grade three/four) classrooms in primary schools in Melbourne, a city in the Australian state of Victoria. The research took me to five schools of different types: independent (or fee-paying); government (or state); Steiner (or Waldorf); special (for low IQ students); and Catholic. These five classrooms provide a range, not a sample: they suggest some ways of doing imagination. I do not claim a necessary link between school type and practices of imagination. In addition I conducted semi-structured interviews with each classroom’s teacher and asked that children do two tasks (to draw and to write about ‘a time you used your imagination’).
From this research I write a thesis in two sections. In the first I work to re-imagine certain concepts central to studies of education and imagination. These include curriculum, classrooms, and ways of theorizing and defining imagination. In this section I develop a key theoretical idea: that the most recent Victorian curriculum is, and social science should be, governed by what I call a logic of realization. Key to this idea is that knowers must always be understood as participants in, not only observers of, the world.
In the second section I write accounts of five case studies, each learning from a different classroom teacher about one way to understand and practice imagination. We meet imagination as creative transformation; imagination as thinking into other perspectives; imagination as representation; imagination as the ability to relate oneself to the people and materials one is surrounded by; and imagination as making connections and separations in thought. In each of these chapters I work to re-enact that imagination in my own writing. Using the concept of the ‘relational teacher’, one who flexibly responds to changing student needs and interests, I suggest that some of these imaginations are more suitable to a logic of realization than others.
Subjects/Keywords: imagination; primary school; Victoria; VELS
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Macknight, V. S. (2009). Teaching imagination. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/35286
Chicago Manual of Style (16th Edition):
Macknight, Vicki Sandra. “Teaching imagination.” 2009. Doctoral Dissertation, University of Melbourne. Accessed February 23, 2020.
http://hdl.handle.net/11343/35286.
MLA Handbook (7th Edition):
Macknight, Vicki Sandra. “Teaching imagination.” 2009. Web. 23 Feb 2020.
Vancouver:
Macknight VS. Teaching imagination. [Internet] [Doctoral dissertation]. University of Melbourne; 2009. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/11343/35286.
Council of Science Editors:
Macknight VS. Teaching imagination. [Doctoral Dissertation]. University of Melbourne; 2009. Available from: http://hdl.handle.net/11343/35286
Colorado School of Mines
18.
Rodriguez, Brandon R.
Assessing computational thinking in Computer Science Unplugged activities.
Degree: MS(M.S.), Electrical Engineering and Computer Sciences, 2016, 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Rodriguez, B. R. (2016). 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.” 2016. Masters Thesis, Colorado School of Mines. Accessed February 23, 2020.
http://hdl.handle.net/11124/169998.
MLA Handbook (7th Edition):
Rodriguez, Brandon R. “Assessing computational thinking in Computer Science Unplugged activities.” 2016. Web. 23 Feb 2020.
Vancouver:
Rodriguez BR. Assessing computational thinking in Computer Science Unplugged activities. [Internet] [Masters thesis]. Colorado School of Mines; 2016. [cited 2020 Feb 23].
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; 2016. Available from: http://hdl.handle.net/11124/169998
19.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Friberg M. Entreprenörskap i skolan : vad tycker lärare i årskurs 1-3?. [Internet] [Thesis]. University of Borås; 2016. [cited 2020 Feb 23].
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
University of Limerick
20.
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
► 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…
(more)
▼ 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Murray A. Case study: the pedagogical value of blogging in the primary school classroom. [Internet] [Thesis]. University of Limerick; 2013. [cited 2020 Feb 23].
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
21.
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
► 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…
(more)
▼ 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
22.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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 Limerick
23.
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
► 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…
(more)
▼ 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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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 Debrecen
24.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
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 23, 2020.
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. 23 Feb 2020.
Vancouver:
Bódi Z. Teaching Vocabulary to Primary and Secondary School Children
. [Internet] [Thesis]. University of Debrecen; 2013. [cited 2020 Feb 23].
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
University of South Africa
25.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
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 23, 2020.
http://hdl.handle.net/10500/24561.
MLA Handbook (7th Edition):
Maluleque, Iceu Juliao. “Primary school dropout : case of Chicualacuala, Mozambique.” 2017. Web. 23 Feb 2020.
Vancouver:
Maluleque IJ. Primary school dropout : case of Chicualacuala, Mozambique. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2020 Feb 23].
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
26.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
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 23, 2020.
http://hdl.handle.net/10179/6335.
MLA Handbook (7th Edition):
Booth, Ingrid. “Primary school teachers [sic] perceptions of gender-based differences.” 2014. Web. 23 Feb 2020.
Vancouver:
Booth I. Primary school teachers [sic] perceptions of gender-based differences. [Internet] [Masters thesis]. Massey University; 2014. [cited 2020 Feb 23].
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
Rhodes University
27.
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
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
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 23, 2020.
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. 23 Feb 2020.
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 2020 Feb 23].
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
28.
Ketija, Danovska.
Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania.
Degree: Development Studies, 2018, Södertörn University
URL: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520
► One of the countries where the basic academic education is problematic to achieve is Tanzania. Despite the multiple attempts to increase enrolments and decrease…
(more)
▼ One of the countries where the basic academic education is problematic to achieve is Tanzania. Despite the multiple attempts to increase enrolments and decrease dropouts through new partnerships and organizations, high level of drop out still occur in the country. Two research questions were composed in aim to understand why this drop out phenomenon still occur. First question: “Which individual/ collective factors contribute to that girls and boys in the age group between 7 and 13 drop out of primary schools?” and the second question: “What differences are there in the drop out causes between two more “privileged” and one more “marginalized” school?”. The answers to these questions were found through the field work in Babati Town Council, Tanzania. There primary data was gathered in form of semi-structured interviews with three headteachers from three different schools. Two privileged schools; Maisaka Primary School and Primary School Oyster bay, and one marginalized school; Kiongozi Primary School. Also interviews with nine parents/other guardians of dropouts were conducted. Gathered data was summarized in short case stories, narratives which later on were analyzed with in a theoretical framework. This theoretical framework consisted of six different theories. These theories are; Academic Mediation theory, General Deviance theory, Deviant Affiliation theory, Poor Family Socialization theory, Structural Strains theory and lastly a theory of Institutional Departure. The conclusion of the study is that, even though the schools are located in the same area a major difference in dropout rates and its causes are existing. At the marginalized school there is a high level of drop out and at more privileged schools no dropouts occur. Factors which play a major role for this existing difference are; childrens and parents commitment to school, family structure and background, family's socio-economic status, relationships in the family and of course quality of the school.
Subjects/Keywords: Education; Kiongozi Primary School; Maisaka Primary School; Oyster Bay Primary School; Marginalized; Privileged; Philosophy; Filosofi; Globalisation Studies; Globaliseringsstudier
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Ketija, D. (2018). Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania. (Thesis). Södertörn University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520
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):
Ketija, Danovska. “Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania.” 2018. Thesis, Södertörn University. Accessed February 23, 2020.
http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Ketija, Danovska. “Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania.” 2018. Web. 23 Feb 2020.
Vancouver:
Ketija D. Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania. [Internet] [Thesis]. Södertörn University; 2018. [cited 2020 Feb 23].
Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Ketija D. Reasons behind children drop out of primary schools with unequal socio-economic preconditions : A comparative case study of three primary schools in Babati Town Council, Tanzania. [Thesis]. Södertörn University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35520
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
29.
Tambara, Cosmas Toga.
Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.
Degree: PhD, Curriculum Studies, 2015, Stellenbosch University
URL: http://hdl.handle.net/10019.1/96772
► ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of…
(more)
▼ ENGLISH ABSTRACT: In this study, the pedagogical knowledge of Foundation Phase teachers is explored (and unpacked) in order to obtain insight into their understanding of the teaching and learning of mathematics. The teacher’s knowledge is explored, as it is one of the most important variables that impacts on what is done in the classroom. The exploration is undertaken against the background of the very poor overall achievement of learners in the national systemic evaluations and in international assessment studies, which is currently a cause for great concern. This has resulted in different nation-wide intervention programmes that are aimed at improving teacher performance and effectiveness. In this study, the teacher is the focal point of the intervention. Problem-based learning (PBL), which is well-regarded as being one of the best examples of a constructivist learning environment, is introduced to a group of 15 Foundation Phase teachers. The study is an unpacking of the Foundation Phase teachers’ pedagogical knowledge and beliefs regarding, and practices in, the teaching and learning of mathematics, as well as in the use of PBL as a vehicle for the teaching and learning of mathematics. The unpacked knowledge can be used to address the challenges that are related to the improvement of the teaching and learning of mathematics in the Foundation Phase.
A combination of qualitative and quantitative research methods, including questionnaires, interviews, lesson observation, and workshops, were used to explore the teachers’ current pedagogical knowledge, beliefs and practices with regard to problem-solving. It was also used to expose the teachers to PBL as an alternative approach to teaching and learning mathematics in the Foundation Phase. The study provides a body of knowledge on the Foundation Phase teachers’ pedagogical knowledge, practices and beliefs regarding the teaching and learning of mathematics in general, and approaches to problem-solving in particular, thus providing insights into some of the factors that might lie behind learner outcomes.
Study findings indicate that the majority of teachers’ daily mathematical teaching culture was deep-rooted in the traditional approach (direct transmission). This approach was characterised by the teachers concerned focusing on the following of rules and procedures, and on doing demonstrations on the chalkboard, whereafter the learners were encouraged to practise what they had learned by asking them to do pen-and-paper calculations. The lessons were generally not structured to develop critical thinking and reasoning skills. In instances where the teachers created learner-centred activities that were conducive to the development of such skills, deep-rooted traditional approaches manifested themselves in the way in which the teachers showed the learners how to solve their given problem at the earliest signs of any difficulty in doing so was exhibited by the learners. In so doing, the majority of the teachers, despite initially creating learning opportunities by posing…
Advisors/Committee Members: Wessels, H. M., Smit, J. H., Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies..
Subjects/Keywords: Mathematics – Study and teaching (Primary); Education, Primary; Primary school teachers; Problem-based learning; UCTD
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Tambara, C. T. (2015). Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. (Doctoral Dissertation). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/96772
Chicago Manual of Style (16th Edition):
Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Doctoral Dissertation, Stellenbosch University. Accessed February 23, 2020.
http://hdl.handle.net/10019.1/96772.
MLA Handbook (7th Edition):
Tambara, Cosmas Toga. “Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills.” 2015. Web. 23 Feb 2020.
Vancouver:
Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Internet] [Doctoral dissertation]. Stellenbosch University; 2015. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/10019.1/96772.
Council of Science Editors:
Tambara CT. Unpacking teachers' pedagogical content knowledge and skills to develop learners' problem solving skills. [Doctoral Dissertation]. Stellenbosch University; 2015. Available from: http://hdl.handle.net/10019.1/96772
University of Namibia
30.
Iilonga, HN.
Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
.
Degree: 2016, University of Namibia
URL: http://hdl.handle.net/11070/1851
► The purpose of this study was to investigate the challenges faced by school board members in executing their roles in the rural primary schools of…
(more)
▼ The purpose of this study was to investigate the challenges faced by school board members in executing their roles in the rural primary schools of the Omusati region. The Namibian education act, promulgated in 2001, was committed in ensuring democracy through active involvement of all stakeholders (principals, teachers, parents, other stakeholders and learners in secondary schools) in the decision-making processes in schools through school board members. However, the evolution of school governance has gone through many challenges in its effort to create democratic and equitable education in Namibia. A qualitative case study design was used for this study. The population comprised of school board members of four rural primary schools in Okahao Circuit of the Omusati Region. Stratified purposeful sampling was used to select the sample. Interview guides, observation sheets and document analysis were used as data collection instruments. The findings revealed that school board members in rural primary schools in Okahao Circuit faced various challenges that inhibit execution of their roles. Such challenges included: inadequate capacity building for school board members, language barrier, poor educational background and lack of understanding. These facts made it difficult
for parent members to govern schools. The study further revealed that lack of support from parents and community, poor attendance and absenteeism of school board members at board meetings and parents at parents meetings inhibited school board effectiveness. Finally, the study made a number of recommendations regarding to the research findings for stakeholders in the Namibian education system to consider.
Subjects/Keywords: School boards
;
Challenges
;
School boards
;
School management and organization
;
Education, Primary
Record Details
Similar Records
Cite
Share »
Record Details
Similar Records
Cite
« Share
❌
APA ·
Chicago ·
MLA ·
Vancouver ·
CSE |
Export
to Zotero / EndNote / Reference
Manager
APA (6th Edition):
Iilonga, H. (2016). Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
. (Thesis). University of Namibia. Retrieved from http://hdl.handle.net/11070/1851
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):
Iilonga, HN. “Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
.” 2016. Thesis, University of Namibia. Accessed February 23, 2020.
http://hdl.handle.net/11070/1851.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
MLA Handbook (7th Edition):
Iilonga, HN. “Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
.” 2016. Web. 23 Feb 2020.
Vancouver:
Iilonga H. Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
. [Internet] [Thesis]. University of Namibia; 2016. [cited 2020 Feb 23].
Available from: http://hdl.handle.net/11070/1851.
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
Council of Science Editors:
Iilonga H. Challenges faced by school boards in executing their roles: a case study of four rural Primary schools in the Omusati region in Namibia
. [Thesis]. University of Namibia; 2016. Available from: http://hdl.handle.net/11070/1851
Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
◁ [1] [2] [3] [4] [5] … [62] ▶
. 
Open Access Theses and Dissertations
