To see the other types of publications on this topic, follow the link: Early School Experiences.
Dissertations / Theses on the topic 'Early School Experiences'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 dissertations / theses for your research on the topic 'Early School Experiences.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse dissertations / theses on a wide variety of disciplines and organise your bibliography correctly.
1
Ahmad, Jamal F. "Arab American Children’s Early Home Learning Experiences." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1321118162.
Full text
2
Chisholm, David Andrew. "The early experiences of a governing board in Quebec /." Thesis, McGill University, 2003. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=79752.
Full textAbstract:
Since 1998, school governing boards have been Quebec's answer to the trend towards school-based management. This study investigates the experiences of two parent representatives on a school governing board and a school board administrator in the early years of Quebec's effort to decentralize educational governance. The literature suggests that school-based management can be found in various degrees, but that it is not always successfully implemented. Obstacles related to school-based management include how school governing boards are composed, how their powers are defined, and the nature of their relationship with their school boards. Evidence from the three participants suggests that these obstacles may threaten the credibility of school governing boards. The study concludes with recommendations for improving the effectiveness of school governing boards in Quebec.
3
Stucker, Marcus Hutchinson Sandy. "Missouri kindergarten teachers' perceptions of early childhood experiences." Diss., Columbia, Mo. : University of Missouri--Columbia, 2008. http://hdl.handle.net/10355/6621.
Full textAbstract:
Title from PDF of title page (University of Missouri--Columbia, viewed on Feb 25, 2010). The entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file. Dissertation advisor: Dr. Sandy Hutchinson. Vita. Includes bibliographical references.
4
Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.
Full textAbstract:
The Scottish Curriculum for Excellence is framed, without visible theory, in language embedding the value of children’s experiences. In association with a policy encouraging practitioners to develop healthy home/school links, early childhood practitioners develop pedagogical practices in support of this curricular language of experience. One aspect coming into focus is children’s experiences in general rather than only those which take place within institutional walls. One way children introduce their out-of-school experiences into classrooms is by voluntarily bringing treasured objects from home to early childhood setting doors. By jointly engaging with John Dewey’s view that worthwhile educational experiences are developed through interactions and continuities, the pedagogic practices of twelve early childhood practitioners and the view that each child-initiated object episode could be viewed as part of a child’s experience this research aims to better understand practitioners’ development of educational experiences through their responses to the objects forty children voluntarily brought to school. In support of this aim three research questions focused on 1) what objects children brought? 2) what practitioners said and did with the objects? and 3) what practice similarities and differences were visible across two consecutive age groups: 3-5 year olds in a nursery (preschool) and 5-7 year olds in a composite Primary 1/2 class (formal schooling)? During an eight month period in 2009 data were collected by classroom observations, collection of photographic images and practitioner interviews in a government-funded, denominational, early childhood setting in a Scottish village school. Data were analysed for the physical and social properties of children’s objects, practitioner’s pedagogic practices when engaging with the brought-in objects and similarities and differences in object-related classroom behaviours as epitomised in the relationships in each classroom. The findings were that practitioners made use of three main pedagogical practices when engaging with children’s brought-in objects: transforming objects into educational resources, shaping in-school object experiences and building a range of relationships around these objects. While the broad patterns of practice used in both classrooms were similar the details of practice showed underlying framings of children and their futures were different in each classroom. It is argued that what Dewey’s views offer, in the context of these findings, is a theoretical framing of experience that opens new possibilities for practitioner’s individual and group reflections on their current practices and collaborative practice development. His is one of the languages of experience available as practitioners and policy makers around the world grapple with educational questions.
5
Alharbi, Sara Abdullah. "Immigrant Children's Perspectives of Books that Share Stories of Early School Experiences." Thesis, University of North Texas, 2020. https://digital.library.unt.edu/ark:/67531/metadc1752399/.
Full textAbstract:
Guided by the importance of children's voices and perspectives, this study aims at finding the immigrant children's perspectives of books that share stories of early school experiences of immigrant children. Before working with children, there was a careful selection process and analyzing of the three picture books chosen for the study using critical content analysis and childism lenses. The participants are three Arab immigrant children at the age of 6 who are bilingual and attended school in the U.S for one year, at least. With acknowledgement to reader-response theory, the data collection process started with an introductory home visit, followed by three individual interactive read-aloud sessions using interviews, audio records, and observations. The data collection involved field notes of non-verbal responses of the participants and these notes supported analysis of the eight transcripts. Thematic analysis is used in analyzing the data of each story, followed by identifying finding themes across all three stories. The seven themes found across all three stories are discussed in the final chapter and include: Children can have empathy for characters, understand social injustices in the stories, be agents to change injustice in the stories, and are curious about different cultures. The children's personal stories shared during this research are the most valuable outcome because they reflect the real experiences of those most affected by the research topic. The study also explains how listening to immigrant children's personal stories is an act that supports justice and helps to fight against any kind of prejudice those children might face. The study emphasizes that children have the ability to engage in sophisticated conversations about themselves and their life experiences through the use of appropriate tools combined with believing in the children's rights.
6
Brown, Yolanda Seabrooks. "Early Childhood Educator Experiences Building Relationships with Families in Military-Connected Schools." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1994.
Full textAbstract:
Early childhood educators working to establish and maintain productive parent-teacher relationships are essential to the success of school-community partnerships in military- connected schools. The purpose of this study was to seek understanding of what early childhood educators had experienced while working with military families. Epstein's model of school, family, and community partnerships provided the conceptual framework for this study. The questions that guided this case study were designed to explore how early childhood educators established and maintained relationships with military families. Data collection consisted of semi-structured interviews with 8 early childhood educators in military-connected schools. Inductive data analysis was used to code the data initially and then to determine these 5 themes: (a) educators used many methods to communicate with families; (b) parent involvement was influenced by educator communication, family life, and school culture; (c) deployments impacted student achievement; (d) strong community resources were deemed necessary; and (e) military children benefitted from having resilient educators. Participants believed timely training addressing the unique needs of military families would be advantageous. A 3-day professional development for early childhood educators was developed to incorporate the findings of this study. School districts implementing the professional development for early childhood educators in a strong school, family, and community partnership will result and will lead to positive social change by increasing the academic achievement, emotional wellbeing, and social welfare of children of military families attending military-connected schools.
7
Campbell, Maria. "Psychosocial experiences of early adolescent girls in a private school setting / M. Campbell." Thesis, North-West University, 2013. http://hdl.handle.net/10394/9499.
Full textAbstract:
Early adolescent girls in a private school setting are in a vulnerable state on account of their gender, transitional developmental phase and a combined array of modern-day expectations and challenges. With many private schools expecting a 100% pass rate from their students, issues of competitiveness and achievement pressure may become prevalent. Research has shown that early adolescent girls are more susceptible to psychosocial problems than boys as well as girls of other ages, putting them more at risk of the effects of performance pressure, academic stress, depression and anxiety. Early adolescent girls’ vulnerability due to the impact that puberty has on their self-esteem as well as the fact that they are easily influenced by the opinions of others, causing them to be highly sensitive to the approval of others, may be compounded by pressures of the private school.
The purpose and aim of this study was therefore to explore and describe the lived experiences of early adolescent girls in a private school setting so as to gain a deeper understanding of such experiences. In following this it was hoped that the study would offer the girls a ‘voice’ as well as create awareness of how they can be better supported in terms of their psychosocial development and well-being. The study was not viewed from one specific theoretical perspective but rather took into consideration various theories of development while undertaking the literature review, in order to gain a broader orientation of the subject at hand. The current literature with regard to the key concepts of the study formed part of the overview of the study.
A qualitative approach was followed so as to understand the unique, true meaning of the girls’ experiences. A case study design allowed for a holistic, in-depth study of the social phenomenon at hand. The participants were ten early adolescent girls in Grade 7 in a private school in Northern Johannesburg who volunteered to take part in the study with the informed consent of their parents. The data obtained were viewed in line with an interpretive descriptive paradigm, which allowed the phenomenon to be studied through a ‘subjective lens’ while allowing for the formation of various realities. A deeper understanding of such realities in terms of the girls’ interpretations of their lived experiences was obtained through the data collection methods of semi-structured in-depth interviews, collages, confidential letters, journal Psychosocial experiences of early adolescent girls in a private school setting entries, field notes and researcher reflective notes. In combination with the researcher’s interpretation, this led to a richer, co-constructed, description of the girls’ experiences. The interpretive description allowed for the emergence of thematic patterns which revealed the findings of the study.
The findings confirm that the girls are experiencing pressure to attain and maintain the high standard of the school. The findings further confirm that such pressures are increased by the early adolescent girls’ vulnerable developmental phase which places them in need of greater positive support from teachers, peers and parents to maintain healthy psychosocial development. The findings show that perceived rejection from peers and teachers has a negative effect on the girls’ self-concept. The findings further reveal that in considering the girls’ well-being they should be given a voice and be respected in their authentic uniqueness.
Recommendations were made for the school to investigate the establishment of ‘mindfulness workshops’ to be run at the school, with the outcome that parents, teachers and students further develop skills in ways of supporting the girls’ healthy psychosocial development.<br>Thesis (MA (Psychology))--North-West University, Potchefstroom Campus, 2013.
8
Brenner, Rose K. "Early College High School: Hispanic Students’ Perceptions and Experiences From a Texas Campus." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115053/.
Full textAbstract:
Early college high school (ECHS) is a dual enrollment program that allows high school students to earn college credits while in high school. ECHS was developed with the intention of attracting students to pursue a 4-year college degree, especially students who might not attend college without intervention. The program targets students from low-income families, students who have low academic achievement, and students from minority groups including Hispanics, African Americans, and Native Americans. The purpose of this study was to explore the perceptions and opinions of Hispanic students about their experiences in an ECHS, and to better understand how their ECHS experiences affected motivation to engage in academics. The expectancy theory and college-going culture provided the theoretical framework for this case study. Semi-structured interviews captured the experiences of the participants. The study focused on 10 Hispanic students, 5 seniors and 5 juniors, enrolled at an ECHS located on a community college campus in Texas. The study found that students with higher motivation to work at high school and college courses had several reasons for choosing to attend ECHS. The reasons included a chance to earn a high school diploma and associate’s degree simultaneously, free college tuition, and an accelerated program to get through college. The students also identified rewarding outcomes for completing college. Those outcomes included satisfying career, personal satisfaction, ability to provide for their family and making their family proud as the first high school graduate and college attendee. One student had a lower motivation to work at high school and college work. He chose to attend ECHS to seek more freedom than a traditional high school. He was not certain about graduating from high school and doubtful about college graduation. This study contributes to the ECHS literature by providing details on students’ experiences at an ECHS. Using the qualitative method of an interview allowed the researcher to discover the richer picture of students' experiences.
9
Sloan-Oberdier, Shirley Marie. "WORKING ALONGSIDE A THERAPY DOG: A PHENOMENOLOGICAL STUDY OF SCHOOL COUNSELORS’ EXPERIENCES." Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent152218955581129.
Full text
10
Ozgun, Ozkan. "The relationship of novice Turkish early childhood education teachers' professional needs, experiences, efficacy beliefs, school climate for promoting early childhood learning, and job satisfaction." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2005. http://wwwlib.umi.com/cr/syr/main.
Full text
11
Gamble, Barbara Jean. "A Study of Prekindergarten Literacy Experiences in a Northeast Tennessee School System." Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1829.
Full textAbstract:
To meet the guidelines generated by the No Child Left Behind law (NCLB) pressures to raise student achievement have filtered down to and emerged in prekindergarten classrooms. The leadership of state, federal, and local policymakers is critical to the movement for high quality prek for all. The purpose of this study was to examine the scores of prekindergarten students when presented 3 different methods of literacy instruction and to compare the scores according to gender and among 3 age groups.
This study found a significant difference in the scores of students when analyzed according to age. The youngest students scored significantly higher than the older students. The results support the literature that young children's brains are more active. There is evidence to support the move to provide high quality prekindergarten for all, which includes Tennessee Governor Phil Bredeson's preK Initiative.
12
Hile, David Lee Hile. "Parent Experiences and Student Outcomes in the READY! for Kindergarten Program: A Mixed Methods Bounded Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531732208202651.
Full text
13
Cerrone, Kathryn L. "Investigating the Transition Experiences of Early College High School Seniors to College STEMM Majors: A Case Study." University of Akron / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=akron1333335847.
Full text
14
West, Martha M. (Martha Myrick). "Mothers' Perceptions and Preschoolers' Experiences: Cultural Perspectives of Early Childhood Education." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc278495/.
Full textAbstract:
In this qualitative investigation, the ways in which four ethnically diverse mothers' perceptions of early childhood education combined with the school experiences of their children were examined. Research tools included audiotaped interviews with Mexican-American, Korean-American, African-American, and Anglo mothers; videotaped school experiences; and a video message with a viewing guide requesting written reaction.
15
Kurniawan, D. (Dody). "Early career teacher resilience:a narrative inquiry into first year teaching experiences of high school teachers in Indonesia." Master's thesis, University of Oulu, 2019. http://jultika.oulu.fi/Record/nbnfioulu-201905252144.
Full textAbstract:
Abstract. Based on the teachers’ stories, this study focuses on lived experiences of early career teachers who teach at the high school level in Indonesia. It aims to understand what the teachers tell about their first-year teaching experiences, and to identify how resilience appears in their stories. Teacher resilience is related to the capacity to live through and surmount the inevitable challenges in the realities of teaching. It is understood that the development of teacher resilience is not only about the internal process, but also the teachers’ interaction with their social environment.
The methodology of this study employs the principles of narrative inquiry with four early career teachers from Indonesia as the participants. When this study was conducted, all of them were in their second year of teaching, and the stories of their first-year experiences were the subject of inquiry. The data collection methods included the line drawing to depict teachers’ chronological lived experiences, and the narrative interviews to get teachers’ stories. Afterward, the analysis of narrative was applied to the four stories which yielded themes that appeared across the stories.
The findings of this study consist of seven themes discussing the teachers’ stories that lead them to resilience. Those themes are: encountering inevitable circumstances; enduring physical and emotional pressure; interacting with empathetic and supportive relationships; undergoing self-reflection that uncovers value and purpose for being a teacher; formulating strategy to overcome adversity; experiencing stronger self after going through adversity; and receiving acknowledgement from students who conceded experiencing positive transformation upon interacting with the teachers. Also, the resilience of the teachers appeared in their stories as a process. This process was demonstrated in expressing emotions, self-reflection and formulating a strategy to overcome adversity. By going through this process, outcomes such as high self-efficacy, and a capacity to manage emotions and alternate their thoughts about adversity were seen in the teachers’ stories.
Teachers’ resilience is not static and fixed at a point. It develops over time as teachers surmount challenges. Thus, it is recommendable that teachers are aware of their values, thoughts, purpose, and connections with others, especially when they are in the face of adversities.
16
Warin, Joanna. "The role of gender in the development of the young child's sense of self within the social context of early school experiences." Thesis, Lancaster University, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.266671.
Full text
17
Newman, James E. "Exploring Early Adolescents' Adjustment across the Middle School Transition: The Role of Peer Experiences and Social-cognitive Factors." Fogler Library, University of Maine, 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.
Full text
18
Beattie, Irenee. "Tracking women's transition to adulthood: High school experiences, race/ethnicity, and the early life course outcomes of schooling." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280344.
Full textAbstract:
High schools are key settings for adolescent development, yet life course scholars have not fully examined how schools shape transitions to adulthood. Schools are important for socializing youth, but most education research examines cognitive outcomes, like test scores, rather than behavioral outcomes, like welfare receipt. Theories about transitions to adulthood and the role of curricular tracking each focus on racial/ethnic differences, but there is little connection between the two areas of inquiry. This study explores racial/ethnic variation in the effect of curricular tracking on women's risk of young welfare receipt, and on behavioral outcomes I term the proximate causes of welfare --dropping out of high school, teenage motherhood, limited work experience, poverty, and single motherhood. In three distinct but theoretically connected essays, I study these relationships using a sample of black, Latina, and white women from the National Longitudinal Survey of Youth. Chapter 2 examines racial/ethnic differences in the effect of college and vocational tracks on behavioral outcomes of schooling. College tracks reduce women's risk of experiencing the proximate causes of receipt, but these effects are much stronger for white women than for black and Latina women. Women of color have lower risks of each of the proximate causes in vocational tracks and racial/ethnic inequality is greatest in college tracks. Chapter 3 considers whether racial variation in the effects of tracking influences pathways to welfare receipt. Tracking shapes welfare dynamics, and racial inequality in these effects is greatest in the college track. Whites benefit more from college track placement while women of color benefit more from vocational track coursework. Tracking influences welfare risks primarily through effects on teen motherhood and dropping out of school. Chapter 4 explores a mechanism through which racial/ethnic differences in the effect of tracking might operate: an "attitude-achievement paradox." Women with high educational expectations and limited preparation for college (as indicated by test scores) are extremely likely to become teen mothers. African American women are most buffered from teen motherhood risks in the vocational rather than the general or college tracks. In each section, I discuss the important theoretical and policy implications derived from these results.
19
Goughnour, Elliene A. Goeldi John T. "Using reflective thinking in standards and criteria of early field experiences utilized in the preparation of elementary school teachers." Normal, Ill. Illinois State University, 1995. http://wwwlib.umi.com/cr/ilstu/fullcit?p9604373.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 1995.<br>Title from title page screen, viewed April 24, 2006. Dissertation Committee: John T. Goeldi (chair), Kenneth F. Jerich, Patricia H. Klass, Margarat Shaw-Baker. Includes bibliographical references (leaves 178-185) and abstract. Also available in print.
20
Denno, Dawn M. "Multiple Paths to First Grade: A Comparison of Child, Parent, and Early Education Variables Associated With Multiple Year Kindergarten Experiences." University of Cincinnati / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1288968704.
Full text
21
Long, Carol Ann. "A Case Study of Jamaican Children's Lived Play Experiences." Scholar Commons, 2013. http://scholarcommons.usf.edu/etd/4913.
Full textAbstract:
Although research on children's play is abundant and considerable advances have been made in young children's play, the majority of these studies have been based in western developed countries and written from adults' perspectives rather than with children. Additionally, very little research has been done on children's play with active participants from smaller developing countries. The voices of society's youngest members have been lost or are only marginally represented.
The purpose of this qualitative research is to explore, understand, and describe young Jamaican children's lived play experiences as related through their eyes. The theoretical frameworks used to guide this study are sociocultural theory and narrative case study. Narrative case study focuses on a particular phenomenon and, through rich description, each participant's story relates the complexities of this phenomenon. Sociocultural theory is related to the social, cultural, and historical theory of a people and is constructed as they participate in culturally pertinent activities.
The examined literature, which draws on diverse theoretical frameworks, including Vygotsky and Rogoff's sociocultural theory and Bronfenbrenner's work on socioecological theory, discusses types of play, the relationship between play and children's development, indoor and outdoor play at school, and play as perceived by children. A key theme in this literature is children's beliefs and values observed through a cultural filter.
The three 5-year-old children, their teacher, and parents were purposefully selected for this single-bounded case study. The methods of data collection include video-cued interviews (VCI), a researcher's journal, and observation and field-notes. An understanding of the history of Jamaican education and its people is essential to the successful implementation of the play-based curriculum. The importance of knowing how children view their play and its manifestations and meanings is compelling to the Jamaican people and will help inform teachers, teacher education programs, parents, national and international funders, and other stakeholders as they try to fuse Jamaican culture with global elements of young children education.
22
Lilius, Camilla. "Ekonomelevers extrajobb under gymnasietiden : Utvecklingsmöjligheter för studie- och yrkesvägledningen." Thesis, Umeå universitet, Institutionen för tillämpad utbildningsvetenskap, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-79576.
Full textAbstract:
The knowledge of early employment experiences has evolved over the last decade in countries such as Australia and Great Britain. In Sweden, this type of research is still unusual and the aim of this study was to break new ground by highlighting some areas that could be of extra interest in the Swedish early employment research to come. A focus in the study was to give an overview of what job sectors school students work in; and the amount of jobs aquired through school-organized work placement, private social networks or personal marketing of own merits. In addition to this, a multi variate analysis was carried out to find patterns in the picture of early employment experiences among students at upper secondary school. The findings of the study has relevance for ways of conducting career counselling and therefore the general aim of this study is to point out the importance of developing the practises of vocational psychology. A survey among 74 teenaged school students with economics as their main subject has been carried out in a mid-size Swedish city May 2012. 62 school students answered. The survey showed that 94% of the students had part-time jobs. Most common was to have 1-3 employers during the three years at upper secondary school. Most students worked in the job-sectors retail (29%), catering (23%), and care of the elderly (14%). An interesting finding was that no Swedish students seemed to work with delivery. This is surprising since this job-sector is big among school students in both Australia and Great Britain. Another interesting find was ways of aquiring a job. Not surprisingly most jobs were aquired through private social networks (59%), but some job-sectors stood out as pathways to a job for those students without the right social networks. In catering 48% of the jobs were aquired through marketing of own merits, and in the care of the elderly job-sector 78% of the jobs were aquired this way. The study indicates that early work experiences in Sweden in major parts reflect the research carried out in Austalia and Great Britain. But some research areas differ. A more close look at early work experiences among teenaged school students in Sweden is therefore necessary to develop vocational psychology and to incorporate learning outside school into school practices. An aspect that has been observed sofar is the way in which social background steers both the experience of early employment and career choice.
23
Le, Roux Anke Renee. "Onderwysers se ervarings van die diverse voorskoolse agtergronde van graad 1- leerders." Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/6600.
Full textAbstract:
Thesis (MEdPsych)--University of Stellenbosch, 2011.<br>ENGLISH ABSTRACT: In the twenty years since Namibia declared independence many changes have taken place, especially in die educational system. One of these changes has been in pre-school education. Public pre-school institutions have been done away with. Only private institutions remain to attempt to furnish the demand in this field. Limited access to pre-school education has an impact on school-readiness as learners from different educational backgrounds start Grade 1 together.
The primary purpose of this study is to collect the experiences of Grade 1 teachers, to analise those experiences and to describe them with reference to the diverse pre-school backgrounds of the learners.
Grade 1 teachers interact with learners from three backgrounds: those with formal pre-school education; those with non-formal pre-school education; and those with no pre-school education. The Grade 1 teacher's experiences is the problem studied and it is done with reference to these forms of pre-school education. It focuses on the opinions of the teachers as formulated in their own words.
A child's environment and early experiences, especially the level of education - or deprival thereof - has a marked effect on learning and development. Education in the early years of childhood can deliver an outstanding return on investment for a country. Phases of education should build on one another using syllabusses and working methods that work together. The logic is that a child should first be able to crawl before learning to walk and thus follow the right steps to the phonetics, spelling and writing required in Grade 1.
The cost of neglecting some of the elementary steps will be borne by the Grade 1 teacher when he/she is forced to set time aside to repair the foundation that should have been in laid in the pre-school years.
A qualitative research method was used to attain and analise the information in this study. Data was collected by studying relevant literature, using questionaires in interview situations and by conducting interviews with stakeholders. Data was analysed by doing content analysis of the transcripts from individual interviews and focus groups. The research takes the form of an interpretative epistemological construct as it focuses on the essence of the experiences of the Grade 1 teacher. It is an exploratory study that made use of a sample of the designated group.
Contributing factors, such as government policy, the curriculum, training of teachers, language, poverty, school, parents and learners, reveal guidelines for improving the classroom experiences of Grade 1 teachers.
This can be applied advantageously to the development of the educational sector. The study suggests that teachers and parents should collaborate more closely. It is further suggested that the curriculum be ammended to accommodate learners from diverse backgrounds leading to a more positive experience for Grade 1 teachers.
The findings show that the experiences of Grade 1 teachers are not taken into account by many people, especially judging by the available literature. It is important to acknowledge what these teachers experience as well as the role it plays in their classrooms. Their experiences lead to certain reactions and changes. The point made by this study is that Grade 1 teachers display a definitive experience in their classrooms and that it has an effect on their learners. The point of departure is to let the Grade 1 teacher distinguish between the different groups of learners in the classroom and empower him/her to support each individual to ensure a positive experience. Not all teachers will have such a positive experience with a diverse group. Before the burden becomes too heavy alternative teaching methods should be employed. There is a shortage of research in this field and further study on the experiences of the Grade 1 teacher is needed to deepen the provision of support. Although this is a limited study, it can possibly encourage further research.<br>AFRIKAANSE OPSOMMING: In die twintig jaar sedert Namibië se onafhanklikheidswording het baie veranderinge in die land plaasgevind, veral in die onderwysstelsel. Een van die veranderinge was die afskaf van openbare voorskoolse instellings. Slegs die private sektor voorsien steeds in dié behoefte.
Die beperkte toegang tot voorskoolse onderrig het egter 'n invloed op skoolgereedheid. Die leerders wat Graad 1 betree, kom uit verskillende onderrigsagtergronde.
Die primêre doelwit van hierdie studie is om die ervaringe van Graad 1-onderwysers te ondersoek, te analiseer en te beskryf aan die hand van hierdie diverse voorskoolse agtergronde van die leerders.
Die Graad 1-onderwyser het te doen met leerders uit drie agtergronde: dié met formele voorskoolse onderrig; dié met nie-formele voorskoolse onderrig; en dié met geen voorskoolse onderrig nie. Met verwysing na dié vorme van voorskoolse onderrig word die probleem van die Graad 1-onderwyser se ervaring in die klaskamer ondersoek. Dit fokus op die opinies van die Graad 1-onderwysers geformuleer in hul eie woorde.
'n Kind se omgewing en vroeë ervaringe, veral die vlak van opvoeding - of die ontneming daarvan - het 'n groot effek op 'n kind se leer en ontwikkeling. Opvoeding in die vroeë kinderjare is 'n belegging wat uitstaande resultate vir die land kan oplewer. Onderwysfases behoort op mekaar te volg met leerplanne en werkmetodes wat aanvullend saamwerk tot die kind se opvoeding. Die logika daaragter is dat 'n kind eers moet kruip voordat hy kan loop en net so behoort 'n kind die regte stappe te volg ten einde gereed te wees vir die klank-, spel- en skryfwerk wat in Graad 1 vereis word. Die afskeep van sekere elementêre stappe kan tot gevolg hê dat die Graad 1-onderwyser waardevolle tyd sal moet afstaan om die basis, wat gedurende die pre-primêre fase (of in die voorskoolse instelling) gelê moes word, dan nou in Graad 1 te lê. Dit beklemtoon die groot taak wat op die Graad 1-onderwyser se skouers rus.
'n Kwalitatiewe navorsingsontwerp is gebruik vir die verkryging en ontleding van inligting vir hierdie studie. Die data insamelingsmetodes sluit 'n literatuuroorsig, onderhoudsvraelyste en onderhoude met die betrokke rolspelers in. Data is geanaliseer met behulp van inhoud-analise van die transkripte uit die individuele en fokusgroep-onderhoude. Die navorsingstipe is 'n interpretatiewe epistemologiese konstruk omdat dit fokus op die essensie van die ervaringe van die Graad 1-onderwyser. Dit is 'n verkennende ondersoek en daar is gebruik gemaak van 'n doeldienende streekproefneming.
Uit die aanleidende faktore soos regeringsbeleid, kurrikulum, opleiding van onderwysers, taal, armoede, skool, ouers en leerders kom daar riglyne na vore vir die verbetering van die ervaringe van die Graad 1-onderwyser in die klas. Dit kan met vrug aangewend word in die ontwikkeling van die onderwyssektor. Die studie maak die aanbeveling dat daar 'n nouer samewerking tussen onderwysers en ouers moet wees. Verder word voorgestel dat die kurrikulum aangepas word om diverse leerders te akkommodeer wat positiewe ervaringe vir die Graad 1-onderwyser tot gevolg sal hê.
Die bevindinge toon aan dat die ervaringe van Graad 1-onderwysers in hul klaskamers nie deur baie mense in ag geneem word nie, veral as daar gekyk word na die literatuur. Dit is belangrik om te sien wat hul ervaar en watter rol dit speel in hul klaskamers. Hul ervaringe lei tot sekere reaksies en aanpassings wat hulle daagliks beleef. Die punt wat met hierdie studie gemaak word, is dat Graad 1-onderwysers 'n definitiewe ervaring in hul klaskamers openbaar wat só weer 'n uitwerking op die leerders het. Die uitgangspunt is om die Graad 1-onderwyser te laat onderskei tussen die verskillende groepe leerders in die klaskamer en sodoende in staat te stel om elkeen in die klas so te ondersteun vir 'n positiewe ervaring. Nie alle onderwysers gaan altyd met diverse leerders so 'n positiewe siening en ervaring hê nie. Voordat dit vir hul te veel raak moet alternatiewe benaderings en metodes gebruik word om leerders te onderrig. Ook wat hierdie aspek betref, is daar 'n tekort aan navorsing en is verdere ondersoeke oor die ervaringe van die Graad 1-onderwyser nodig, om sodoende die nodige ondersteuning te kan bied. Alhoewel hierdie 'n beperkte studie is, kan dit moontlike verdere navorsing aanmoedig.
24
Scott, Katherine Christina. "Teachers' experiences of implementing a motor skills programme." Thesis, Link to the online version, 2005. http://hdl.handle.net/10019/1196.
Full text
25
Lima, Izabel Maciel Monteiro. "Educational experiences in the context of the transition from early childhood education for elementary education in a public school in Fortaleza in the perspective of the various segments of the school community." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11256.
Full textAbstract:
nÃo hÃ<br>A presente pesquisa teve como objetivo geral analisar como se concretizam as estratÃgias de articulaÃÃo curricular utilizadas numa escola pÃblica municipal de Fortaleza no Ãltimo ano da EducaÃÃo Infantil (EI) que visam à continuidade da formaÃÃo da crianÃa na sua transiÃÃo para o primeiro ano do Ensino Fundamental (EF), considerando as perspectivas dos diversos segmentos da comunidade escolar sobre esse processo. No Brasil, os momentos de transiÃÃo escolar ganham destaque a partir das mudanÃas na organizaÃÃo da EducaÃÃo BÃsica, tais como a ampliaÃÃo do EF de oito para nove anos de duraÃÃo e a extensÃo da escolaridade obrigatÃria de nove para quatorze anos. A transiÃÃo da crianÃa entre a EI e o EF à um passo delicado de seu percurso escolar, que pode ter consequÃncias negativas para o desenvolvimento e a aprendizagem dos indivÃduos (LERNER, 1996, apud FORMOSINHO e ARAÃJO, 2004). Portanto, a transiÃÃo à um processo que requer o planejamento de aÃÃes que articulem os modelos curriculares e o repensar acerca da prÃtica pedagÃgica do professor junto Ãs crianÃas (ZABALZA, 2007). Trata-se de uma pesquisa qualitativa de cunho etnogrÃfico, desenvolvida por meio do estudo de caso (BOGDAN E BIKLEN, 1994) de uma turma do Ãltimo ano da EducaÃÃo Infantil. Para a obtenÃÃo dos dados, foram realizadas observaÃÃes a fim de conhecer o currÃculo em curso nesse momento de transiÃÃo e entrevistas com os trÃs segmentos de sujeitos (profissionais da escola, famÃlias e crianÃas), com o intuito de apreender as suas perspectivas sobre o fenÃmeno. Os dados da investigaÃÃo foram analisados à luz da Psicologia de Desenvolvimento (WALLON, 1971; 2007) e das perspectivas de Formosinho (1998; 2001; 2008) e Zabalza (1998; 2007). Os resultados evidenciam que as vivÃncias educacionais das crianÃas na escola Vida de CrianÃa focam principalmente a aprendizagem da leitura e da escrita, para qual se destina a maior parte do tempo na escola. Em consequÃncia dessa prioridade, as brincadeiras, as interaÃÃes, a participaÃÃo das crianÃas e as atividades que envolvem outras Ãreas do conhecimento, como ciÃncias naturais e arte, adquirem pouca relevÃncia no contexto escolar. Assim, a anÃlise empreendida sobre as prÃticas pedagÃgicas aponta para o objetivo preparatÃrio da EI, tendo em vista a prevenÃÃo do fracasso escolar no EF mediante a antecipaÃÃo de prÃticas de escrita, numa perspectiva restrita do prÃprio processo de alfabetizaÃÃo das crianÃas.<br>The present research intended to analyze how the strategies of curricular articulation used in a Fortaleza's municipal public school, in the last year of Early Childhood Education, which aim to give continuity to the development of a child in his transition to the first year of Basic Education, get materialized, considering the perspectives of the several segments of school community about this process. In Brazil, the moments of school transition stand out from the changes in the organization of Early Childhood Education, such as the extension of Basic School period, from eight to nine years, and the increasing in the required period of scholarity, from nine to fourteen years. The child's transition from Early Childhood Education to Basic Education is a delicate step in his school path, and may result in negative consequences to the individuals' development and learning (LERNER, 1996 apud FORMOSINHO, ARAÃJO, 2004). Therefore, this transition is a process that requires the planning of actions that can articulate the curricular models, as well as a reassessment about the teacher's pedagogic practice in relation to children (ZABALZA, 2007). This is a qualitative ethnographic research developed by the study of the case (BOGDAN, BIKLEN, 1994) of a class belonging to the last year of Early Childhood Education. For construction of the data, observations were made in order to get to know the current curriculum in this moment of transition, and interviews were conducted with the three segments of subjects (school staff, families and children) in order to assimilate their perspectives about the phenomenon. The research's data were analyzed in light of Developmental Psychology (WALLON, 1971, 2007) and the prospects of Formosinho (1998, 2008) and Zabalza (1998, 2007). The results show that the educational experiences of children in the Vida de CrianÃa School mainly focus on reading and writing activities, for which most of the time is destined. As a result of this priority, the jokes, the interactions, the participation of children and the activities involving other areas of knowledge, such as natural sciences and art, acquire little relevance in the school context. Thus, the analysis made of the pedagogical practices leads to the objective of adequately preparing Early Childhood Education, in order to prevent school failure in Basic Education by the anticipation of writing practice, taking into consideration that it is a restricted view of the process itself of children's literacy.
26
Byrne, Delma V. "The influence of early work experiences undertaken before leaving second level education on the socio-economic outcomes of school leavers in the Republic of Ireland." Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/24010.
Full textAbstract:
Young people increasingly engage in work opportunities while still in second level education, and these ‘early work experiences’ can be acquired through part time job holdings or as school organised work experiences as part of a wider programme of studies. This dissertation examines the characteristics of a representative sample of second level education school leavers who participate (or not) in early work experiences in terms of gender, and an array of socio-economic family and parental background factors as well as a measure of socio-economic disadvantage in the area in which they live. The influence of early work experiences on socio-economic outcomes relating to participation in further/higher education and participation in the labour market are then examined. Two main approaches are considered: human capital and social capital. The first approach emphasises the role of early work experiences as a source of human capital that adds to the productivity of young people and which would be recognised in the labour market. The second approach emphasises the role of factors such as family background, school type attended and regional both in determining participation in and outcomes of early work experiences. Based on this theoretical framework, a number of hypotheses are tested. The dominant statistical methodologies used to analyse the data from the 2003 School Leaver Survey were formations of generalised linear models. The results indicate that both human and social capital approaches are useful for examining the influence of early work experience on later outcomes, but that selection into these types of early work experience have the greatest influence on socio-economic outcomes.
27
Bryant, Frances LeAnna. "Elementary Teachers' Experiences with Technology Professional Development and Classroom Technology Integration: Influences of Elements of Diffusion and Support." Digital Archive @ GSU, 2008. http://digitalarchive.gsu.edu/ece_diss/6.
Full textAbstract:
Lack of teacher technology integration is a documented concern within education. Effective staff development practices, the need for on-going support, and the presence of elements of diffusion are all recognized as factors that lead to higher rates of technology integration. These elements are not currently studied as a whole in research on technology education. This study sought to examine all three of these factors within a southern metropolitan school district’s technology teacher development initiative. The following questions guided the research: 1. How do teachers experience the five elements of diffusion (complexity, triability, observability, relative advantage, and compatibility) in the area of technology integration in elementary schools? 2. How do teachers experience instructional technology support and the impact of support on their technology integration instruction? 3. How do teachers experience technology staff development and the impact of staff development on their classroom technology integration? Data were collected from 81 online survey participants, 16 oral interview and web log analysis participants, and an interview with the project director at the completion of the first year of a two-year initiative. Participants received updated technology tools within their classroom and were required to take technology related courses, keep web logs, and complete technology projects. Research was conducted within a mixed methods triangulation design using a pragmatic paradigm with descriptive statistics and correlations as forms of quantitative analysis and a phenomenological approach applied in qualitative analysis. Findings showed the presence of elements of diffusion and support across all data sources. Teachers’ experiences with the program were positive and led to frequent and varied technology integration. Correlations indicated high levels of interrelatedness among the variables of support, elements of diffusion, and impact on instruction. Teachers reported enhanced engagement in learning among themselves and their students. The fact that teachers chose to be in the staff development program and had choices within the program to fulfill the requirements appeared to engage and motivate them. Even though teachers self-reported they were early adopters of technology, the program support structure was highly valued. The program could be used as a model for effective technology staff development.
28
Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.
Full text
29
McCauley, Louise B. "An exploration of individual patterns of development of six pre-school children who have recently received a diagnosis of autism and the response of their parents to differing experiences of early support and intervention." Thesis, University College London (University of London), 2010. http://discovery.ucl.ac.uk/10019955/.
Full textAbstract:
This study explores the individual patterns of development in aspects of cognitive functioning, communication and language skills, social interaction and adaptive behaviour of six pre-school children following a diagnosis of autism. The perceptions of the parents were gained in order to explore their experiences of the impacts of a diagnosis of autism on their families. Additionally, the experiences of three of the children's parents who took part in the EarlyBird Programme and their perceptions of its effects on the child and family were explored as part of the study. These views were compared to two of the three children's parents who did not take part in the EarlyBird Programme. The study adopted a multiple case study design within a mixed methodology framework. The research methods incorporated semi-structured interviews with five of the six parents (one parent did not give consent to be interviewed), three standardised assessment questionnaires (Vineland Adaptive Behaviour Scales-2, The Strengths and Difficulties Questionnaire and The Gilliam Autism Rating Scales-2) of all six children and psychometric assessments (The British Ability Scales-II) of five of the six children (one child refused to cooperate with the researcher) as well as informal observations of the children's behaviour. Data were gathered at two time points, approximately six months apart. Five of the six children in the study showed greater improvement than expected in some aspects of their development over the time period of the study. However, the significant individual and family differences and the limited sample size means that developments in the children cannot be attributed to any one factor. Participation in the EarlyBird Programme indicated reduced levels of maternal stress in the EarlyBird group of parents, although this reduction was reported verbally and was not objectively measured. The positive impact of support, both from other parents and professionals within the EarlyBird Programme, as well as increased support from fathers, as encouraged by the programme, was a major theme which emerged from the interviews with parents. It could be suggested that providing informal support to this population of parents in the period immediately following diagnosis, as an alternative to a formal programme, might yield similar results.
30
Miller, Kimberly Pietsch. "Developing Instructional Leadership in Early Experience Secondary School Principals: A Case Study." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1532455016812114.
Full text
31
Hickman, Lisa N. "Entry into kindergarten educational stratification at the beginning school experience /." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1150314337.
Full text
32
Hadeed, Julie Anne. "The effects of preschool experience on some aspects of child development in Bahrain." Thesis, University College London (University of London), 1994. http://discovery.ucl.ac.uk/10019086/.
Full textAbstract:
Recent research evidence, primarily from the Western hemisphere, supports the belief that high quality preschool experience has long-lasting effects on the development of children's later lives (Ball, RSA Start Right Report, 1994; Bruner, 1980; Schweinhart, Barnes & Weikart, 1993; Sylva, 1993). The important questions posed for this investigation in Bahrain were: 1. Is attendance at preschool centres (educationally and care orientated) associated with higher scores on measures of child development when compared to a control group of children who remained at home? 2. Is attendance at educationally-orientated preschool associated with higher scores on developmental measures than attendance at care-orientated preschool? 3. Are educationally-orientated pre-schools providing 'a more favourable' environment when compared with care-orientated p re-schools? The method was a quasi-experimental design utilising pre and post measures over one academic school year period, 1992-1993 (approximately nine months). A total of eight preschool institutions were randomly (stratified sample) selected (four educationally-orientated centres and four care-orientated centres) from four catchment areas covering the entire island of Bahrain. Each area was represented by a sample of 35 children (matched on several background variables) from the two types of preschool orientations and the home group (N=140; 48 in educational group; 48 in care group; 44 in home group). A Family Background Questionnaire (FBQ) was applied on the total sample to measure differences between groups on several family characteristics, such as, parent's education, occupations, household structure, number of children in household, provisions for play and learning at home, parent childrearing attitudes and mother's expectations regarding the child's competence and behaviour. 111 Assessments were made of children's cognitive, social and emotional development: the Stanford-Binet: LIM Form (Terman & Merrill, 1960); the Arithmetic and Block Design Subtests from Wechsler Preschool and Primary Scale of Intelligence: (Wechsler, 1963); the Draw-A-Person: (Harris, 1963); The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children: (Harter, 1983) and The Preschool Behaviour Checklist: (Richman & McGuire, 1982). All instruments were translated into Arabic, back-translated (Brislin, Lonner, Thomdike, 1973) and pilot tested for cultural acceptability. For the main study (N=140), the 96 preschool attenders were tested soon after school entry (October, 1992) and then again at school year end in June, 1993, while the 44 children serving as the control group were tested in their homes. All testing was carried out in the children's home language. Additionally, two assessments procedures were used for studying the preschool environments: the Early Childhood Environment Rating Scale (Harms & Clifford, 1980); and the Target Child Observation Instrument (Sylva, Roy & Painter, 1980). The results indicated that attendance at preschool centres (care and educationally-orientated) was associated with higher performance on most aspects of development when compared with children who stayed at home. There were significant gains on measures of cognitive development (Stanford- Binet; WPPSI; Draw-A-Person); social competence measures, Perceived Competence; and behavioural/emotional stability for preschool attenders when compared to home children. Multiple regression analyses showed that children in centre-based programmes made significant improvement over the year interval between pre-and post testing: A further within-groups regression analysis revealed that no particular preschool within either group was accounting for the higher/lower scores. Children attending educationally-orientated pre-schools significantly outperformed children at care-orientated pre-schools and at home on all the measures of development and they made significant improvement over the tested time period (Stanford-Binet: p<.001; WPPSI Subtests, Arithmetic and Block Design: p<.001; Draw-A-Person: p<.001; Preschool Behaviour Checklist: p<.001; Harters Perceived Competence (Cognitive and Physical Competence) and Acceptance Scale (Peer and Maternal Acceptance): p<.00l. When comparing preschool environments (care and educational) it was found that the educationally-orientated settings offered a greater degree of attention to iv personal care, language/reasoning experiences and the opportunity for creative and social development when compared with the care orientated pre-schools (ECERS, p<.O1). Teachers at the educational centres were more inclined to support, question and have dialogue with the children when compared to teachers at the care centres. Children at care centres engaged more in adultdirected activities, spent less time in challenging tasks for shorter periods of time (concentration bouts) and had more dialogue with other children when compared with children at educationally-orientated preschools (Target Child Time Sampling). Implications of this research for preschool educators in Bahrain are discussed as well as varying definitions of 'quality.'
33
Yahsi, Zekiye. "The Village School and Village Life: An Ethnographic Study of Early Childhood Education." The Ohio State University, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=osu1308330569.
Full text
34
Wernke, James A. "Kindergarten Teachers' Perceptions of Student Readiness for School." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etd/3207.
Full textAbstract:
The design method for this study was non-experimental quantitative. The survey was distributed via email to Kindergarten teachers in two Northeastern Tennessee school districts. There were 69 Kindergarten teachers who responded to the survey. The study revealed that Kindergarten teachers perceive that gender, socioeconomic status, and preschool experience have a significant impact on student readiness for school. Chronological age was not perceived to have an impact on student readiness for school to a significant extent. Kindergarten teachers perceived that preschool experience has the greatest impact on student readiness for school when asked to rank the order of impact from greatest to least. Chronological age was perceived to have a greater impact on student readiness for school than either socioeconomic status or gender.
35
O'Neal, H. Todd. "Family literacy events promoting early reading and writing behaviors." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/865.
Full text
36
Hinojosa, Sara Marie. "Predictors of Initial Level and Change over Time of Academic Enablers during the Kindergarten Year: The Role of Gender, Preschool, and the Home Learning Environment." Scholar Commons, 2014. https://scholarcommons.usf.edu/etd/5240.
Full textAbstract:
Academic enablers comprise a set of beliefs and skills that significantly contribute to student success. Although these skills are crucial to academic competence, gaps exist in the research related to the development of academic enablers. Namely, previous research has not investigated how these behaviors change over the kindergarten year. Moreover, there are inconsistent findings regarding the influence of experiences prior to entering kindergarten, specifically preschool attendance and the home learning environment, on the development of academic enablers in young students. Using a sample of 83 parent-child dyads, the present study investigated academic enablers in kindergarten students. A mixed between-within analysis of variance found that girls displayed greater academic enablers at the beginning of the kindergarten year, but neither gender demonstrated growth over the kindergarten year. Additionally, hierarchical multiple regression analyses were run to determine whether environmental factors predicted academic enablers at the beginning and end of kindergarten. Findings indicated the length of preschool experience did not predict adaptive academic enablers at the beginning of the kindergarten year or the end of the year, regardless of gender. Conversely, the home learning environment predicted kindergarten students' levels of academic enablers at the beginning of the year, such that those with educationally enriched home environments displayed higher levels of academic enablers, regardless of gender. This influence was not maintained over the kindergarten year. Implications for practice and future research are discussed.
37
Crellin, Natasha. "An exploration into early years practitioners' work experiences in private day nurseries and voluntary sector pre-schools in England." Thesis, University of Southampton, 2017. https://eprints.soton.ac.uk/408018/.
Full textAbstract:
This thesis is a study of early years practitioners’ experiences of their working lives. The data was collected from 25 semi-structured interviews with 25 participants in four early years settings. This is a qualitative study that explores what influences early years practitioners’ working identities and considers the similarities and differences of experiences working in a private day nursery (PDN) and a voluntary sector pre-school (VSPS). The findings demonstrate that the type of provision directly affects early years practitioners’ working experiences, which has a marked impact on their working identities. Commonalities between the two groups exist in daily tasks, the rewarding aspect of emotional labour and in the experiences of policy and inspection. Likewise, the two groups share a similar disregard for the qualification system. However, there are differences in the two groups, especially the process of being managed, pay, working conditions, hours worked and professional development opportunities. Participants in the PDN settings voiced much more unhappiness in their work and experienced greater frustrations. This resulted in higher staff turnover, and managers reported continued recruitment problems. Different management styles between the two types of settings had a marked impact on how valued and empowered staff felt. This directly affected staff retention. There was a clear difference in staff profiles within the two setting types, with the VSPS settings having older, more-experienced staff and the PDN settings having a high turnover of young and inexperienced staff.
38
Goldschmidt, Tessa Jane. "The exploration of preschool teachers' understanding and classroom experience of socio-emotional development in early childhood and the role it plays in school readiness." University of the Western Cape, 2019. http://hdl.handle.net/11394/6834.
Full textAbstract:
Magister Psychologiae - MPsych<br>The socio-emotional development of children has an extremely important impact on the overall development of children. Globally, extensive research has been dedicated to the socio-emotional development of children with regard to play, socio-emotional programmes, school readiness and school success. However, there is limited current research within the South African context relating to socio-emotional development in early childhood and its importance for school readiness, specifically from the views of educators. This study explored preschool teachers’ understanding and classroom experience of socio-emotional development in early childhood and the role it plays in school readiness. This study utilises the Albert Bandura’s social learning theory which posits that adults function as “environmental experts who model appropriate behaviours and structures the environment” in ways that encourage appropriate behaviours in children. A qualitative methodological framework with an exploratory research design was used. A total of 12 preschool teachers from both community-based preschools and primary schools with a Grade R programme were recruited. Data were collected with semi-structured interviews and analysed thematically in accordance with Braun and Clarke (2006). Participants’ rights such as informed consent, anonymity and confidentiality were guaranteed throughout the research process. Ethics guidelines stipulated by the Humanities and Social Sciences Research Ethics Committee at the University of the Western Cape were strictly adhered to. The main findings were that preschool teachers understand socio-emotional development as consisting of inter- and intrapersonal skills. Teachers viewed themselves as role models who encourage and model appropriate and prosocial behaviour in the classroom. Lastly, preschool teachers view age appropriate development in all areas as absolutely essential for school readiness.
39
McClellan, Robin Wade. "The Association between Type of Preschool Experience and Student Achievement of Economically Disadvantaged Students in Four Northeast Tennessee Schools." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etd/1082.
Full textAbstract:
The purpose of this study was to determine if an association exists between preschool experience and student achievement in third grade as reported by criterion referenced Tennessee Comprehensive Assessment Program (TCAP) scores in four schools in northeast Tennessee with at least 80% of its students receiving free or reduced lunch. The variable under study was the presence and type of preschool experience.
Descriptive statistics were employed to present school demographic data. A causal comparative approach utilizing convenience sampling was the foundation for this study. Analyses of variance (ANOVAs) were used to investigate differences in achievement as categorized by varying preschool experiences.
An analysis of the results indicated mixed results. A significant difference was found only in the content area of math. Post hoc tests revealed a difference that favored students with private preschool experience as opposed to state- or federally-funded preschool experience. No significant differences were found in any other content area. A two-way analysis of variance was conducted to evaluate the interaction between preschool experience and gender on reading/language arts, math, science, and social studies scale scores. No significance was found to indicate an interaction between preschool experience and gender.
Cross-tabulated tables were also used to determine the percentage of students in each preschool category that achieved advanced, proficient, or below proficient status as determined by Tennessee state guidelines. The highest percentages of students achieving advanced status in each content area were those with private preschool experience.
40
Ritz, Elizabeth Coleman. "WHAT PARENTS EXPERIENCE AS THEY NAVIGATE HOME AND SCHOOL SHARED LITERACY PRACTICES WITH THEIR PRESCHOOL CHILDREN: A NARRATIVE INQUIRY." Kent State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=kent149890872870899.
Full text
41
Netherland, Judy L. "A comparison of students' and parents' habits and attitudes toward reading in Title I and non-Title I schools." [Johnson City, Tenn. : East Tennessee State University], 2004. http://etd-submit.etsu.edu/etd/theses/available/etd-1101104-172425/unrestricted/NetherlandJ111204f.pdf.
Full textAbstract:
Thesis (Ed.D.)--East Tennessee State University, 2004.<br>Title from electronic submission form. ETSU ETD database URN: etd-1101104-172425 Includes bibliographical references. Also available via Internet at the UMI web site.
42
McLaughlin, Marc D. "Optimal Parenting Behaviors in Early Adolescents’ Relationships with Numerous Adults: Preliminary Survey Development and Factor Analysis." Miami University / OhioLINK, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=miami1111780797.
Full text
43
McLaughlin, Marc D. "Optimal parenting behaviors in early adolescents' relationships with numerous adults preliminary survey development and factor analysis /." Connect to this document online, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1111780797.
Full textAbstract:
Thesis (M.A.)--Miami University, Dept. of Psychology, 2005.<br>Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).
44
Moura, Taís Aparecida de [UNESP]. "Práticas de alfabetização de professoras alfabetizadoras iniciante e experiente no 1º ano do Ensino Fundamental." Universidade Estadual Paulista (UNESP), 2016. http://hdl.handle.net/11449/137843.
Full textAbstract:
Submitted by TAIS APARECIDA DE MOURA null (tais.ap.moura@hotmail.com) on 2016-04-07T17:10:11Z
No. of bitstreams: 1
Dissertação, Taís Ap. de Moura, Mestrado em Educação Escolar, UNESP Araraquara, 2016.pdf: 2116875 bytes, checksum: d993c7ab0c83a996fbf8cf301fbc6ea3 (MD5)<br>Approved for entry into archive by Felipe Augusto Arakaki (arakaki@reitoria.unesp.br) on 2016-04-08T11:23:58Z (GMT) No. of bitstreams: 1
moura_ta_me_arafcl.pdf: 2116875 bytes, checksum: d993c7ab0c83a996fbf8cf301fbc6ea3 (MD5)<br>Made available in DSpace on 2016-04-08T11:23:58Z (GMT). No. of bitstreams: 1
moura_ta_me_arafcl.pdf: 2116875 bytes, checksum: d993c7ab0c83a996fbf8cf301fbc6ea3 (MD5)
Previous issue date: 2016-02-20<br>Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)<br>Com um olhar mais atento às práticas de alfabetização, no 1º ano do Ensino Fundamental, retratou-se neste estudo a atuação de duas professoras alfabetizadoras com tempos de docência diferenciados. Para tanto, a presente dissertação teve como objetivo investigar e analisar as práticas de alfabetização realizadas por uma professora iniciante e uma professora experiente, considerando os elementos da gestão da matéria e da classe presentes na interação das aulas de alfabetização. O referencial teórico baseou-se em autores como Gimeno Sacristán e Gauthier que fundamentam a prática docente, enquanto Huberman, Gonçalves, Marcelo Garcia, Guarnieri e Lima trouxeram subsídios para tratar das fases da docência e às práticas de alfabetização tiveram por base os estudos de Soares e Carvalho. A pesquisa qualitativa, de base empírica, foi desenvolvida numa escola estadual do interior do Estado de São Paulo, norteada pela seguinte problemática: Como as professoras alfabetizadoras iniciante e experiente realizam suas práticas de alfabetização nos anos iniciais do Ensino Fundamental? Quais são os elementos da gestão da matéria e da classe que estão presentes na interação das aulas de alfabetização? Utilizou-se como instrumentos de coleta de dados a observação das aulas realizadas pelas professoras iniciante e experiente, num período de três meses e realizou-se uma entrevista semiestruturada. Os dados obtidos foram organizados em três eixos temáticos: A natureza do processo de alfabetização; A gestão da matéria e os aspectos significativos para alfabetizar; A gestão da classe e o estilo de alfabetizar. A partir de uma análise comparativa, os resultados revelaram que o tempo de docência acaba influenciando no encaminhamento da gestão da matéria, mas não é um fator determinante na gestão da classe, sendo que entre as práticas de alfabetização da iniciante e experiente há mais diferenças, do que semelhanças. Constatou-se o quão complexo é o tema da alfabetização, o que confirma a hipótese levantada nessa pesquisa, ou seja, ambas as professoras apresentaram dificuldades para alfabetizar. Conclui-se que, seja o professor iniciante ou experiente, é preciso haver comprometimento com suas escolhas, condutas e manejo do ensino, porque não dá para aceitar improvisações e tentativas no processo de alfabetização.<br>With a closer look at literacy practices in the 1st grade of elementary school, this study portrayed the performance of two literacy teachers with different teaching times. For this purpose, the present work aims to investigate and analyze literacy practices carried out by a beginner teacher and an experienced teacher, considering the elements of the management of subject and class present in the interaction of literacy classes. The theoretical framework was based on authors such as Gimeno Sacristán and Gauthier underlying the teaching practice, while Huberman, Gonçalves, Marcelo Garcia, Guarnieri and Lima brought subsidies to address the stages of teaching and literacy practices were based on studies by Soares and Carvalho. The qualitative research, in an empirical basis, was developed in a public school in the city of São Paulo state, guided by the following problems: How the beginner and experienced literacy teachers perform their literacy practices in the early years of elementary school? What are the elements of the management of subject and class that are present in the interaction of literacy classes? It was used as data collection instruments the class observation of a beginner and an experienced teacher for a period of three months and held a semi-structured interview. Data were organized into three main themes: The nature of the literacy process; The management of subject and the significant aspects of literacy; The management of the class and style of literacy. From a comparative analysis, the results revealed that the teaching time is up influenced in directing the management of the subject, but it is not a determining factor in class management, and between beginner literacy practices and experienced for over differences, than similarities. It was noted how complex is the theme of literacy, which confirms the hypothesis in this research, that is, both teachers had difficulties to teach literacy. In conclusion, whether beginner or experienced teacher, there must be commitment to their choices, behavior and management of teaching, because you can not accept improvisation and attempts in the literacy process.
45
Mack, Tony. "To delight and to profit : are schools in the early childhood area being offered a markedly different theatre experience since December 1991, when the Australia Council Drama Committee changed its funding guidelines? /." Title page, preface and contents only, 1994. http://web4.library.adelaide.edu.au/theses/09AR/09arm153.pdf.
Full text
46
Almeida, Renata Provetti Weffort. "Formação da criança: um estudo sobre a avaliação na educação infantil." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/10429.
Full textAbstract:
Made available in DSpace on 2016-04-27T16:32:52Z (GMT). No. of bitstreams: 1
Renata Provetti Weffort Almeida.pdf: 7037981 bytes, checksum: 19342d9b8d6b904c312102daf5681cfb (MD5)
Previous issue date: 2014-01-20<br>This research aims to analyze the relationship between assessment and how early childhood education is designed and put into practice. In order to answer this question the following objectives were listed: 1) to analyze the educational policies on school evaluation in the early childhood education. 2) to discuss the effects of Psychology on school evaluation; 3) to describe how children are assessed in preschool in relation to the means and criteria adopted regarding social behaviors, reading, writing and art; The survey was conducted in the city of São Paulo, in 2011, in two different schools of early childhood education a public and a private one with groups from the preschool level. In each school two classrooms were selected, for a total of four groups. In both schools 1) the instruments that involved the evaluation process, such as diagnostic activities and reports/records of school performance assessment and 2) the official documents for children education published by the Ministry of Education and the São Paulo City Hall were analyzed. The theoretical perspective is based on the Critical Theory of Society, giving special attention to the studies, which deal with formation, experience and technological rationality. These concepts contribute to the understanding of the processes by which individual formation in this case children development and the possibilities of experience offered by the school occur. Generally speaking, the conclusion of this research is that the relationship between assessment and early childhood education tends to express a standardized and pre-determined perspective of children development to the detriment of the possibility of formative experiences aimed at reflection and training<br>Esta pesquisa tem como objetivo analisar a relação entre a avaliação e o modo como a educação pré-escolar é concebida e colocada em prática. Para responder a este questionamento, foram elencados os seguintes objetivos específicos: 1) analisar as políticas educacionais referentes à avaliação escolar na Educação Infantil; 2) discutir os efeitos da Psicologia na avaliação escolar; 3) descrever e analisar como as crianças são avaliadas na pré-escola, quanto aos meios e critérios adotados, no que se refere aos comportamentos sociais, leitura e escrita e arte. A pesquisa foi realizada em duas escolas de Educação Infantil, uma pública da rede municipal de São Paulo e uma privada do mesmo município, no ano de 2011. Em cada uma das escolas, foram selecionadas duas salas de aula, perfazendo um total de quatro salas. Nas duas escolas foram 1) analisados os instrumentos que envolvem o processo de avaliação, tais como atividades diagnósticas dos alunos e relatórios/fichas de avaliação do aproveitamento escolar; e, 2) os documentos oficiais para a Educação Infantil, publicados pelo Ministério da Educação e pela Prefeitura de São Paulo. A perspectiva teórica tem como referência os estudos dos pensadores da teoria crítica da sociedade, sobretudo os que tratam da formação, experiência e racionalidade tecnológica. Tais conceitos contribuem para a compreensão dos processos pelos quais ocorre a formação do indivíduo neste caso a formação das crianças , e as possibilidades de experiência oferecidas pela escola. Em linhas gerais, a conclusão da presente pesquisa é a de que, tendencialmente, a relação entre avaliação e Educação Infantil expressa uma perspectiva padronizada e pré-determinada do desenvolvimento das crianças, em detrimento da possibilidade de experiências formativas que visem à reflexão e à formação
47
Lessard, Sean Michael. ""Two-stones" stories: shared teachings through the narrative experiences of early school leavers." Master's thesis, 2010. http://hdl.handle.net/10048/1402.
Full textAbstract:
The purpose of the research study was to inquire into the experiences of youth who leave school before graduating with a high school diploma. Through the narrative inquiries into the life and school stories of the participants, several threads are identified, providing opportunity for further reflection on current school policies and practices. The research study shows that the life and the school stories of youth are not separate but are interrelated in ways that add to the complexity of the issues facing youth in contemporary school settings.<br>Special Education
48
Karim, Allia. "Exploration of parent involvement and experiences with integrated services." 2004. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=95076&T=F.
Full text
49
Newman, Julie E. "Exploring early adolescents' adjustment across the middle school transition : the role of peer experiences and social-cognitive factors /." 2003. http://www.library.umaine.edu/theses/pdf/NewmanJE2003.pdf.
Full text
50
"Testifying: A case study of students' perceptions of experiences as members of a school-based youth court at an early college high school." THE UNIVERSITY OF NORTH CAROLINA AT GREENSBORO, 2009. http://pqdtopen.proquest.com/#viewpdf?dispub=3338741.
Full text