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1
Perez, Francisca. "Engelska förkunskaper över tid -Elevers förändring i engelska förkunskaper över tid." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-67738.
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The English language is becoming more common in our society. Research shows that students learn English in their spare time as well as in the classroom. The purpose of the study is to investigate teachers’ experiences of students’ previous knowledge in English, if it has changed over time in speech and vocabulary and what sources the teachers perceive that the students meet in their spare time. I considered it appropriate to use qualitative data collection in the form of semi structured interviews with experienced teachers. The result shows that the teachers in my study can see a change in previous knowledge over time and that the sources are often connected to the internet. I found that both the previous research and the results of my data in this study agree that extramural English is rewarding for students’ English knowledge. There has been a big change in an increased level of previous knowledge in English. An important conclusion is that this increase of previous knowledge contributes to greater variation of knowledge among students, which puts higher demands on teachers to individualize the teaching.
2
Andersson, Rolf. "The Introduction of English at the Junior Level of the Swedish Comprehensive Compulsory 9-year School : A study of perceived knowledge in relation to motivation conducted among 3rd grade students." Thesis, Karlstads universitet, Avdelningen för språk, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-9534.
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Abstract Titel: The Introduction of English at the Junior level of the Swedish 9-Year Comprehensive Compulsory School: A study of perceived knowledge in relation to motivation conducted among 3rdgrade students. Författare: Andersson, Rolf Engelska C, 2011 Antal sidor: 26 Abstract: This paper focuses on perceived knowledge of students at the junior level of the comprehensive compulsory 9-year school, as this has an impact on their motivation to study the language. The national curriculum of 2011 assumes that English is introduced at an early stage, during the junior level. The purpose of this paper is to examine how students who start English in the first grade, according to the recommendations of the curriculum, relate to the subject. The paper contains a bibliography section, where I present language research concerning foreign language introduction, language acquisition and motivation, followed by a presentation of a historical view on second language learning in Sweden, and then an investigation conducted by a questionnaire. The purpose of the investigation is to measure the students’ perceived knowledge of English, as this affects their motivation. The investigation is limited to two third grade classes in a junior level school in a rural, scarcely populated municipality in the south-west of Sweden. All in all 40 students took part in the study. The aim of the paper is to answer the following question: How do the pupils regard their own achievements in English? The students have a general ability to evaluate their personal achievements and knowledge subjectively. They seem quite confident about their listening and speaking skills. The most difficult language segment, writing, where the language skills and requirements are most clearly defined, is the language area where the students feel that their ability is weaker. All students, with one exception, agree that language studies are important for them. What the study also shows is the variety of languages that students wish to study, i.e. Chinese and Japanese together with Spanish, Greek and sign languages show how the 9-year-old students are aware of the world around them. The reason why this investigation has been conducted is to investigate the students’ perceived knowledge as this has an impact on their motivation to study the language. Nyckelord : Early English introduction, English at the junior level, perceived knowledge, motivation.
3
Kozica, Saida, and Marcus Falk. "Religion Education in the early school years." Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31848.
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Vi tycker det här ämnet är viktigt och passar bra in i vår verksamhetsförlagda tid och i vår utbildning som en framtida lärare. Det är viktigt att vi redan i tidig ålder försöker informera våra elever att vi alla som lever i detta samhälle har fler likheter än olikheter och genom att tala kring detta så kan man få bort begreppen vi och de. Rasism är byggd på fördomar, därför tycker vi det är viktigt att man börjar tala kring religion redan tidigt i åldrarna. Vi anser att genom att vi diskuterar olika religioner i klassrummen så skapar eleverna förståelse till dessa religioner, denna förståelse kan vara väldig väsentlig för dem i deras vuxenliv. I detta arbete försöker vi få fram vad elever anser om religion, vad som intresserar dem. Detta gör vi med hjälp av enkäter, vi har valt två olika skolor som skiljer sig både var de ligger och hur mångkulturell skolorna är. Genom enkäterna så tänkte vi försöka få fram likheter och skillnader mellan de. Vi försöker också få fram hur olika lärare arbetar inom religion och hur de försöker integrera det i undervisningen. För att få fram detta resultat har vi valt att användas av intervjuer, där vi har intervjuat lärare på två olika skolor.
4
Wang, Baorong, and 汪宝荣. "Lu Xun's fiction in English translation: the early years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B46969081.
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Mourão, Sandra Jones. "English picturebook illustrations and language development in early years education." Doctoral thesis, Universidade de Aveiro, 2012. http://hdl.handle.net/10773/9180.
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Doutoramento em Didáctica e Formação<br>Este estudo investiga a influência da interação imagem-texto de três álbuns
ilustrados de língua inglesa no desenvolvimento do repertório linguístico de
crianças pré-leitoras. Numa metodologia de estudo de caso, adotando uma
abordagem qualitativa e socio construtivista num contexto real de educação
pré-escolar, três grupos de crianças portuguesas foram filmados ao longo de
várias sessões de leitura repetida em voz alta e em inglês, e de sessões de
recontos trabalhados em pequenos grupos. Após a transcrição das gravações,
o corpus resultante foi analisado com base numa teoria fundamentada de
compreensão literária e em escalas de leitura emergente. Os resultados
mostraram que as crianças adotaram uma postura fortemente analítica face
aos álbuns, direcionando as suas respostas para as ilustrações e usando-as
como apoio na construção de significados. Os resultados mostraram também
que cada interanimação visual e verbal ofereceu diversas oportunidades para o
uso das línguas em presença, o português e o inglês, tendo o formato e a
estrutura inerentes a cada álbum contribuído de forma muito relevante para as
respostas das crianças. Contudo, os álbuns com uma dinâmica imagem-texto
mais complexa proporcionaram um maior envolvimento das crianças,
provocando mais discussão em torno das ilustrações e criando mais
oportunidades para mediação do uso da segunda língua. Os resultados
revelaram ainda a importância da interação durante as leituras repetidas, na
compreensão e na análise narrativa, num processo de desenvolvimento da
linguagem. Com base nestes resultados, apontam-se conclusões, com
implicações para os contextos educativos, quer ao nível da língua materna,
quer ao nível da segunda língua, nomeadamente em relação: à seleção de
álbuns e à valorização das ilustrações e ainda à importância de leituras
repetidas em voz alta e à discussão realizada pelas crianças.<br>The purpose of this study was to investigate how the picture-word dynamic
within three English picturebooks affected childrenʼs linguistic repertoire and
language development. Using a qualitative case study approach and adopting a
socio-constructivist stance in a naturalistic setting, three groups of pre-literate
Portuguese children were filmed during whole class repeated read alouds in
English and small group retells. Upon transcription, the resulting corpus was
analysed using a grounded theory of literary understanding and emergent
reading scales. The findings showed that children took an overwhelmingly
analytical stance towards the picturebooks, directing their responses to the
illustrations and using them to support meaning making. It was found that each
visual and verbal interanimation provided distinct opportunities for language
use, and furthermore that the format and structure inherent within each
picturebook contributed to the childrenʼs responses. However, the picturebooks
at the more complex end of the picture-word dynamic afforded a more active
involvement from the beholder, provoking more discussion around the
illustrations and increased opportunities for the childrenʼs linguistic repertoires
to mediate second language development. In addition, the results revealed the
importance of interaction during repeated readings in supporting childrenʼs
analysis of narrative and language development. Assertions are made based
on these results, with implications in both mother tongue and second language
classrooms, in relation to picturebook selection and valuing the illustrations, the
importance of repeated read alouds and child-initiated discussion.<br>El objetivo de esta tesis fue investigar cómo la dinámica imagen-palabra de
tres libros álbum en inglés influyó en el al repertorio lingüístico y en el
desarrollo del lenguaje de los niños. Se trata de un estudio de caso con
enfoque cualitativo para el que se adoptó una perspectiva socio-constructivista
en un entorno naturalista. Se filmó a tres grupos de niños portugueses de preescolar
durante la hora de clase en la que se realizaron repetidas lecturas en
voz alta y una actividad consistente en volver a contar el cuento ilustrado en
pequeños grupos. Tras la transcripción de las grabaciones, se analizó el
corpus resultante mediante teorías de comprensión literaria y niveles de lectura
emergente. Los resultados mostraron que los niños adoptaron una postura
abrumadoramente analítica hacia los libros álbum, haciendo uso de las
ilustraciones para apoyar sus respuestas. Se encontró que cada intercambio
visual y verbal brindaba diferentes oportunidades para el uso del lenguaje, y
más aún, que el formato y la estructura inherente de cada libro álbum influía en
las respuestas de los niños. Además, los libros álbum que contenían una
dinámica de imagen-palabra más compleja provocaron una participación más
activa del espectador, provocando más debate en torno a las ilustraciones y
aumentando las oportunidades de los repertorios lingüísticos de los niños para
desarrollar una segunda lengua. Además, los resultados revelaron la
importancia de la interacción durante las lecturas repetidas para el análisis de
la narrativa y para el desarrollo del lenguaje de los niños. Estas afirmaciones
se fundamentan en los resultados del estudio y tienen implicaciones
pedagógicas tanto para la clase en lengua materna como en segundas
lenguas, tales como la selección de libros álbum y la valoración de las
ilustraciones; la importancia de la lectura repetida en voz alta; y las discusiones
iniciadas por los niños.<br>Cette étude a comme objet de recherche les effets de lʼinteraction entre lʼimage
et le texte de trois albums illustrés en langue anglaise sur le répertoire
linguistique dʼun groupe dʼenfants portugais. Dans le cadre dʼune étude de cas,
tout adoptant une approche socioconstructiviste dans un contexte réel
dʼéducation, trois groupes dʼenfants portugais en phase de pré-alphabétisation
ont été filmés au cours de plusieurs séances de lectures répétées, en voix
haute, en anglais, ainsi que de contes/racontages travaillés en petits groupes.
Après avoir transcrit les enregistrements vidéo, le corpus a été analysé a partir
dʼune théorie fondée sur la compréhension littéraire avec une grille dʼanalyse
des niveaux de lecture émergente. Les résultats obtenus ont démontré que les
enfants ont adopté une attitude analytique face aux albums, en conduisant
leurs réponses vers les illustrations et en sʼy appuyant pour la construction du
sens. Les résultats ont aussi montré que chaque inter-animation visuelle ou
verbale a offert des opportunités distinctes dʼutilisation des langues en
présence, le portugais et lʼanglais. Le format et la structure inhérents aux
albums semblent avoir aussi contribué aux réponses des élèves. Néanmoins, à
un niveau plus complexe de la dynamique image-texte, les albums permettent
une interaction plus active de lʼenfant, tout en incitant à une discussion plus
élevée autour des illustrations et à une médiation de lʼusage de la deuxième
langue. De plus, les résultats ont révélé lʼimportance des interactions entre les
enfants, pendant les lectures répétées, pour la compréhension et lʼanalyse
narrative. Lʼanalyse des résultats de lʼétude conduit à dʼimportantes
implications éducatives, soit au niveau de la langue maternelle, soit au niveau
dʼune deuxième langue, notamment par rapport à la sélection des albums et à
la valorisation des illustrations; à lʼimportance de lectures orales répétées et à
lʼinitiation des enfants à la discussion.
6
Miller, Linda Kathleen. "Literacy development in the pre-school years." Thesis, University of Hertfordshire, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365930.
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7
Falestål, Rebecka, and Axel Isholt. "Bild, musik och rörelse i engelskundervisningen i årskurserna 1-6 : Kan bild, musik och rörelse främja lärandet i engelska i årskurserna 1-6." Thesis, Umeå universitet, Institutionen för språkstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-65603.
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This is a qualitative study aiming to find out how and why teachers work with art, music and movement in the English subject in the early years. In this study we have conducted a background study of previous research and as a starting point and as a point for reference we have relied on education policy documents like The Common European Framework of Reference for Languages and the Swedish curriculum for the English school subject. Our research has consisted of interviews with six teachers and ten observation occasions in a total of three different primary schools. Our result show that there seems to be a consensus in both theory and praxis when it comes to integrating art, music and movement in learning and teaching of English in the early school years. The use of methods including art, music and movement in early language learning seems to promote the language development for all students but especially for young learners that require extra support for their language development.
8
Jones, Caroline A. "Special educational needs : identification and assessment in the early years." Thesis, University of Warwick, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340549.
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Lilley, Patricia Rosemary. "Implementing local education authority policy : four year olds in school." Thesis, University of Hertfordshire, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302244.
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Chan, How-kei. "Academic achievement among secondary school students : the effects of language of instruction during primary school years /." [Hong Kong] : University of Hong Kong, 1991. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14400285.
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Langeborg, Liselott. "Readability : an Analysis of English Textbooks for Swedish School Years 7-9." Thesis, University of Gävle, University of Gävle, Department of Humanities, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-7606.
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<p>The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series <em>Good Stuff</em>, <em>Happy</em>, <em>Time </em>and <em>Wings. </em>The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.</p>
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Liang, Luyao, and 梁露堯. "Depicting Chinese parenting during the early years : a systematic review of the English language literature." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/209648.
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Chinese parenting has received considerable attention from researchers around the globe. The aim of this study was to conduct a systematic review of the scholarly literature on Chinese parenting to determine how it has been conceptualized in the English language literature. A search of relevant keywords in electronic databases and reference lists of publications was conducted, followed by a narrative synthesis of the findings. Results show that the existing literature focused on the following six interrelated topics/themes: (i) different aspects/components of Chinese parenting (beliefs, values, practices and goals); (ii) relationships among parenting components; (iii) comparisons between Chinese and non-Chinese parents; (iv) parenting and child outcomes; (v) parenting styles; and (vi) factors that influence Chinese parenting. In general, existing studies examined Chinese parenting through describing parenting values, beliefs, practices and styles, and investigating the interrelationships between goals, practices and child outcomes. Implications and limitations of the review are discussed.<br>published_or_final_version<br>Education<br>Master<br>Master of Education
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Tang, Fengling. "A comparative ethnographic case study of the early years curriculum in Chinese and English settings." Thesis, University of Roehampton, 2008. https://pure.roehampton.ac.uk/portal/en/studentthesis/a-comparative-ethnographic-case-study-of-the-early-years-curriculum-in-chinese-and-english-settings(9bda895a-0a09-4fea-ae0a-1b0b81675dc8).html.
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This study aims to explore how similarities and differences in early years curriculum practice are constructed in selected Chinese and English settings and how this can be identified from the perspectives of the research participants. The aim of the study made an ethnographic approach the most suitable. Data collection methods used were participant observations, open-ended questionnaires, semi-structured and unstructured interviews, and informal conversations. A case study of one Chinese kindergarten and one English nursery school was conducted between August 2005 and July 2006. The major findings have been located in three levels of analysis – the micro, meso, and macro. The micro level reveals the prevalence of direct teaching in the process of language, mathematics and arts activities in the Chinese setting whilst the English setting shows a tendency that the children play a major part in their learning process. Children’s free-flow play activities in both the settings share much more similarities than differences in that children’s dynamics, concentration, curiosity, imagination, and creativity are fully evidenced. The meso level mainly looks into the research participants’ perspectives on issues underpinning the early years curriculum such as the relationship between the curriculum, teaching and play, views of childhood and the ways for children’s learning. For example, contested childhood is strongly voiced among parents in the Chinese and English settings and is represented in their romantic idea of ‘a happy childhood’ with an emphasis on children’s play, well-being, and positive interactions with others and in their anxiety about childhood pressure with regard to children’s learning. The macro level explains that the curriculum practice in the Chinese setting is closely associated with Basil Bernstein’s concept of visible pedagogy whilst the English setting shows a strong link to his notion of invisible pedagogy. Visible pedagogy is characterised as strong classification and framing, which is identified by direct teaching, the low status of play, and a one-way direction of teacher-child interactions in the Chinese setting. Indirect teaching, the dominance of play, a two-way direction of practitioner-child interactions, and the dynamic of child-child interactions in the English setting are indicators for invisible pedagogy centring around weak classification and framing.
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Woods, Annette. "The contexts and purposes of school literacy pedagogy : 'failing' in the early years /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe.pdf.
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Jönsson, Emelie. "Den tidiga läs- och skrivutvecklingen - The development of literacy during early school years." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-34764.
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Arbetet med den tidiga läs- och skrivundervisningen hos sex intervjuade lärare skildras i denna studie. Syftet är att redogöra för idag verksamma lärares undervisning av tidig läs- och skrivutveckling samt bringa klarhet i huruvida de använder sig av specifika metoder som stöd i arbetet. Vilka metoder är i sådana fall aktuella och arbetar samtliga lärare på samma sätt? Studien avser även ta del av hur elevers individuella behov bemöts i undervisningen samt hur lärarna i studien arbetar för att möta eleverna på den kunskapsnivå de befinner sig. Empirin grundar sig i semistrukturerade kvalitativa intervjuer för att få djup och helhet inom undersökta företeelser. Studiens resultat visar att det inte finns någon specifik uttalad metod de intervjuade lärarna arbetar efter, detta gäller såväl den tidiga läsutvecklingen som den tidiga skrivutvecklingen. Dock kan gemensamma synsätt på undervisningen och inlärning skönjas då samtliga verksamma lärare ser fonologisk medvetenhet och formaliserad bokstavsträning som grundstenar i undervisningen.
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Gregory, Evelyn Elsie. "The nature and significance of boundary negotiation between teachers and children from "non-school-oriented" backgrounds in early school reading lessons." Thesis, University College London (University of London), 1992. http://discovery.ucl.ac.uk/10018655/.
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Children from families which do not share the language, culture or social class of the teacher are often viewed as 'disadvantaged' when they enter school. It comes as no surprise to teachers when these children experience problems in beginning reading in the classroom. The teachers' expectations are backed up by statistics showing that children from 'non-school-oriented' backgrounds are less likely to succeed at all stages in their school careers. Explanations for lack of progress are sought in the children's linguistic, cultural or cognitive deficiency or, most recently, in their inexperience of narrative and literature from home. Within this framework, children from 'non-schooloriented' backgrounds who step quickly and easily into reading in school can be explained only as 'exceptions' whose progress is beyond the teachers' control. In this study, I examine the origins of the teachers' beliefs. Using the example of two children from 'nonschool- oriented' families who make very different progress in early reading lessons as a starting-point, I question the validity of explanations grounded in the deficit of the child and the home. I then propose a new focus of attention; the interaction between teacher and child and their negotiation of the reading task during group and individual lessons. Through ethnographic and ethnomethodological approaches to studying the interaction between a group of children, their families and the teacher during the first eighteen months in school, I argue that a child's early reading progress does not depend upon entering the classroom from a 'school-oriented' home but an ability to engage in a specific pattern of dialogue and turn-taking with the teacher during early reading lessons. Ultimately, it depends upon the child being able to negotiate a joint interpretation of the reading task with the teacher.
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Yukina, Kazuo. "Exploring relationships between English proficiency and individual factors during junior high school years in Japan /." Electronic version of text Electronic version of summary Electronic version of examination, 2003. http://www.wul.waseda.ac.jp/gakui/honbun/3635/.
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Brinn, Michelle. "Exploring intercultural understanding through home-school communication in an international school." Thesis, University of Bath, 2015. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.665419.
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This inquiry was prompted by a desire to understand ‘partnership working’ (DfE, 2012, p.3) with the diverse parental body of a British International School Pre-Nursery based in Bangkok. It was hypothesised that this necessitated the co-construction of a shared understanding between home and school about a child’s learning. Nonetheless, the manner in which this could be achieved was unclear. Consequently, an explorative case study was instigated to gain a greater understanding of home-school interactions within this context. Influenced by Early Years policy and literature, as well as concepts of dialogue and interculturalism, it was hypothesised that involving parents within the redevelopment of a reporting and assessment tool may support the co-construction of a shared understanding about the child as a learner. Accordingly, a series of parental meetings were organised to elicit parental views. The parental meetings were illuminating and prompted the adaptation of a range of tools and artefacts to scaffold parents into a greater understanding of Pre-Nursery pedagogy and to engage them in a learning dialogue with school. At the completion of the study, evidence indicated that the development of a shared understanding between home and school had been achieved. This suggested that integrating conceptions of scaffolding and co-construction within home-school communication enhanced the potential for partnership working. Nonetheless, the complexities of engaging with the diverse parental body found within international education were also highlighted. In addition, the inquiry highlighted the difficulties of sustaining and extending practice innovations. It was concluded that further research may be necessary to fully understand partnership working within this context and to develop the consistent whole school approach deemed necessary to support its implementation.
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Logan, Muriel L. "Creating educational experiences through the objects children bring to school." Thesis, University of Stirling, 2014. http://hdl.handle.net/1893/21152.
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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.
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Lumsden, Eunice. "Early Years professional status : a new professional or a missed opportunity." Thesis, University of Northampton, 2012. http://nectar.northampton.ac.uk/4494/.
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Prior to 1997, an integrated legislative and policy approach to meeting the educational and care needs of children and young people, in the English context, had been absent. Separatist rather than integrated models of service delivery prevailed. In the early years specifically, research findings have supported the growing recognition internationally about the importance of good quality Early Childhood Education and Care, both economically and for later life achievements. In England, the former Labour Government (1997-2010) began to address the issues through a raft of policy initiatives, including the Childcare Act 2006 which removed the distinction between education and care in the early years. This Act introduced the Early Years Foundation Stage and the Early Years Professional, a new inter-disciplinary professional status and role imposed at graduate level, rather than grown organically. This unprecedented step also took government involvement in the professions to a new dimension as it involved itself explicitly in orchestrating a new graduate level profession. The range of training routes to achieve Early Years Professional Status and the backgrounds of those being researched are complex and evolving. Therefore, the overarching aim of this research was to explore the development of professional identity through a critique of the concept, implementation and impact of Early Years Professional Status as a new professional role and status. Mixed methods were used to support a pragmatic, flexible approach to gathering the collective and individual perceptions of those who undertook the pilot in 2006 and those who commenced one of the four pathways to Early Years Professional Status in 2007. Questionnaires, interviews and a focus group were undertaken to gather insights at the start of the process, after the award of the status and a year later. The same methods were employed in two phases with stakeholders to add a further dimension to the research. The mixed methods research design was underpinned by Bronfenbrenner’s Bioecological Theory of Human Development, the model being envisaged with the Early Years Professional in the centre, rather than a child. This framework provided positive model for exploring a complex process. The development on Early Years Professional Status has not been linear and there have been several challenges. These include the starting point of a mixed economy of early years provision marked by variation in quality, poor qualification levels, low pay and low status, the initial confusing statement of broad based equivalency to teaching, political change and world recession. These last factors have supported greater understanding of the under theorised Chaotic System that Bronfenbrenner discussed in his final work. The research findings suggest that the development has been overwhelmingly welcomed, despite the lack of a clearly defined professional remit or being afforded the privileges ascribed to other professions. A new flexible professional space in the early years sector and children’s services is emerging at the intersection of health, social care and education. It is occupied by those who are developing a new holistic professional identity and others, who already had an established professional identity as a teacher, for whom completing Early Years Professional Status has been additional training, moving them towards being experts in their field. The training process and standards were affirmed and a community of practice is emerging, who would like to see a Continual Professional Development framework, a code of practice and an induction year for newly qualified Early Years Professionals. The roles of the Early Years Professional and the Early Years Teacher emerged as being complementary but essentially different. Evidenced also suggests that the Early Years Professional is a reflective professional, an advocate for all children and is leading and supporting quality outcomes. They are becoming a catalyst for change. However, the government has failed to recognise let alone celebrate the positive developments resulting from the workforce reform agenda and parents/carers and other professionals lack knowledge about the role, though those with Early Years Professional Status have not recognised their own role as wider change agents. The title Early Years Professional has not been widely welcomed, it is not being actively used and when it is, the acronym EYP prevails. Given this situation it could be opportune to rename the Early Years Professionals as Early Years Pedagogues, to reflect and celebrate a new flexible professional space at the intersection of health, education and social care that is occupied by an holistic leadership professional and an advocate for young children.
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Bourke, Lorna. "Working memory and writing skills in children during the early years of primary school." Thesis, Liverpool John Moores University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.402880.
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Fraser, Val. "Literacy begins at home : a case study approach to the examination of the storybook interactions between parents and their pre-school children." Thesis, University of Nottingham, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.324720.
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Mart, Mehmet. "A comparison of English and Turkish Early Years/Kindergarten teachers' understandings of, and practices in, outdoor activities." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/11563.
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My thesis presents a comparison of English and Turkish Early Years/Kindergarten teachers’ understandings and practices of outdoor activities. Comparative research provides a wider understanding of the two different cultures’ current circumstances in outdoor activities. Such research provides in-depth understanding of educational aspects in different cultures, and produces enhancement opportunities for educational pedagogies (Alexander, 2001). I had been conscious of possible differences in cultural perception of childhood and its temporal effects on historical developments as well as on the way children play and engage in outdoor activities and this informed my approach. This thesis was based on ethnographic research involving two sets of observations and interviews exploring English and Turkish teachers’ perceptions and practices of outdoor activities. The observations and interviews were held both before and after an intervention that I introduced. This intervention used social media to allow teachers to exchange photographs and comments about their outdoor learning practices and share ideas across the two countries. Four main themes emerged from the research: professional learning in the early years, barriers, freedom and pedagogic roles. The interaction that allowed them to see different practices had a notable impact on the teachers; enhancing their approach to outdoor activities and contributing to their professional development. Therefore, this research reveals the importance of cross-cultural research as well as the practicality of the new model: The Online Interactive Professional Learning Model based on the Experiential Learning Theory (ELT).
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Bellis, Joanna Ruth. "Language, literature, and the Hundred Years War, 1337-1600." Thesis, University of Cambridge, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.609852.
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Brooke, Adrian M. "The natural history of pre-school respiratory symptoms and their value in predicting asthma in the early school years." Thesis, University of Leicester, 2000. http://hdl.handle.net/2381/29607.
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To test whether wheeze and cough in pre-school children would predict the presence of asthma later in childhood, a population whose symptoms had been ascertained during the first five years of life were re-sampled when 4-7 years old to measure current symptoms, lung function, atopy, bronchial responsiveness, airway lability and night cough. Of the pre-school groups, 37.9% of wheezers continued to wheeze. Although 36.8% of the coughers continued to cough, only 7.2% had started wheezing, a similar proportion to that seen in the asymptomatic group (6.7%). Wheezers showed the greater BR (geometric mean 1.9 mg/ml) and the highest atopic prevalence (AP) (43.6%) when compared with the asymptomatic (BR: 3.39mg/ml; AP 23.8%) and cough groups (BR; 2.62mg/ml; AP 26.7%) (p=0.0001 and p=0.006 respectively). Children whose wheeze persisted demonstrated the highest level of bronchial responsiveness, the poorest lung function and a high prevalence of atopy compared to normals. A subgroup analysis of the cohort originally aged 3 years showed that compared to those who had outgrown their wheeze, persistent symptoms appeared more likely if children were premature, wheezed without having colds (Odds ratio (OR)=7.25, p=0.001), had mothers who smoked (OR=6.18, p=0.003), had frequent wheezing episodes (OR=19.50, p=0.001), or had nocturnal worsening of wheeze (OR=4.14, p=0.015). Night cough was associated with colder bedrooms in wheezy children (17.7oC Vs 21.56oC, p=0.0159). The study showed that fewer than half of pre-school wheezy children continued to wheeze in the early school years but those with persisting wheeze displayed many clinical characteristics consistent with a diagnosis of asthma. Reassuringly few with pre-school cough progressed to develop asthma characterised by wheeze. Patterns of wheeze and other factors easily identified in pre-school children may help to determine the risk of continuing symptoms. The sleeping environment merits further study.
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Doyle, Sara L. "Transitioning a Lutheran elementary school to meet the needs of English language learners and their families the first two years /." [Denver, Colo.] : Regis University, 2010. http://adr.coalliance.org/codr/fez/view/codr:85.
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Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.
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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences in pupil attainment (age 6) and pupil progress. The administered instruments include: the Mathematics Enhancement Classroom Observation Record (MECORS), a parent/guardian questionnaire, a teacher questionnaire, a head teacher questionnaire and a field note sheet. Results from multilevel analyses reveal that the prior attainment of pupils (age 5), pupil ability, learning support, curriculum coverage, teacher beliefs, teacher behaviours and head teacher age are predictors of pupil attainment (age 6) and/or pupil progress. Residual scores from multilevel analyses also reveal that primary schools in Malta are differentially effective. Of the 37 participating schools, eight are effective, 22 are average and seven are ineffective for mathematics. Also, in eight schools, withinschool variations in teaching quality, amongst teachers in Year 2 classrooms, were also elicited. Illustrations of practice in six differentially effective schools compared and contrasted the strategies implemented by Maltese primary school head teachers and Year 2 teachers. A discussion of the main findings as well as recommendations for future studies and the development of local educational policy conclude the current study.
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Owens, Paula. "Fields of meaning : an enquiry into the development of environmental values in the early school years." Thesis, University of Kent, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.422734.
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Moody, Jolie. "An exploration of what contributes to sustaining adult-child interactions in an Early Years Forest School." Thesis, University of Newcastle upon Tyne, 2017. http://hdl.handle.net/10443/3925.
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The early years of a child's life are crucial for their development; within the UK there has been an increase in the care and educational provision provided for children under the age of five. The Early Years Foundation Stage (EYFS) was introduced in 2008 to provide a framework for consistent, high quality learning environments for children up to the age of five years. Chapter one, provides a meta-ethnographic review of literature exploring what research suggests supports children's language and communication in the outdoor environment within the EYFS. Relationships, environmental influences and child-led exploration were highlighted as supporting children's language and communication within this environment. Adults appeared to be a pivotal aspect in each of these areas. In the studies analysed the main form of data collection was through observations of the children and practitioners in the outdoor environment with some informal conversations with staff. There appeared to be a lack of in depth understanding of what the staff themselves thought supported their interactions with children in the outdoor environment. Chapter two (The Bridging Document) aims to link the meta-ethnography and the empirical research project, it explains my personal interest and motivation for carrying out this research. It considers my conceptual framework and the influence this has had on the way in which the empirical research was carried out. Chapter three, (Empirical Research report), used a collaborative action research approach with early years staff during three of their Forest School sessions. The research explored the following question: Using a collaborative inquiry, what does staff dialogue reveal in relation to what might contribute to developing sustained shared thinking in a Forest School? Within the analysis the following themes were constructed: the role of the adult, conducive environment, active learners and positive relationships. The research findings were placed within the context of existing research into sustained shared thinking, alongside theories of learning, interaction and environmental affordances. Implications for Educational Psychologist's and future research are discussed.
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Withey, Linda. "An investigation of approaches to the teaching and learning of English as a second language in early years settings." Thesis, University of Bolton, 2013. http://ubir.bolton.ac.uk/652/.
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The numbers of children in primary education (UK) who have English as a second or additional language is increasing, to the point that in some areas English speaking pupils are in the minority (Guardian 2013). How such children are being taught English language skills became the impetus for the research. The focus of the study is on examining, the effectiveness of differing approaches to the teaching of English as a second language, the role of second language learner support, and the strategies used to communicate effectively with parents. This is a longitudinal study conducted over a three year period, as it follows a cohort of children from reception to year 2. In participation were 5 primary schools, 15 members of staff, around 150 children and 100 parents. The methodology involved the observation of children, and staff; interviews with staff; focus groups with parents; an analysis of national policy and literacy initiatives. The findings revealed that across different schools the common feature was for the class teacher to take overall responsibility for the planning and implementation of strategies for teaching English. The role of support staff varied depending on the cultural make-up of the school. One significant difference was the extent to which creativity was employed in teaching; this was one factor that appeared to have the greatest impact on successful outcomes. The role of adult learner support was inconsistent, as was the opportunity for children to engage in peer tutoring with those who spoke English as their first language. All settings set out to establish strong links with parents, and acted in response to local needs. The major implications of the study are on the need to address issues of cultural awareness, and specific second language teaching as part of both initial and in service training for teachers; the training of bi-lingual support workers needs to be more rigorous. One very clear aspect emerging from the study is the difference between schools and, therefore the educational experiences of children.
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Nygren, Sofie. "Extramural English in the Swedish school : A teacher perspective on practices related to extramural English in Swedish schools in years F-3." Thesis, Högskolan Dalarna, Institutionen för lärarutbildning, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:du-36512.
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English is a globally used language and with the emergence of the digital era, it surrounds usall over the world. This had led to pupils in Sweden meeting English even outside school,which is a concept called extramural English, EE in short (Sundqvist, 2009). This thesisexamines Swedish teachers, who teach years F-3, beliefs on the concept of extramuralEnglish, as well as how they incorporate extramural English via digital resources in theirteaching. To investigate this, both a survey and three interviews with teachers who teachstudents in year F-3 are analyzed.This study shows that most of the teachers who participated are not familiar with the conceptof extramural English, but they all work with similar materials and have similar attitudestowards the concept. This thesis highlights the importance of educated teachers oncontributing factors and pedagogical conditions that extramural English provide to languageteaching, in order to maintain pupils' motivation and create a meaningful English teaching.<br><p>Engelska</p>
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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.
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Lundqvist, Johanna. "Educational pathways and transitions in the early school years : Special educational needs, support provisions and inclusive education." Doctoral thesis, Stockholms universitet, Specialpedagogiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-126011.
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The overall aim of this research is to describe and analyse the educational pathways from preschool to school of a group of children with and without special educational needs. The aim is also to describe and analyse children’s views and experiences of early years education, and how these can be obtained. The research comprises six studies that are presented in four articles and two conference papers. Longitudinal and multiple-case study designs, and mixed method approaches are adopted in the empirical studies, and the data is collected via observations, a questionnaire, documents, conversations and interviews with staff, children’s drawings and interviews with children. The results from the empirical studies show a variation of pathways to compulsory education; changes in activities and relationships in the transitions; a variation in preschool quality; a broad conceptualising of special educational needs; an application of comprehensive or specialised typologies in the educational settings; an undecided and cautious attitude toward inclusive education; an allocation of generous resources to specialised and segregated programmes; and a diversity of support provisions. The children report more positive than negative experiences of their early school years and pinpoint the importance of having a sense of belonging among peers; opportunities for creative play and thinking; experiences of speed, excitement and physical challenges; elements of cosiness, withdrawals and comfort for recreation; experiences of growth in knowledge and understanding of the world; feeling safe; feeling free and autonomous; and preventing homesickness in order to thrive. The results of the literature review are that the researchers may obtain data from children with and without special educational needs by means of traditional and innovative data collection methods. For broadening participation and sharing of views, the researchers may offer relational and material support. The thesis has relevance for researchers in the field of special education, inclusive education and early childhood education and care. It has also relevance for teacher training, policy makers and stakeholders, school heads, teachers and families.<br><p>At the time of the doctoral defense, the following paper was unpublished and had a status as follows: Paper 6: Submitted.</p>
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Pizarro, Dianne Frances. "Student and teacher identity construction in New South Wales Years 7 - 10 English classrooms." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/28853.
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Thesis (PhD)--Macquarie University, Australian Centre for Educational Studies, School of Education, 2008.<br>Bibliography: p. 159-177.<br>This thesis examines student identity construction and teacher identity construction in the context of secondary English Years 7-10 classrooms in a comprehensive high school in Western Sydney, New South Wales, Australia. The research journey chronicles the teaching and learning experiences of a small group of students and teachers at Heartbreak High. The narrative provides insights into the factors responsible for creating teacher identity(s) and the identities of both engaged and disengaged students. -- Previous studies have tended to focus on the construction of disaffected student identities. In contrast, this case study tells the stories of both engaged and disengaged students and of their teachers utilising a unique framework that adapts and combines a range of theoretical perspectives. These include ethnography as a narrative journey (Atkinson, 1990), Fourth Generation Evaluation (Guba & Lincoln, 1990; Lincoln & Guba, 1989), reflexivity (Jordan & Yeomans, 1995), Grounded Theory (Strauss & Corbin, 1990; Sugrue, 1974) and multiple realities (Stake, 1984). -- The classical notion of the student-teacher dynamic is questioned in this inquiry. Students did not present powerless, passive, able-to-be motivated identities; they displayed significant agency in (re) creating 'self(s)' at Heartbreak High based largely on 'desires'. Engaged student identities reflected a teacher's culture and generally exhibited a "desire to know." In contrast, disaffected students exhibited a "desire for ignorance," rejecting the teacher's culture in order to fulfil their desire to belong to peer subculture(s). The capacity for critical reflection and empathy were also key factors in the process of their identity constructions. Disengaged students displayed limited capacity to empathise with, or to critically reflect about, those whom they perceived as "different". In contrast, engaged students exhibited a significant capacity to empathise with others and a desire to critically reflect on their own behaviour, abilities and learning. -- This ethnographic narrative offers an alternate lens with which to view pedagogy from the perspectives that currently dominate educational debate. The findings of this study support a multifaceted model of teacher identity construction that integrates the personal 'self(s)' and the professional 'self(s)' that are underpinned by 'desires'. Current tensions inherent in the composition of teacher identities are portrayed in this thesis and it reveals the teacher self(s) as possessing concepts that are desirous of being efficacious, autonomous and valued but are diminished by disempowerment and fear.<br>Mode of access: World Wide Web.<br>266 p. ill
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Chan, How-kei, and 陳考祺. "Academic achievement among secondary school students: the effects of language of instruction during primaryschool years." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31955988.
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Quintana, Robert Charles. "Empowering pre-adolescent second-language learners in the middle school years." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2875.
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The thesis explores sociolinguistic issues facing pre-adolescent English-as-second-language learners. Topics covered include literacy issues, communicative competence issues at the intermediate and advanced English language development (ELD) levels, language and power relationships that affect pre-adolescent English language learners, politeness as a sociolinguistic tool, and the benefits of students acquiring the language of cooperative learning. The implications of these topics culminate in the development of a social studies curriculum unit designed for the middle-school classroom.
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Lau, Gay-lei Carrie, and 劉姬莉. "Home and school influences on the English vocabulary development of Chinese preschoolers in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2014. http://hdl.handle.net/10722/208573.
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The teaching and learning of English is pervasive in Hong Kong, and children begin to learn English as a second language from as early as when they enter kindergarten at the age of three. Early vocabulary development (i.e., the knowledge of word meanings) is one of the important building blocks for reading development in English. This thesis portrayed two contexts, namely the home and the school, within which the teaching and learning of English vocabulary occurred for young children in Hong Kong. Two studies were conducted to (i) describe the home literacy environment and the English vocabulary skills of children from different socioeconomic backgrounds; (ii) explore the relationship between the home literacy environment and children’s English vocabulary skills; (iii) describe the contexts in which English vocabulary instruction occurred; and (iv) identify the teaching strategies adopted by teachers during English vocabulary instruction in early childhood classrooms.
In Study 1, participants were 65 Chinese children (including 40 girls) and their mothers or fathers from four kindergartens. Children’s nonverbal IQ and receptive and expressive vocabulary were assessed. Parents completed a questionnaire which tapped family demographics and the home literacy environment. There were significant differences in home literacy practices and English vocabulary skills as a function of socio-economic status. The home literacy environment, as measured by book reading practices and the teaching of print-related skills, accounted for unique additional variance in English receptive and expressive vocabulary after controlling for the effects of child age, nonverbal IQ and maternal education.
In Study 2, English vocabulary instruction was observed in six early childhood classrooms from three kindergartens over the course of a week. From 23 sessions of observations and 535 minutes of data, field notes were coded to identify the contexts of vocabulary instruction and the strategies used in teaching words. The teaching of vocabulary occurred in 12 out of 23 sessions and words were taught within the context of theme-based learning, systematic phonics instruction and storybook read-aloud. Teachers predominantly used certain strategies that promoted children’s recognition and memorization of words, such as the use of visuals, the emphasis on the pronunciation and written form of words, and pointing and labeling of words.
This thesis provides an account of the home and school context for the English vocabulary development of Chinese children learning English as a second language. The findings highlight the importance of a rich home literacy environment for the support of second language vocabulary development and reflect the instructional strategies used in early childhood classrooms to facilitate word learning. Implications of these findings are discussed.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Martins-Mourao, Antonio. "Children's understanding of number in the primary school years : a unifying view from early counting knowledge of place value." Thesis, University College London (University of London), 2000. http://discovery.ucl.ac.uk/10020347/.
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Previous research has tended to focus on the development of separate number components (e.g. counting, addition, written numbers) and so, cannot comment on how development in one component affect development in others. The purpose of this thesis was to provide preliminary evidence towards a unifying view about the development of children's number competence, from early counting skills, at age four, to knowledge of place value, at age seven. To accomplish that aim 152 children from three different cohorts (Reception, Year 1 and Year 2) were given thirteen maths tasks, three times along one school year, assessing their understanding of four separate number components: counting and knowledge of the number-word sequence; generation of verbal number-words and the understanding of the structure of the numeration system; understanding of the arithmetical operations; and the ability to read and write numbers and understanding of the principles underlying place value. Beyond the assessment of these various number components, special emphasis was given to the separate role of each component and the developmental inter-relations amongst components in the child's development of progressively more complex ideas about number. Based on the children's performance on these tasks and the exploration of their relationships along time, it was possible to outline a preliminary proposal about children's number development. The evidence suggests that each number component plays a significant role at key times. For example, no children could develop the counting-on strategy or succeed in the arithmetical operation tasks without prior knowledge of continuation of counting. The data also showed that no development is possible without the inter-related development of several components, at other times. For example, no child could understand the structure of the decade numeration system without previous combined understanding of continuation of counting, addition and multiplication. Between 93% and 97% of the children fitted the model proposed in the various assessments. Although limited by the constraints of a correlational design, these findings suggest that the present inter-relational approach is relevant and worth further investigation through the introduction of intervention studies and the rigorous examination of causality.
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Symonds, Jenny. "Constructing stage-environment fit : early adolescents' psychological development and their attitudes towards school in English middle and secondary school environments." Thesis, University of Cambridge, 2009. https://www.repository.cam.ac.uk/handle/1810/223866.
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This longitudinal multiple methods study used an ethnographic approach to examine the development of early adolescents' psychology during pubertal and school transitions. It explored potential associations between attitudes to school, perceptions of school life and transfer, home and peer relations, and puberty over the course of a school year. It compared two groups of UK 11 and 12 year olds (Year 7), one in a middle school (age range 8-13 years) without transfer at age 11, and the other in a secondary school (11-16 years) where transfer from primary school had just occurred. Pupil attitudes to school were surveyed across the Year 7 cohort in each school at the beginning (N=252) and end (N=262) of the school year. The initial survey facilitated selection of two matched groups of target pupils (N=20) who were engaged in an active participation method designed to improve validity. Data on perceptions of school and growing up were gathered in 80 interviews, 40 audio diaries, 42 hours of participant observation and by 63 targeted observations across three school terms. An end of year survey assessed the attitudes of the target pupils and their year groups. Qualitative data were analysed inductively using grounded theory coding procedures which uncovered early adolescent needs that mismatched with many design features of secondary schooling. Of particular developmental offence were impersonal teachers and lessons that were non-practical, without opportunity for independent learning and unsupervised skills building and that were irrelevant to adolescents' career identities. Analysis of the quantitative survey data using multivariate procedures identified attitudinal factors congruent with previous research. Overall attitude to school was best predicted by perceptions of teachers and enjoyment of lessons rather than by adolescent developmental factors. Cluster analysis identified four pupil types validated by the target pupil findings. Of these the autonomy seekers had the most freedom outside of school and the greatest decline in attitudes across the year. The findings assisted generation of new theory incorporating concepts of maturity status markers and focal contexts. School transfer was found to impel an ecological transition across multiple developmental contexts which increased pupils' maturity self-perceptions, yielding mixed developmental implications. Using Bronfenbrenner's (1979) ecological systems framework as an analytical tool facilitated interpretation of the emergent themes in relation to Eccles & Midgley's (1989) US-based theory of 'Stage-Environment Fit'. The findings support the application of a modified Stage-Environment Fit theory in English schools.
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Malmgren, Charlotte. ""We shall copy, copy and write" - conceptions of the mother tongue subject in the early years of primary school in a Peruvian public school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-32926.
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Syftet med studien är att undersöka vilka ämneskonceptioner som dominerar modersmålsundervisningen i grundskolans tidigare år i Peru, samt jämföra dessa med svenska förhållanden och forskning. Vidare syftar studien till att analysera varför dessa ämneskonceptioner dominerar, samt vilka slutsatser som kan dras med hänsyn till dessa ämneskonceptioners resultat. Metoden är kvalitativa intervjuer med tre lärare på en kommunal skola i Cajamarca, Peru, samt klassrumsobservationer vid tre tillfällen hos vardera lärare. Två intervjuer genomfördes med vardera lärare, en före observationerna och en efter att observationerna var avslutade. Undersökningens resultat visar att undervisningen på skolan huvudsakligen domineras av formaliserad undervisning med fokus på färdigheter och har även likheter med den bild av svenskundervisningen som presenteras i forskning på området. Resultatet är dock inte entydigt. Lärarna i studien visar, i olika stor utsträckning, tendenser och ambitioner att utveckla en mer varierad modersmålsundervisning, men har svårigheter att iscensätta en sådan i praktiken. Studien visar att det är av vikt att lärare får möjlighet att diskutera och reflektera över form och innehåll, samt över sin egen undervisning, för att på så sätt utmanas och i förlängningen förbättra sin undervisning. Undervisning karakteriserad av fokus på färdigheter riskerar att ge elever en begränsad syn på vad läsning och skrivning innebär.
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Solar, Sekerci Aysegul. "Self-efficacy Levels Of Prep-school Instructors And Its Predictors." Master's thesis, METU, 2011. http://etd.lib.metu.edu.tr/upload/12613469/index.pdf.
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The present study aimed to investigate teaching self efficacy beliefs of instructors working at university prep-schools and to examine whether years of teaching experience, English competency, self reported proficiency and graduate department predicted instructors&rsquo<br>self efficacy beliefs and their efficacy beliefs in student engagement, instructional strategies and classroom management. Two-hundred-fifty-seven prep-school instructors from universities in Ankara participated in the study. The data were collected through Teacher Sense of Efficacy Scale, Self Reported English Proficiency Scale and Language Teaching Methods Scale. Both descriptive and inferential statistics, correlation and hierarchical regression analysis, were utilized by PASW 18.
The results of the study indicated that the instructors have quite higher overall self efficacy beliefs. The instructors feel more efficacious in classroom management than using instructional strategies while they feel least efficacious in student engagement. Moreover, instructors&rsquo<br>overall self efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Student engagement efficacy was not predicted by experience while it was significantly predicted by English competency and self reported proficiency. Instructional strategy efficacy beliefs were significantly predicted by experience, English competency and self reported proficiency. Classroom management efficacy was predicted by experience and self reported proficiency while English competency was not a significant predictor. Being a graduate of Faculties of Education was not a significant predictor in any regression models. Lastly, there was a significant relationship between the instructors&rsquo<br>use of communicative method and their overall self efficacy beliefs and its three sub-scales.
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Escott, Anthony James. "Alan Cuthbert : colour theory and practice [1957 -79] English art school change in the early 1960s." Thesis, Kingston University, 2005. http://eprints.kingston.ac.uk/20219/.
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The core of this research are the paintings and cultural context of Alan Cuthbert, a hitherto un-researched figure who trained in the English art school of the late 1950s under the Constructionists Kenneth and Mary Martin and subsequently became the Head of the Foundation course at Wimbledon School of Art from 1963-1979. Cuthbert produced a substantial body of over a hundred geometric abstract paintings, lecture papers and writing and played a significant role in training future generations of artists and designers from the 1960s onwards. This thesis proposes that Cuthbert is part of a broader tendency in British art schools and that practice and teaching is intimately connected to the reorganisation of the art schools and the introduction of the Foundation course in the early 196Ös. I put forward the argument that through a study of Cuthbert and the shifts in art schools one can map a much under-researched aspect of British art. This research encompasses the three fields of art history, art education and art practice and centres on an artist-lecturer, a subject of study largely ignored by the majority of art historical writing, which is dominated by the modernist model of monographs, movements/groupings, and periods. In placing the case study of an artist-lecturer in a critical and historical context, this study maps British art through organicism, Constructivism and the Bauhaus art school pedagogy and colour as they pertain to basic design and the changes in art school teaching between 1955 and 1979. Through this case study of a colourist and systems painter this thesis suggests a different, Continental orientation for British post-war geometric abstraction.
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Bertagno, Paula. "Promoting children's emotional well-being in pre-school settings : a grounded theory study exploring the views of early years practitioners." Thesis, University of Essex, 2016. http://repository.essex.ac.uk/18664/.
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Working to promote the emotional well-being of children is currently a key area of development for the UK government. The increasing responsibility that professionals have for supporting children and young people’s mental health needs has been reflected in recent policy and legislation with particular prominence in the new Special Educational Needs and Disability (SEND) Code of Practice (DfE & DoH, 2014). In the context of early years education, the new legislation makes specific reference to the importance of early identification and provision in improving long-term outcomes. In that respect pre-school settings can offer the ideal context where the early intervention and prevention of mental health difficulties can take place. However, at present there is limited research in the UK which focuses on the views of early years practitioners particularly on their role in supporting children’s emotional needs. Semi-structured interviews were used to gather the views of seven early years practitioners from 4 different pre-school settings across an inner London Borough. The study aimed to explore and explain the contexts and mechanisms which facilitate or hinder the promotion of children’s emotional well-being in pre-school settings. A grounded theory methodology was used to analyse the data. The emergent theory proposes that early years practitioners’ experience of promoting children’s emotional well-being can be best understood as an interactive relationship between internal and external influences summarized by the overarching category labelled “Balancing internal and external factors to promote well-being”. The findings are discussed in relation to existing psychological theory and research and the implications for early years practitioners and Educational Psychologists considered.
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Curry, Aubretta P. "We don't talk like dat! perceptions of preparedness to teach language diverse students /." Birmingham, Ala. : University of Alabama at Birmingham, 2009. https://www.mhsl.uab.edu/dt/2009p/curryap.pdf.
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Thesis (Ph. D.)--University of Alabama at Birmingham, 2009.<br>Title from PDF title page (viewed Jan. 26, 2010). Additional advisors: Martha Barber, Lynn Kirkland, Maryanne Manning, Deborah Strevy. Includes bibliographical references (p. 129-142).
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Bregman, Abigail Sibley. "The view from the classroom : English school-teachers' responses to domestic and international problems of the interwar years 1919-1939." Thesis, McGill University, 1986. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=72832.
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van, der Merwe Margaretha Maria. "English language proficiency of non-English speaking learners in the foundation phase of an English medium school : challenges and strategies." Thesis, Welkom: Central University of Technology, Free State, 2014. http://hdl.handle.net/11462/677.
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Thesis (M. Ed. ) - Central University of Technology, Free State, 2014<br>The aim of this study was to investigate the English Language Proficiency of non-English speaking learners in the Foundation Phases. An in-depth literature study was conducted to investigate this phenomenon. The historical background of language provision in South-African schools, the issue of language and cognition and different aspects of mother tongue education was touched on. The implicaitons of the current situation of the Language of Teaching and Learning (LoLT) for teaching and learning in South Africa was also covered. A qualitative research design and methodology were deemed appropriate to explore the challenges and strategies used by Foundation Phase teachers to enhance the English language proficiency of their learners. The research findings of the empirical investigation were presented in accordance with themes and categories that emerged from the data during the thematic analysis of the eight semi-structured individual interviews. The main concerns of the participants regarding the way to address challenges were presented. The complexity of this phenomenon pictured in my mind. The research findings lived up to my expectations and confirmed what was found in my literature study. Hence I came to realise that the experiences of the participating teachers were extremely important in reaching the conclusions of this research. The major research findings and meaningful issues came to light from the literature review and the empirical evidence. Finally recommendations are put forward for the consideration of Foundation Phase teachers, schools and the Department of Education (DoE) when dealing with the proficiency of their learners.
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Ikeda, Chika. "Explorations in the feasibility of introducing phonological awareness and early reading instruction into Japanese elementary school English education." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/50338/.
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This thesis is an exploratory study that examines the potentiality of teaching phonological awareness, which is a precursor to early reading development in English, in conjunction with letter and simple word reading instruction in Japanese elementary school English education. It is an attempt to answer a question of how letters could be introduced into it without placing too much burden on children. Comprehensive literature review argues that learning to read English requires multiple levels of phonological awareness which Japanese children seem unlikely to develop fully in their L1 acquisition, and that a more enhanced outcome of instruction would be achieved if phonological awareness is taught together with letters and applied for early reading. Two main tools are adopted in this study. The questionnaire survey for 398 elementary school teachers elucidates not only the current elementary school practices but also their beliefs and principles in terms of letter and early reading instruction, both of which are essential for understanding the field but very few studies have investigated: Many teachers present children with letters in English classes but the focused instruction of letters or early reading tends to be avoided considering possible demand for children or due to the teachers’ lack of knowledge and skills for teaching them. Furthermore, from the discussion of the both qualitative observation and qualitative assessment data obtained through the intervention in a Japanese elementary school, the following is revealed: (1) The children show L1-specific characteristics in phonological processing of English such as adding a vowel after a consonant or segmenting after a consonant-vowel combination. (2) The difficulty of phonological awareness tasks for them was slightly different from that for English-speaking counterparts. (3) The children could develop the higher-level phonological awareness skills such as phoneme deletion and substitution through the instruction and have favourable attitude toward it. Thus, this study demonstrated the teachability of phonological awareness and its learnability for Japanese children as well as its importance in English reading acquisition. Finally, some implications not only for classroom practices but also for teacher training are drawn suggesting the necessity of future introduction of it with letters and early reading into Japanese elementary school English classrooms.
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Miniscalco, Carmela. "Language problems at 2 1/2 years of age and their relationship with early school-age language impairment and neuropsychiatric disorders /." Göteborg : Institute of Neuroscience and Physiology/Speech and Language Pathology, The Sahlgrenska Academy at Göteborg University, 2007. http://hdl.handle.net/2077/851.
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Jarvis, Pamela Ann. "The role of rough and tumble play in childrens social and gender role development in the early years of primary school." Thesis, Leeds Beckett University, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.410328.
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Al-Thani, Tamader Jassim. "Early Years Education in Qatar : a comparative study of its nature, provision and quality in national and international pre-school settings." Thesis, Durham University, 2008. http://etheses.dur.ac.uk/1926/.
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This study investigated and compared the quality and nature of Arabic and English speaking preschools' curricula in the State of Qatar. To the researcher's knowledge, this is the first study to investigate, compare and assess the preschool curricula currently provided in the State of Qatar. Four major research tools were used including structured teacher's questionnaire, structured teachers' interviews, structured classroom observations and structured mother's questionnaire. The teachers' questionnaire sample consisted of 107 teachers, 81 Arabic school teachers and 26 English school teachers. The classroom observations sample consisted of 17 preschools, 9 Arabic speaking schools and 8 English speaking schools. Teachers' interviews sample consisted of 18 Arabic speaking preschool teachers and 16 English speaking preschool teachers. The mother's questionnaire sample consisted of 50 mothers randomly selected from 17 Arabic speaking schools. Study findings included the following: (1) the English preschools had many advantages over the Arabic preschools in terms of all the seven domains ofthe teacher's questionnaire.(2) the Arabic speaking preschools are of lower quality in terms of all domains of the teacher's interview. These include: teachers' qualifications, experience, duties, wages, teacher-child ratio, type of curriculum, teaching approaches, appropriateness of the curriculum. (3) In terms of classroom observations, the overall mean EeERS score for the English speaking preschool sample was 6.00 compared to 4.8 for the Arabic speaking classrooms sample. (4) Qatari mothers of Arabic preschools children preferred the developmental goals rather than traditional goals to be part of their young children's education but within the Islamic religious and moral values. The findings lead to the conclusion that the Arabic speaking preschool curriculum in Qatar suffered from obvious drawbacks in all the domains studied which required serious consideration from the Ministry of Education and other institutions and organisations interested in early childhood education.