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Gatenby, Lisa Ann. "Nutrient intakes of primary school children." Thesis, University of Hull, 2008. http://hydra.hull.ac.uk/resources/hull:761.
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Background In April 2004 Hull City Council introduced free healthy school meals for all primary and special school pupils (approximately 20,500 children from 71 primary schools and 6 special schools) in an attempt to reduce health and education inequalities. The meals were prepared to meet the Caroline Walker Trust (CWT) nutritional guidelines for primary schools. This study was carried out to assess the nutritional content of the meals and children’s actual intake from school dinners in comparison to children’s nutritional intake from packed lunches. The study then aimed to assess how food intake at lunch time impacted upon food consumed for the remainder of the day. Methods Children were recruited onto the study from two schools in Hull. The schools were selected by the number of pupils on roll and the number of children eligible for free school meals. The first phase of research assessing lunch consumption was conducted with 147 children, aged 8 – 11 years. School meals and packed lunches were weighed and photographed before and after consumption to assess actual intakes. The second phase assessed total daily food and nutrient intakes in a small sample of 20 children. All assessments were carried out over five consecutive days. Results The food provided by the schools for lunch met the majority of the CWT nutritional guidelines, however children’s intake did not. Children who ate a hot school dinner consumed only the foods they liked from the school meals provided leading to a low energy and nutrient intake. Large differences, for example 367kcal in comparison to 760kcal, in nutritional intakes were found between those children who ate a hot school dinner and those who ate a packed lunch. Children who consumed a packed lunch consumed significantly (p less than 0.05) more energy, fat, saturated fat, non-milk extrinsic (NME) sugar and sodium than children who ate a hot school dinner, but with this consumed more micronutrients. However, neither of the groups of children met the CWT guidelines for lunch time micronutrient intakes. The food diary analysis revealed that those children who ate a hot school dinner went on to consume food high in energy, fat, saturated fat, NME sugar and sodium later in the day. The significant differences in nutrient intakes between the hot dinner and packed lunch groups at lunch time disappeared when total daily intakes were compared. Differences were found between the children’s nutritional intake from the two schools, which may be due to socio economic factors. Conclusion The free healthy school dinners were not having the desired effect of improving children’s nutritional intake, children chose to eat the foods they liked and left the rest. Children who ate a free healthy school dinner went on to consume foods high in energy, fat, NME sugar and sodium later in the day and overall did not have a lower intake of these macronutrients than those children who had a packed lunch.
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Wills, Robin C. "Teaching primary school children in single-gendered classes." Access electronically, 2003. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20041103.152651/index.html.
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Simm, Rebecca Jayne. "Education professionals' understanding of self harm in primary school children." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.673844.
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Ranney, Melinda Meek. "Teaching Disadvantaged Children Through Literature." UNF Digital Commons, 1990. http://digitalcommons.unf.edu/etd/88.
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This paper concentrated on the teaching of economically disadvantaged children and the importance of reading aloud to these children. The traditional language program was found to be ineffective for disadvantaged first-grade children. A modified language plan was implemented in a classroom of disadvantaged first-grade students. This plan consisted of two units and involved the reading aloud of literature and language-related activities. Results indicated these students learned more effectively from units of study centered around literature.
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Peters, Lamees. "Somali parents’ educational support of their primary school children." Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86307.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: Parental involvement is a term that is associated with parental participation in schools and parents’ support of their children’s education. It is subjective in nature and often difficult to evaluate. In the late 1990s, many Somali families immigrated to South Africa due to the on-going factional wars in their country to take up employment opportunities and start a new life as immigrants. Limited knowledge exists about such parents’ understandings of education and their role in the educational development of their children. In this study, the researcher explored the various forms of support that Somali immigrant parents provide to their school-going children. This basic qualitative research study is situated in an interpretive paradigm. Through snowball sampling, five parents from a Somali community in the Helderberg area of the Western Cape were selected for the study. The data was collected through semi-structured interviews, a focus group interview and observations and was subjected to content analysis. The study found that there are various forms of support that Somali parents offer their primary school children. The support that these parents offer is mostly of physiological nature, such as to feed and to clothe them. The challenges that these Somali participants face are educational, cultural and linguistic. The study found that because the majority of the participants are uneducated, they face limitations in how they can support their children academically. Due to their lack of schooling experience together with their linguistic constraints, the parents’ participation tend to be limited to attending meetings and participating in social events.
AFRIKAANSE OPSOMMING: Ouerbetrokkenheid is ’n term wat algemeen in die skoolgemeenskap gebruik word en word gewoonlik vereenselwig met ouers se deelname aan skoolaktiwiteite asook hul ondersteuning ten opsigte van hul kinders se opvoeding. Ouerbetrokkenheid is subjektief van aard en dikwels moeilik om te evalueer. In die laat 1990’s, net na die beëindiging van apartheid, het baie Somaliese families, as gevolg van die voortdurende stamoorloë in hul land, na Suid-Afrika geëmigreer om nuwe werksgeleenthede te soek en sodoende ’n nuwe lewe as immigrante te begin. Beperkte kennis bestaan oor die uitdagings wat hierdie immigrantefamilies in die gesig staar asook hul rol in die opvoedkundige ontwikkeling van hul kinders. In hierdie studie het die navorser gepoog om die verskillende vorme van ondersteuning wat Somaliese ouers bied, te verken. Hierdie basiese kwalitatiewe navorsingstudie is in ’n interpretatiewe paradigma geleë. Deur middel van ’n sneeubalsteekproef is vyf deelnemers van ’n Somaliese gemeenskap in die Helderberg-gebied in die Wes-Kaap as deelnemers aan die studie gekies. Die data is ingesamel deur semi-gestruktureerde onderhoude, ’n fokusgroeponderhoud en waarnemings, en is toe inhoudelik ontleed. Die studie het bevind dat daar verskillende vorme van ondersteuning onder Somaliese ouers bestaan, wat hulle aan hul skoolgaande kinders bied. Die ondersteuning wat hierdie ouers aan hulle kinders bied, is van fisiologiese aard, byvoorbeeld om kos en klere, te voorsien. Die uitdagings wat hierdie Somaliese deelnemers in die gesig staar is opvoedkundig, kultureel en taalkundig. Die studie het bevind dat omdat die meeste van die ouers ongeletterd is, hulle nie hul kinders met hul skoolwerk kan help nie. As gevolg van hul gebrek aan skoolopleiding asook hul taalkundige beperkinge, is dié ouers se deelname geneig om beperk te wees ten opsigte van die bywoning van skoolvergaderings en deelname aan sosiale geleenthede by die skool.
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Gujberová, Monika, and Peter Tomcsányi. "Environments for programming in primary education." Universität Potsdam, 2013. http://opus.kobv.de/ubp/volltexte/2013/6449/.
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The aim of our article is to collect and present information about contemporary programming environments that are suitable for primary education. We studied the ways they implement (or do not implement) some programming concepts, the ways programs are represented and built in order to support young and novice programmers, as well as their suitability to allow different forms of sharing the results of pupils’ work. We present not only a short description of each considered environment and the taxonomy in the form of a table, but also our understanding and opinions on how and why the environments implement the same concepts and ideas in different ways and which concepts and ideas seem to be important to the creators of such environments.
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LeDrew, June Elizabeth. "Women and primary physical education, a feminist critical ethnography." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1996. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq21939.pdf.
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Killen, Andrew. "Democratic experiences for children in an urban primary school?" Thesis, University of Glasgow, 2012. http://theses.gla.ac.uk/3377/.
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This dissertation is an autoethnographic study recounting my experience of working in an urban primary school between 2008 and 2010. Over a two year period, during which time I was acting headteacher and then principal teacher, I recorded my experiences in a daily journal. My focus was on children, especially children living in areas of challenging socio-economic conditions. Starting with a concern that their school experiences and interactions with adults are undemocratic and unsatisfactory, my focus in this study was to question how democratic schools are for children. From the numerous themes available, I chose to focus on the experience of children through the interactions and relationships in school structures. I consider pressures on staff and the effects of policy on the profession and the impact of these on developing democracy for children. Over eight chapters, a number of themes permeate the dissertation, including relationships and an assessment of how children are viewed in school and in society generally. Children’s treatment in the school environment has barely changed over many decades. This is in direct contrast with freedoms they enjoy outside of school from, for example, their use of information communication technology. The dissertation looks to highlight the challenges that face the teaching profession and the ways in which the pressures associated with education currently conspire against developing democracy for children. I conclude by anticipating possible changes to the status quo that could, if implemented, increase democratic opportunities in schools. Prospects for change include a reassessment of leadership roles, further engagement with Curriculum for Excellence (CfE) and the adoption of a more radical educational approach.
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Erickson, Melissa. "Reading aloud: Preparing young children for school." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1411.
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Stuib, Susan. "HEALTH ATTITUDES, KNOWLEDGE AND LITERACY OF PRIMARY CAREGIVERS WITH ELEMENTARY SCHOOL CHILDREN." Doctoral diss., University of Central Florida, 2006. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3186.
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Previous research has indicated that physical activity and healthy eating in elementary school children are the exception rather than the norm. Increased attention to the rising rates of childhood obesity, coupled with the recognition that changes in the school environment are critical to reducing this trend, has intensified the need to adopt better practices in school nutrition, physical activity and physical education. Apart from being physically active, children need to learn fundamental motor skills and develop health related physical fitness (cardiovascular endurance, muscular strength and endurance, flexibility, and body composition). Primary caregivers play an important part in developing and teaching children these things through example and through conversations with their children. The purpose of this study was to examine the level of knowledge primary caregivers have about health and nutritional practices and whether primary caregivers' health practices, health knowledge or health literacy about nutrition and health affects their children's well-being and health practices. Based on the results from the questionnaire in this study targeted at primary caregivers of elementary school-age children, primary caregivers' health literacy, knowledge and attitudes of health were directly linked with their children's health and well-being and children's health practices.Ed.D.
Department of Educational Studies
Education
Curriculum and Instruction
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Tse, Shek Kam. "The composing process of Hong Kong children in primary schools." Thesis, University of Nottingham, 1993. http://eprints.nottingham.ac.uk/13202/.
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Writing is the act of putting thoughts into visible print, a means of articulating and refining one's thinking and a means of communicating such thinking to others. In the past twenty years, a growing number of research studies have been concerned with elucidating the mental faculties, routines and sequences involved as people compose messages in writing representing thoughts in forms which they hope will be mutually understood by intended targets of the communication. Such research has been useful in illuminating ways in which writers can express themselves, and be taught to express themselves, in ways suitable to the task in hand. The bulk of such research has been concerned with English, and it seems to be presumed that the outcomes of such studies carry relevance for languages other than English. Equally, it seems to be presumed that the findings pertain to composers using English when it is a second language of state or a foreign language. This thesis explores in a modest way the validity of these presumptions using as subjects primary school age children from Hong Kong. The study is hence concerned with English, the world's premier international language, and Chinese, the world's most commonly used language. The thesis presents research into the composing processes in English and in Chinese employed by 18 primary school pupils in Hong Kong. It offers an in-depth study of the key subprocesses of generating, transforming, pausing and revising. The research was exploratory in nature and sought to gather evidence which might throw light on what happens when primary school pupils in Hong Kong compose in Chinese and in English. The strategy employed was a multiple case study approach. Subjects were asked to write two scripts, one in Chinese and one in English. Although the mother tongue of all the subjects is Cantonese, a dialect of Chinese, in school they are required to write either in Modem Standard Written Chinese or in English, the second language of Hong Kong. The subjects were given set tasks, either to write in a narrative or an expository style. The methods used to gather evidence and data were composing aloud and transcribing their utterances, video and audio-recorded observation, text analysis, on-task observational notes, cued-recall interviews and retrospective reports. The subjects' reflections were cued by being shown the video recordings.
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Miller, Dawn E. E. "Consider the Children: Unintended Consequences of the Jamaican Primary Education Accountability System." Thesis, Harvard University, 2017. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052860.
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In a move to address the persistently low literacy levels of primary schoolchildren, in 2009, the Jamaican Ministry of Education reclassified the Grade-4 Literacy Test (GFLT) to high stakes. Since then, students must pass the GFLT before they can be promoted to high school. In this thesis, I focused on students who failed their initial attempt at the test and retook it the following year. Then, I investigated the relationships between the probability of ultimately becoming eligible for promotion to high school, on the retake of the GFLT, and selected important child and school characteristics, including: student gender, school type, school examination-cohort size, and the socioeconomic level of the schools. To supplement and enrich the descriptive statistical analyses, I also included interviews and focus groups with a small sample of students, parents, and educators at three public-primary schools, in which they discussed their experiences with the GFLT.
In the quantitative analyses, I used data on 15,287 students in 758 public-primary schools, who retook the GFLT in school year 2010/11. I used random-intercepts multilevel modeling to investigate the student recovery rate (probability of ultimately becoming eligible for promotion to high school) as a function of the selected student- and school-level variables. I found that recovery rates were modest, generally showing that 7 to 17 percent of students who had initially failed the GFLT were able to become eligible for promotion. I also found a consistent gender disparity in recovery rates, against boys, and found that students in small schools had lower probabilities of becoming eligible for promotion to high school than did their peers in larger schools, with the effect being particularly pronounced in schools in high-SES districts. Finally, even though no measures of student language were included in the provided administrative datasets that were the basis of my quantitative analyses, my qualitative interviews with participants suggested that students might be underperforming on the GFLT because their first language is Jamaican Creole. This is an ongoing debate in the country.
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Edmunds, Laurel Devina. "Primary prevention in children at risk of obesity as adults." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.302539.
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Chau, Tat-sing, and 鄒達成. "A forgiveness education programme with primary school students." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B30247767.
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Smith, K. "Researching children as becoming writers in their first year of school." Thesis, Canterbury Christ Church University, 2016. http://create.canterbury.ac.uk/14830/.
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Young children’s writing activity in English Reception classrooms is framed by a rigid developmental model whereby children are conceived of as ‘becoming’ writers. However, recent postSstructuralist research suggests that writing activity, as an assemblage of objects, bodies, expressions and territories, involves constant change rather than being fixed to particular frameworks. This ethnographic enquiry focussed on six children in one Reception class during one school year. Deleuzoguattarian ideas were ‘plugged into’ a sociocultural, multimodal understanding of young children’s writing and the children were reSconceptualised as ‘becoming’: creating and disrupting multiple connections and relations through their actions as writers and research participants. Narrative observations, field notes, photographs, video and artefacts were analysed rhizomatically and vignettes of data were formed into discursive assemblages. The findings indicate that children’s writing within openSended play in the classroom was a moving, overlapping and connective ensemble, utilising many different modes of expression (drawing, text making, map making, copying, etc.). The writing materials used in these encounters ‘mattered’ to children: their sensorial qualities, the histories associated with them, and the potential they had to be adapted. Writing activity, however, was often organised by adults into regular discreet phonics sessions where the children’s opportunities for material intraSaction, social interaction and links to other writing experiences, were limited. Alongside this, discourses surrounding writing in the classroom were reflective of the curriculum ‘ideal’, and certain modes of expression were privileged. The conclusions suggest that containing young children’s writing within representative acts driven by external outcomes limits the potential of writing to be a sensory, embodied, material, and connected activity. Adults in schools should foster children’s playful writing encounters where these elements exist. Effective practices are needed to encourage young children’s multiple modes of expression, enabling them to build the language associations needed for their writing to be meaningful and desirous.
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Neves, Cardoso Carlos Manuel. "Schooling of African origin children : an analysis of primary schoolteachers' view." Thesis, King's College London (University of London), 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265062.
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Hendricks, Paul Charles. "The role of physical education in South African primary schools." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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This thesis argued that Physical Education is marginalised in the South African primary school education sector. Through this marginalisation, Physical Education has been reduced from having full subject status, to being only one of the components of one of the primary school learning areas, namely, Life Orientation. Simultaneously, Physical Education finds itself in a situation in which it is generally being taught by a class teacher and no longer by a specialist Physical Education teacher. Possible reasons for this marginalisation are expressed, however, the argument that Physical Education is an imperative in the holistic development of the child, is also espoused. This thesis critically examined the route that South African primary school education is taking and focused on the issues of holistic education and development, Outcomes-based Education and Life Orientation.
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Villaume, Susan Kidd. "Creating context within text : an investigation of primary-grade children's character introductions in stories /." The Ohio State University, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487262513410054.
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Reid, Rachel. "Exploring parental experiences of inclusion for children with autism in mainstream primary education." Thesis, University of Essex, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.573089.
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Increasing numbers of children with autism are being educated in mainstream education; many with needs significant enough to be recognised in a Statement of Special Educational Needs (SSEN), yet the issues surrounding their inclusion remain complex and challenging. This mixed methods research was carried out in a Local Authority (LA) in the South East of England to explore parents' experiences of inclusion for their child with autism. Firstly, the researcher expl0te?:ct"trends and patterns of inclusion for this population using existing LA data. Secondly, five semi-structured interviews were conducted with parents and Interpretative Phenomenological Analysis (IPA) was used to gain a better understanding of their lived experiences. Analysis of the database indicated there had been an upward trend in the number of statements issued to children with autism and that the majority of this population attend mainstream schools. Findings from the interview data revealed important insights about the children's social and educational worlds through the eyes of their parents. Parents described their experiences of interacting with school systems; valuing open communication with staff and consistent, flexible and collaborative approaches to inclusion. Parents valued the input of the Specialist Teaching Service in helping to foster links with schools. Parents also described their roles in terms of being a voice for their child and an advocate for their child's social, emotional and communicative difficulties. They reflected on their experiences of managing social perceptions of autism and the extent to which they perceived themselves to be included in their child's educational world. Overall, this study highlighted that caring for a child with autism makes ongoing emotional demands on parents and that it is important that these are acknowledged. This research has implications for how schools and professional groups work with parents and how best to support children and families affected by autism.
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Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.
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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics that ideally support primary children’s potential to learn early algebra concepts with understanding, through multi-touch, mobile, iOS mathematics education apps. Using qualitative content analysis these characteristics, then, were compared to the curricular characteristics of three authentic (i.e., real-world) apps in order to describe the general extent to which the two sets of characteristics aligned. This study found the authentic apps did not align with the majority of curricular characteristics that ideally support learning with understanding. Additionally, a number of qualitative findings emerged from the study that may be used to inform future app design. These ideas include themes related to the kinds of characteristics the authentic apps tended to align with or not, and suggested adaptations to a number of contemporary theories and models related to pedagogical content knowledge and its application toward the goal of learning with understanding. These findings have direct implications for the theory and practice of app design, and suggest revisions to the way in which the field of instructional design, historically, has been approached.
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Gomwe, Howard. "Children's attitudes towards physical education in selected urban primary schools in Mutare - Zimbabwe." Thesis, University of Fort Hare, 2012. http://hdl.handle.net/10353/527.
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The aim of the study was to evaluate school children’s attitudes towards Physical Education in selected Mutare city schools. In order for the children to benefit from the Physical Education program, the study hypothesized that children must develop the right attitudes towards Physical Education. This observation has also been emphasized in other studies that children, who possess the right attitude towards Physical Education, develop positive attitudes towards physical activities. This suggestion has also been reported by Portman, (2003) and McKenzie (2003) that one of the benefits of Physical Education is sustained participation in physical activities outside the school. This study involved 400 children from Mutare Junior, Chancellor, Zamba, Dangamvura, Sakubva, Chikanga, Mutanda and Murahwa Primary Schools in Mutare city. The children’s age ranged between 12 - 14 years old. The primary data were collected from questionnaires, interviews and focus group discussions, while secondary data were based on related literature review. The results indicated that the teacher, curriculum content and delivery, the learning environment, siblings, type of school, location of residences, proximity of facilities and support from parents were some of the factors associated with children’s attitudes towards Physical Education and Physical Activity at school and home respectively. In many ways, these factors affected children’s sustainable participation in physical activities after school.
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Keen, Barbara. "The role of parents in HIV/AIDS primary prevention education /." Title page, contents and abstract only, 1992. http://web4.library.adelaide.edu.au/theses/09PM/09pmk26.pdf.
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Olsen, Carolyn Ann. "Children + parents + books = enhanced literacy." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/745.
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Chan, Yuen-kee Karen. "The enhancement of physical activity in primary school students through an individualized physical activity programme." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25751979.
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Manj, Jindy. "Crime prevention for primary school aged children, towards a strategy for Nanaimo." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp01/MQ28442.pdf.
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Bourne, Jill. "Inside a multilingual primary classroom : a teacher, children and theories at work." Thesis, University of Southampton, 1992. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.333590.
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Close, Mark. "The Forest School initiative and its perceived impact on children's learning and development : an investigation into the views of children and parents." Thesis, Cardiff University, 2012. http://orca.cf.ac.uk/41186/.
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The study investigated the perceptions of children and parents relating to the Forest School initiative. The aims of the research were to explore children’s and parents’ perceptions of Forest School and consider the potential influence Forest School can have on children’s learning and development. The study explored these views within a setting that had implemented the Forest School initiative at a whole primary school level for a number of years. A qualitative approach was taken and the study used thematic analysis of key concepts and codes. Emerging themes were drawn from children’s and parents’ comments and main themes were identified. The study found that children were able to communicate the fun, excitement and enjoyment they had experienced when talking about Forest School as an initiative. Children conveyed a caring attitude and respect for nature and the outdoor environment and that it was important for them to look after their surroundings. Parents expressed that they valued the initiative and that supporting their children’s education at home was important. However, they felt that children took the Forest School initiative for granted and perhaps saw it as a privilege. In relation to children’s learning, a key theme was children’s apparent enthusiasm and desire to learn. The Forest School experience enabled children to develop and reinforce a multitude of key skills. With regard to children’s development, references were made to a growing sense of awareness and maturity. Concepts of trust and responsibility were conveyed with some reference to a growing sense of freedom being afforded to children as they get older. Further research could seek to establish which professionals are aware of the existence of Forest School and gain their perceptions of its potential benefits. Also, further exploration focusing on the difference in Forest School experiences between the Foundation Phase and Key Stage 2 could provide interesting results. This takes into account the perceived impact the Forest School initiative appears to have contributed to, in relation to the children’s and parents’ perspectives and the context of this study.
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Chawla-Duggan, Rita. "Socialisation for learning : an ethonographic study of children in an Indian district in home and school environments." Thesis, University of Bristol, 2002. http://hdl.handle.net/1983/ffbe4da2-576b-4033-9559-620f74d7101c.
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Leung, Yuk-ling. "Family effects on educational achievement of immigrant pupils : a case study in a primary school /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057416.
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Welply, Oakleigh Elizabeth. "Constructing identities in culturally diverse classrooms : a cross-national study of the experience of immigrant-background children in French and English primary schools." Thesis, University of Cambridge, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.648531.
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Johnson, Peter. "Spirituality in the primary school : a study of teacher attitudes." Thesis, University of Wales Trinity Saint David, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.683286.
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Iredale, Norma. "Work-related education in primary schools : a study of industry's attitudes and teacher motivation." Thesis, Durham University, 1999. http://etheses.dur.ac.uk/1226/.
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Over the last decade there has been a steady growth of work related initiatives in education which have more latterly involved primary schools. There is, however, no clear evidence as to the impact these have made on teachers working with young children. Casual observation would suggest that work-related education remains peripheral in many primary schools and appears to be fragmented even when visible. The reasons for this are unclear but there are indications that certain pressures upon schools along with particular perspectives of teachers and industrialists have proved influential to the decision This study aims to determine what has motivated certain primary school teachers who are positively biased to embark upon work-related education and to ascertain the factors that have informed their views. It also seeks to discover why these teachers feel this aspect of work is important and what they hope to achieve from the activities in which they engage. At the same time the study enquires into the view of industrialists relating to work-related education in primary schools; explores what efforts are being made in this field; and aims to establish what industrialists hope to achieve. The study reveals that the greatest motivation for teachers involved in this study to engage in workrelated education is to prepare young people for life in a rapidly changing world. A positive link is exhibited between teachers who engage in work-related activities and their personal experience of business or industry. It is also revealed that industry, as represented by some of the large corporations, perceive links with primary schools to be essential. These links are, however, less common than links with secondary schools. A lack of some common understanding between educationalists and industrialists as to the outcomes of such endeavours is also disclosed. These points are discussed and a plan of action is offered.
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Chang, Li-Yu. "Acting it out : children learning English through story-based drama." Thesis, University of Warwick, 2009. http://wrap.warwick.ac.uk/3128/.
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The purpose of this study was to explore why and how stories and drama can encourage children’s participation in class and also affect their learning of English as a foreign language in Taiwanese primary schools. The author takes a strong interest in both fields, English for Young Learners (EYL) and educational drama, and attempts to propose a solution, story-based drama, to two of the more common problems faced by teachers at primary level—mixed ability classes and limited teaching hours. The key methodological approach was action research in a case study format, using mixed methods and gathering quantitative as well as qualitative data in order to evaluate the impact of the author’s teaching on the children’s English learning. The quantitative research data was gathered with the aid of questionnaires responded to by one hundred and nine teachers and thirty-two fifth graders, while the qualitative data was collected from interviews, participant observation, fieldnotes, journals, artefacts, and video and audio recordings. Quantitative and qualitative data analyses revealed that the incorporation of stories and drama into the existing school curriculum was workable, and the story-based drama assisted the pupils to have greater participation in class and a higher degree of improvements than before in terms of their four language and non-verbal communication skills. This was corroborated by questionnaire results, interviewees’ responses, the co-teacher’s observations, and the pupils’ written work. The author recommends that a collaborative approach to curriculum design and research methodology could be adopted by teachers themselves or between teachers and researchers in order to stimulate more research on the use of story-based drama in similar contexts, while deepening our understanding of this resourceful teaching approach.
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Bunn, Timothy Kenneth. "The effectiveness of additional interventions for children with literacy difficulties in Years 3 & 4." Thesis, University of Warwick, 2006. http://wrap.warwick.ac.uk/3530/.
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This study compared the progress in reading and spelling of 256 children in 11 classes in 9 English primary schools in Years 3 and 4, and a partially overlapping sample of 126 children who received additional help with literacy during one year. Teachers and teaching assistants used either Additional Literacy Support (ALS), a highly structured set of small group teaching materials devised by the English National Literacy Strategy, or a wide variety of other materials including other published intervention programmes, reading scheme based, computer based and individually designed interventions, or a combination of ALS and other interventions. The influence of a broad range of contextual factors were investigated, especially whether children's qualities, school factors such as SocioEconomic Status and class size, and delivery differences made significant differences to the outcomes of the different interventions. The study used a naturalistic quasi-experimental design, in which teachers were asked to record details of their children and interventions without altering their professional decisions, which has not been used before in investigating literacy difficulties in context. ALS was marginally more effective than other interventions in the majority of classes, but was clearly superior in value for money terms. Children's qualities did not appear to affect outcomes. Although children receiving additional help made better than average progress, below average children receiving only class teaching made more progress. Overall catchup was limited, especially in spelling. There appeared to be a larger influence of class teaching than expected. A tentative theory of how class teaching and additional interventions combine is suggested. The study considers how research of this type could be advanced, the need for further development of both class literacy teaching and additional interventions, and raises some questions about national policy towards literacy interventions.
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Kim, Hwang-Gee. "A survey of Chung-Nam primary teachers' beliefs about discipline-based art education /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3060112.
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Tso, Amy, and 曹莉莉. "Consonant production in integrated hearing impaired primary children: evaluation of training." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1990. http://hub.hku.hk/bib/B38627103.
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O'Riordan, Nicola. "Swimming against the tide : the implementation of philosophy for children in the primary classroom." Thesis, University of Hull, 2013. http://hydra.hull.ac.uk/resources/hull:8603.
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Philosophy for Children is a cognitive enhancement programme that utilises Socratic questioning and a dialogic pedagogy to develop the reasoning, creativity, social skills and ethical understanding of children. An abundance of research has established P4C’s efficacy in achieving these aims (Trickey & Topping, 2004). However, Leat (1999) asserts that despite evidence of the effectiveness of thinking skills programmes, embedding innovative programmes like P4C into school practice is analogous to “rolling a stone uphill” (p389) and anecdotal evidence of the researcher’s own experience as a SAPERE level 1 trainer substantiates this claim. Exploration of the implementation of P4C in the classroom is a neglected area in the large body of research literature pertaining to P4C; research efforts until recently have tended to focus on the cognitive, affective, methodological and theoretical aspects of this approach. This research set out to test the veracity of Leat’s (1999) claim that teacher efficacy is “…a measure of the chances of implementing change” (p399) and employed qualitative interviewing to examine the factors which primary teachers perceived to determine the implementation of P4C in the classroom. The research findings identified three distinct groups of P4C implementers: regular, intermittent and ceased. Analysis of the factors that teachers perceived to determine the implementation of P4C in the classroom revealed differing levels of teacher efficacy amongst these three groups and substantiated Leat’s (1999) claim. Furthermore, analysis facilitated the formulation of fuzzy predictions about the likely consequences of decision making on the P4C implementation process. The research findings also highlighted tensions, which were not exclusive to any particular group, between the values and practice of P4C and the values and requirements of the prevailing educational policy context. Further analysis gave credence to the view of many experienced SAPERE P4C trainers that P4C in the current climate represents counter-cultural practice.
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Chilemba, Enoch MacDonnell. "A critical appraisal of the right to primary education of children with disabilities in Malawi." Thesis, University of Pretoria, 2011. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_7124_1360933073.
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Lindquist, Turi Moffitt. "Using whole language strategies with learning disabled children." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/2955.
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Willmott, Robert. "What about the children? : primary teachers, child-centred philosophy and the new managerialism : a morphogenetic account." Thesis, University of Warwick, 2000. http://wrap.warwick.ac.uk/4381/.
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The quasi-marketisation of England and Wales' education system undertaken by the Conservative Government during the 1980s has not only been consolidated but also extended by 'New' Labour. New Managerialist restructuring has now reached its zenith in national target setting, 'Education Action Zones' and the primacy of OFSTED (Office for Standards in Education). Using Archer's (1995) morphogenetic approach, this thesis provides a useful contribution to the development of critical realism in organisation theory and the sociology of education. It also adds to the international debate on school effectiveness, assessment and the generic contradiction between New Managerialism and child-centred philosophy and practice. One of the key arguments of the thesis is that there is an objective constraining contradiction between New Managerialism and child-centred philosophy, which predisposes cultural agents to act in specific ways. Part One establishes the theoretical framework, counterposing Archer's morphogenesis to Giddens' structuration theory. Here it is argued that the interplay of structure, culture and agency can be theorised via the methodological device of analytical dualism. Part Two utilises the morphogenetic approach's three-part sequential schema of Socio-Cultural Conditioning 4 Socio-Cultural Interaction 4 Socio-Cultural Elaboration/Stasis in providing an historical account of the demise of child-centred philosophy and concurrent elaboration of the New Managerialism. The Preface to Part Three critically appraises the school effectiveness movement and the managerialist cooption of Robin Alexander and others. It delineates the background to the two primary schools analysed in Part Three. Part Three provides a contemporary ethnographic analysis of how teaching staffs in two primary schools mediate the contradiction between child-centred philosophy and practice and the New Managerialism. It draws upon nine months of participant observation, tape-recorded semi-structured interviews and the relevant academic literature. The concluding chapter discusses the implications of the findings for primary school practice and underscores the need for a critical realist approach.
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Cheung, Ngar-wing Anita. "Children culture of the visual to what extent can the HK art curriculum address the intercultural diversity in art acquisition? /." Click to view the E-thesis via HKUTO, 2005. http://sunzi.lib.hku.hk/hkuto/record/B35329634.
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Smit, Carien. "Teachers' perceptions of quality education in a low-income primary school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86273.
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Thesis (MEd)--Stellenbosch University, 2014.ENGLISH ABSTRACT: The Western Cape Education Department (WCED) put many interventions in place to provide quality education to all schools, but barriers still remained in low-income communities. Most barriers developed due to inadequate resources such as: poor teacher training, lack of community involvement, lack of transportation, poor service delivery and sustainability within the community. Numerous communities suffered discrimination in the form of unjust distribution of social benefits and resources. The Curriculum and Assessment Policy Statement (CAPS), however, expects all learners to follow the same curriculum and achieve the same type of quality education. This is impossible when schools have inadequate resources. The aim of the research was therefore to explore how teachers understood the concept of quality education through their lived experiences at a low-income school. This exploration took into account what teachers viewed as contributing to or hindering a quality education, both at personal and interpersonal levels in the school. It also considered how the school system, the WCED and the social environment contributed to positive or negative outcomes regarding quality. This was important as teachers were seen as the key agents towards change in quality education. Social constructionism and a social justice approach provided the foundation of this research and enabled the voices of previously disadvantaged communities to be heard. In keeping with the theoretical frameworks of the study, a qualitative, interpretivist research approach was used. Participants were selected through purposive sampling and focus group discussions as well as individual interviews were used to generate data. Digital audio recordings were made of the group and individual sessions, which were then transcribed. The data collected in this study were analysed through thematic analysis. The research findings indicated that teachers experienced numerous barriers with regards to contextual factors and unjust distribution of resources. Furthermore, teachers reflected that with good pedagogy they were able to maintain quality education, by teaching a curriculum that was relevant to the context of the learner, even when resources were limited. This process was very time-consuming and not cost-effective. However, even though teachers were able to recognise the barriers present in their school they insisted that there were many positive aspects to working in a low-income school. These findings led to recommendations that were centred largely on meeting some of the support needs of teachers in low-income communities.
AFRIKAANSE OPSOMMING: Die Wes-Kaapse Onderwysdepartement (WKOD) het baie intervensies in plek gestel om gehalte-onderrig te verskaf aan alle skole, maar baie hindernisse was steeds teenwoordig in lae-inkomste gemeenskappe. Baie van die hindernisse het ontstaan as gevolg van onvoldoende hulpbronne soos: swak onderwysopleiding, gebrekkige gemeenskapsbetrokkenheid, onvoldoende vervoer, swak dienslewering en volhoubaarheid in die gemeenskap. Daar was teen talle gemeenskappe gediskrimineer in terme van ongelyke verspreiding van sosiale voordele en hulpbronne. Die Kurrikulum- en Assesseringsbeleidsverklaring (KABV) verwag egter dat alle leerders dieselfde kurrikulum volg en dieselfde tipe gehalte-onderrig behaal. Dit is onmoontlik om te bereik indien skole onvoldoende hulpbronne het. Die doel van die navorsing was dus om onderwysers se konsep van gehalte-onderrig te verstaan deur hulle beleefde ervaring in ʼn lae-inkomste skool te ondersoek. Die ondersoek het in ag geneem wat onderwysers beskou het as ʼn bydrae of ʼn hindernis tot gehalte-onderrig, op sowel persoonlike as interpersoonlike vlak in die skool. Daar is ook gelet op watter positiewe of negatiewe invloede die skoolsisteem, die WKOD en die sosiale omgewing op gehalte-onderrig het. Dit word as belangrik geag omdat onderwysers gesien word as die belangrikste agente vir verandering in gehalte-onderwys. Sosiale konstruksionisme en ʼn sosiale geregtigheidsbenadering is die grondslag van hierdie navorsing en stel die stemme van voorheen benadeelde gemeenskappe in staat om gehoor te word. In ooreenstemming met die teoretiese raamwerke van die studie is ʼn kwalitatiewe, interpretivistiese navorsingsbenadering gebruik. Die deelnemers is deur middel van doelgerigte steekproeftrekking geselekteer en fokusgroepbesprekings en individuele onderhoude is gebruik om data te genereer. Digitale klankopnames is gemaak van die groep- en individuele sessies, wat toe getranskribeer is. Die data wat in hierdie studie ingesamel is, is ontleed deur middel van tematiese analise. Die navorsing het aangedui dat onderwysers talle struikelblokke ondervind het met betrekking tot kontekstuele faktore en onregverdige verspreiding van hulpbronne. Verder het onderwysers weerspieël dat hulle met goeie pedagogie in staat was om gehalte-onderwys te beoefen deur die kurrikulum binne die konteks van die leerder te onderrig, selfs wanneer hulpbronne beperk was. Hierdie proses het egter baie tyd in beslag geneem en was nie koste-effektief nie. Selfs al was onderwysers in staat om die struikelblokke in hul skool te herken, het hulle steeds die positiewe aspekte van werk in ʼn lae-inkomste skool uitgelig. Hierdie bevindinge het gelei tot aanbevelings wat grootliks handel oor ondersteuning van die onderwysers in lae-inkomste gemeenskappe deur vervulling van hulle behoeftes.
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Marshall, Lydia. "Why do children go to school? : a case study of primary education in Hawassa, Ethiopia." Thesis, University of Warwick, 2015. http://wrap.warwick.ac.uk/75715/.
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This thesis contributes to an understanding of why children in urban Ethiopia and elsewhere go to school by accounting for children in one Ethiopian city’s own explanations of! their educational participation, and examining the factors shaping these understandings. The findings demonstrate that, for children in this context, education was both an indicator of a ‘good’ childhood, and the route to social adulthood. Children in Hawassa wanted to go to school in order to become good workers, good people and good national! citizens. Their motivations for going to school often overlapped with dominant arguments for the expansion of education, but went beyond the narrow economic instrumentalism of the human capital approach and challenged the neoliberal individualism that has underpinned much work on human capabilities. The thesis therefore asserts the important contribution that children can make to debates about the purposes of education. However, it also demonstrates that children’s explanations of their schooling were constrained by the discourses and understandings available to them. It argues that children had largely internalised a deficit model of childhood and education that inhibited the expansion of their critical capabilities In demonstrating the constraints upon children’s understandings, the thesis also demonstrates that educational participation in Hawassa was not solely the outcome of children’s rational evaluation of the costs and benefits associated with going to school. However, it does not instead present attendance as resulting from compulsion or normativity. Rather, it argues that going to school was an act of agency that arose from children’s ultimate human concerns, and was constrained and enabled by external ‘generative mechanisms’(Bhaskar 1978). These mechanisms included discourses about the morality and power of education, economic structures rendering school attendance necessary for the achievement of desired indicators of adulthood, and government strategies seeking to minimise civil conflict and dissent.
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Wong, Tung-kwong. "Aspects of habitual physical activity in Hong Kong primary school children /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20263466.
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Chessor, Danuta, University of Western Sydney, of Arts Education and Social Sciences College, and School of Education. "The impact of grouping gifted primary school students on self concept, motivation and achievement." THESIS_CAESS_EDU_Chessor_D.xml, 2004. http://handle.uws.edu.au:8081/1959.7/460.
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The purpose of this research was to determine the interrelationship of self-concept, motivation and achievement in gifted and talented primary school children in a variety of groupings. An initial study of two groups was used. The experimental group consisted of 24 gifted and talented students in a homogenous class of gifted and talented students in a primary school in Metropolitan area of Sydney. The group consisted of 13 boys and 11 girls aged between 9-12 years. The comparison group was matched for age, gender and IQ and attended mixed ability classes in four local primary schools. Each group completed a Self Description Questionnaire at the start of the school year and six months later. The SDQ was administered 12 months later to both groups. The academic self-concept of the experimental group was diminished after six months and remained diminished for the 12 month follow-up study. There was no difference in non-academic self-concept between the experimental and comparison groups. Study 2 was a qualitative study of each parent’s response to their child’s experience in the gifted and talented class by asking them for their perception of the special class placement on their child using an open ended structured interview. Study 3 analysed data from a wider group of gifted and talented students in a Metropolitan area of Sydney, on an academic self-concept and motivation, reading and mathematics achievement. From this analysis the interrelationship of motivation, academic self-concept and achievement was observed and conclusions drawn for best practice for gifted and talented students. Academic achievement was enhanced by selective class placement. All motivational goal orientations and academic self-concept were diminished for both the experimental and control groupsDoctor of Philosophy (PhD)
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Pang, Lau Seung-man Bessie. "Social aspects of integration of children with profound hearing impairment in Hong Kong primary schools." Click to view the E-thesis via HKUTO, 1990. http://sunzi.lib.hku.hk/HKUTO/record/B38627085.
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Sa'di, Imad T. N. "A programme for promoting positive attitudes towards the environment in primary school children." Thesis, Loughborough University, 1997. https://dspace.lboro.ac.uk/2134/6783.
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In a world where natural environments are under increasing threat, environmental education has become a global imperative. Research in the field has so far stressed its cognitive rather than its affective components. The development of positive attitudes towards the environment was identified as a goal in Jordanian schools, particularly in the primary school curricula. However, at present environmental education in Jordan remains oriented towards cognitive outcomes. The study follows systematic procedures for: developing and delivering a Fourth Grade Environmental Education Programme (FGEEP); designing a scale to assess children's attitudes towards the environment, and evaluating the impact of the programme on these attitudes. A representative random sample of 360 fourth grade primary school children (180 boys, 180 girls) aged 9-10 years attending government or UNRWA schools in Irbid/Jordan in the academic year 1995/1996, was selected for the research. The sample was divided into two equal and equivalent groups: the experimental which received FGEEP alongside their normal curriculum and the control group which did not. The programme involved the creation, development and evaluation of both teacher and pupil learning materials. Consisting of three books: a pupil's textbook, a pupil's workbook and a teacher's manual. A specially designed and trialled 30-items Environmental Attitudes Scale for Primary School Children (EASPSC) was found valid and reliable for use in Arabic and English. Also developed were an environmental knowledge scale and a scale for assessing parents' environmental attitudes. The scales were given to both the experimental and the control groups, pre- and post-programme exposure. Participating pupils are shown to have developed strong, positive attitudes towards the environment and high level of environmental knowledge, as did their parents. The results suggest that FGEEP was effective and appropriate for developing environmental understanding in primary school children in Jordan. Since content and methods of delivery of the programme differed from the normal curriculum, both contribute to the programme's achievement. The researcher advocates the adoption of the programme in Jordan and, with suitable modifications, in a wide range of schools in other societies.
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da, Silva Ramos Cristhiane, and cristhiane ramos@rmit edu au. "Establishing fundamental theories for internet atlas realisation with application in the Brazilian primary education system." RMIT University. Mathematical and Geospatial Sciences, 2006. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20070109.100627.
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This thesis addresses a research programme that aimed to provide an open standard methodology for publishing Brazilian local primary school atlases on the World Wide Web. It also aims to contribute to the use of computer laboratories provided to Brazilian primary schools by the Brazilian government. Using a local school atlas as the source of information, a Web-based prototype of the School Atlas of Rio Claro (SP) was developed in SVG (Scalable Vector Graphics). SVG is a vector-based standard for publishing interactive graphics on the Web validated by the Web Consortium. This prototype was tested with a group of Brazilian primary school teachers. The test was conducted with fourteen teachers, all of them were familiar with the paper version of the School Atlas. During weekly meetings, the participants took notes to discuss and reflect about the practices held in school with local maps. The main test carried out with teachers was to prepare a paper activity based on the atlas content. The idea behind this activity was to foster teachers to leave a passive role as mere users and interact with the product in a more active fashion. In order to enable them to take full advantage of simple digital tools they were briefly trained to capture screen, use image editing software (they were instructed on the use of Paint, an image editing application available in Windows), and to copy text from the atlas. The results demonstrated that the teachers were keen to interact with the product and, although reproducing some common practices of paper atlas use, they revealed a deep interest on the use of the Internet as a medium for education and the prototype itself. A second test was carried out with a group of atlas developers. They were given a time frame of two weeks to develop an SVG-based atlas using the methodology proposed in this research. They completed the task within the time frame proposed however they indicated that more specific training should be desirable; this finding indicates the need to introduce digital map publishing as a subject to be taught in geosciences undergraduate courses in Brazil. It is believed that open standard methodology proposed here can be applied to other cities also developing local atlases for early geographical education.
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Hudson, Tina M. "Adapting Strategies for Primary Students with Learning Disabilities." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3999.
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Jenkins, Robert. "Addressing the social exclusion of children from primary education : country analyses of India and Mozambique." Thesis, University of Bath, 2009. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.520946.
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This thesis focuses on the social exclusion of children of primary school age in India and Mozambique by examining two related aspects: the policies that have been adopted in both countries to tackle social exclusion and the indicators they have used to identify it. It is argued that existing policy indicators in both countries can provide a partial answer to the question of how far they have been able to address social exclusion but that indicators and analyses need to be more fine grained both to monitor social exclusion and provide leads as to how it can better addressed. The purpose is not to compare the two country analyses in order to evaluate how they differ in terms of magnitude or severity in the form of the exclusion. Rather, it is to understand the diverse nature of exclusion, and the different remedies and analyses that are required in the two countries. This analysis suggests that one size fits all policies, as once suggested by the World Bank, are inappropriate. The thesis develops an understanding of the concept of social exclusion and contrasts it with previous accounts of poverty in countries like India and Mozambique. It also adopts a normative Human Rights approach in viewing primary schooling as crucial to questions of social exclusion. It also shows how these key concepts can be related. Through the two country analyses offered in this thesis, it can be shown that because data collection processes are largely based on aggregate indicators, there is insufficient information to undertake an adequate analysis of social exclusion. In order to establish this point, official data sets are reanalyzed to see how far they can take us in helping to understand the complex nature of social exclusion. In particular, it will be shown that the indicators related to the education status of children are insufficiently disaggregated to enable an improved understanding of the characteristics of children that continue to be excluded. From this analysis it will be argued that a broader list of indicators needs to be developed related to the dynamics at the level of the school, community and household. However, given that social exclusion may be structured differently in various contexts it is argued that participatory research is required that facilitates the assessment and analysis of these dynamics by all the key stakeholders, including children, at the various levels. In particular, policy makers fail to involve children in the process of assessing and analyzing the reasons for exclusion, and therefore do not benefit from their perceptions and insights. Further analysis of the various dynamics which relate to exclusion provide useful insights to better understand the policy and programmatic initiatives that effectively address the social exclusion of children from primary school.