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Dissertations / Theses on the topic 'Primary education quality'
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1
Wong, Wai-ling Winnie, and 黃惠玲. "A new primary school for quality education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984903.
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Wong, Wai-ling Winnie. "A new primary school for quality education." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25950940.
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Al-Omari, Khaled Mohammed. "Quality assurance mechanisms in Jordanian primary teacher education programmes." Thesis, University of Huddersfield, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.368323.
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This study explores the quality assurance mechanisms in primary teacher education programmes in Jordan in order to examine how the participants perceive the systems in their programmes. As a point of reference the English experience in quality assurance was incorporated. The main areas investigated were (i) The components of primary teacher education programmes in Jordan (the objectives, the theory, the school experience, the teaching methods, the management system, and facilities) (ii) The problems that hinder the implementation of the quality assurance systems (iii) Suggestions for promoting quality assurance (iv) Guidelines for quality assurance obtained from the English teacher education programmes. Data was collected from all public Jordanian universities that are concerned with primary teacher education programmes and in 9 English universities and one college. The three main research methods employed in the research were documentary analysis, questionnaires, and the interview. It is concluded that quality assurance systems are not clearly specified or implemented in the primary teacher education programmes in Jordan. The perceptions of the majority of the participants indicated that they were dissatisfied with both the components of the programme and the management system. The study argues that without the co-operation of the people involved in the quality assurance systems, the system will not totally achieve its objectives. Communication and commitment by all the participants are essential if quality assurance systems are to be effectively employed.
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Marchyk, V. I. "Quality physical education teachers of primary schools as problem." Thesis, Sumy State Uiversity, 2016. http://essuir.sumdu.edu.ua/handle/123456789/48649.
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With the first years of schooling the students formed a culture of
motor activity and how effective it will be depends on the quality of
physical education teachers of primary school.
The last few years of primary school is working on a new
program "Physical Culture" for grades 1-4 is designed according to
the State standard primary education (approved by the Cabinet of
Ministers of Ukraine of 20.04.2011 number 462).
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Abu-Baker, Mutaaya Sirajee. "Decentralization and quality assurance in the Ugandan primary education sector." Thesis, Rhodes University, 2018. http://hdl.handle.net/10962/57390.
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The study presented in this thesis is a case study analysis of decentralization and quality assurance in a decentralized set up of the Ugandan Primary Schooling. The research looked at how the monitoring and evaluation informed the policy formulation process to regulate quality assurance in a decentralized governance of primary education. The Study was positioned in the critical realist paradigm, interpretive in orientation and used both coding and thematic techniques to understand the teachers’, SMC members’, and officers’ (at district and ministry levels) experiences and perceptions of quality assurance in a decentralized set up. Data was gathered using interviews, document analysis and observation methods. The findings indicated that the study was affected by eleven themes: Management System and Leadership, Human Resource Management, Finance Administration and Management, Parenting and Nutrition, Politics, Motivation, Social Structures and Patterns, Legislative Process and Policies, Infrastructure Development and Management, Community Involvement in Education and Curriculum and Professionalism. The monitoring and evaluation system had a framework in which it operates, though there was no quality assurance policy to guide the provision of quality education. The study finally indicated that there are more threats in a decentralized set up that put Quality in danger. Secondly, there was absence of supervision/inspection in schools as there was no evidence to prove this due to absence of reports. However, document analysis indicated visits of officers to schools. Records management was a problem to schools. Decentralization was adopted at different levels by different countries to address specific problems identified in view of service delivery. Finally, though monitoring and evaluation results informed the policy and decision makers, there was no quality assurance policy to guide the provision of quality education in institutions.
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Power, Bianca Mary. "Portraits of Quality Arts Education in Australian Primary School Classrooms." Thesis, Griffith University, 2014. http://hdl.handle.net/10072/366233.
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The status of arts education in primary schools is, according to the extant literature and popular commentary, infrequent and substandard. A small number of studies reflect on what actually occurs when arts education is taught in primary school classrooms. This thesis presents thick, rich, descriptive portraits of the nature of quality arts education occurring in Australian primary school classrooms. Two case sites were involved in this study – one primary school in Victoria, one in Queensland.
Working within the interpretivist paradigm, portraiture methodology was employed, supported by a case-study approach. Crystallization was used as a methodological referent to ensure the validity and reliability of data collection and representation. The nine domains of Bamford and Glinkowski’s (2010) Effect and Impact Tracking Matrix (EITM) acted as a scaffold to inform instrument development, data collection, and subsequent data organisation of completed portraits of quality arts education in Australian primary school classrooms.
Arts education was found to be happening in the primary school classrooms involved in this study, within generalist as well as specialist classrooms. It was asserted that the nature of quality arts education needs to be defined broadly. Such a broad definition is presented.<br>Thesis (PhD Doctorate)<br>Doctor of Philosophy (PhD)<br>School of Education and Professional Studies<br>Arts, Education and Law<br>Full Text
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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.<br>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.<br>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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Koral, Nesrin Özlem. "A atudy primary school teachers' perceptions of the total quality management principles." Ankara : METU, 2003. http://etd.lib.metu.edu.tr/upload/12604768/index.pdf.
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Alam, Md Shafiqul. "Quality of primary education: family and community factors in rural Bangladesh." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2011. http://hub.hku.hk/bib/B47228866.
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Literature suggests that the quality of education has diverse meanings in different contexts. This research aims to discover the perceptions of teachers and parents regarding the quality of primary education in rural Bangladesh. Family and community have important roles to play in child education. This research has also identified family and community factors that affect education quality.
The research uses case studies (ethnographic in characteristic) and survey methods. Qualitative data were captured by semi-structured interviews and participant observations. Informants were teachers and parents. Data analysis was done by a process which was borrowed and adapted from the grounded theory approach. Data interpretation was underpinned by concepts derived from human capital and social capital theories. In the quantitative study, data were collected by questionnaire surveys among teachers and parents. The quantitative research findings complement the qualitative findings.
The research findings unveiled three dimensions of education quality as perceived by teachers and parents: (a) the acquisition of good results and awarded scholarships, (b) the acquirement of skills, and (c) the development of values and attitudes. Here, (a) and (b) could belong to human capital concepts, and (c) may refer to social capital. The perceptions of teachers and parents are similar. Nonetheless, teachers pay more attention to children’s performance, whereas parents emphasize on their well-being.
According to teacher and parent perceptions, the research suggests seven family factors affecting education quality: parental involvement in schools, family involvement in the children’s education at home, family structure, educational status, economic status, parental awareness and concern, parental commitment and family environment. The research reveals that the notion of “rural family roles” would be along the lines of a “co-institution of the school”, by means of the parents and family getting involved in the children’s education both at school and at home.
In terms of the community factors, six factors that affect the quality of education, as perceived by teachers are: community involvement in the school, relationship between the community and school, community support and cooperation, values, willingness to become involved in the schools, its economic status and environment. Regarding the perceptions of the parents, the research identified five factors: financial position and environment, educational status, communication and support given to schools, community child care, as well as unity and cooperation among community people. The research also suggests that the notion of “rural community roles” would tend to be thought of as “doing something for the children”. There is also an ecological balance in the relations between the community and school.
The research suggests that the human capital and social capital of the family, community and children reinforce each other in a reproductive loop. That means the human and social capital of family and community play a role in the creation of the human and social capitals of the children (quality education), and vice-versa. These observations on education quality add a new horizon to the knowledge base of primary education, and one that may contribute to policy-making and facilitate further research.<br>published_or_final_version<br>Education<br>Doctoral<br>Doctor of Philosophy
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Nikolic, Sandra. "Educating the future: raising the quality of primary schooling in Bangladesh /." Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2682.
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Andrews, Ann E. "Key elements of a quality literature program." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1122.
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Hossain, Md Altaf. "Parents', teachers', and head teachers' perceptions of the Primary Education Stipend Programme (PESP) in improving access and quality of primary education in Bangladesh." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/66957/.
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The Primary Education Stipend Programme (PESP) receives accolades and support from the government and policy partners (such as ADB, World Bank, DFID) in spite of deficiencies in its implementation. The general impression is that the programme is increasing equitable access to quality education for poor children. However, there is no study to understand how and to what extent PESP receiving children are benefiting and how it influences and affects the school. This study was undertaken to understand the policy gap between the introduction and implementation of the PESP by examining parents' and teachers' perceptions of the strengths and weaknesses of the PESP and its effects on teaching and learning, and school management. These perspectives provide a broader understanding of the effectiveness of the programme in realizing its goals. This study uses a qualitative case study approach and selects one rural primary school for in-depth investigation. Three groups of parents of children were interviewed: those who completed primary cycle; those who dropped out of school, and; those whose PESP benefits had been rescinded due to poor attendance and performance. Two parents were included from each group in this study. The head teacher and one assistant teacher are also included in this study to explore the effects of the PESP on the schoolcommunity relationship and school management processes. The study found different types of deception in selecting beneficiaries. The strategy of not including more than one child from a single family is evident that results in many poor children's exclusion from the benefit. Conditionality is used to exclude lowperforming children from the benefit which restricts access to education for a considerable number of poor children and many non-poor children receive the benefit. Thus, the PESP benefits the non-poor people. The amount of stipend money is also found insufficient for ensuring necessary learning materials for the poor children. Lower amounts due to unmet conditionality and other charges at times trigger discord and dispute and hamper children's learning. The stipend money increases private investment in education in the form of private coaching fees. The PESP does not incentivize poor children to learn. In addition, it does not increase the teacher's confidence of their educability or increase children's confidence in their capacity to learn. Rather, a sense of the incorrigibility of poor children has been established and teachers allege deteriorating learning condition in crowded classrooms caused by the PESP. With regard to the parent-teacher relationship, this study finds a bitter antagonistic stance brew between the two groups and creates unintended effects. The teacher and the head teacher accuse parents of not providing adequate support at home and parents allege the school for not providing required care and attention for their children. This mutual disregard affects the teacher-student relationship and undermines poor children's confidence to be educated equally with non-poor children. As a consequence of the conflicting perceptions of the aims and objectives of the programme and the perceived inadequacy of the PESP policy in society, this thesis will look for new insights into the process of implementation and the effectiveness of the PESP policy. This may encourage policy makers to reflect upon the efficacy of the programme as a strategy to increase access and quality education for poor children.
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Brabet, Paul. "Primary education quality in sub-Saharan Africa : Three essays on improving student achievement." Electronic Thesis or Diss., Université Paris sciences et lettres, 2024. http://www.theses.fr/2024UPSLD044.
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Depuis plusieurs décennies, la scolarisation à l’école primaire a beaucoup augmenté en Afrique subsaharienne. Néanmoins, une grande partie des élèves ne maîtrisent pas les savoirs fondamentaux (lire, écrire, compter) à la fin du cycle primaire. Pour améliorer l’apprentissage des élèves, de nombreuses études se sont concentrées sur la qualité des enseignants ou encore la gouvernance de l’école. L’objectif de cette thèse est de faire avancer la compréhension de la qualité de l’éducation et des résultats scolaires à travers trois études distinctes. La première porte sur le rôle des directeurs d’école et leur implication dans la gestion de l’école. Les résultats montrent que l’implication des directeurs d’école n’a pas d’impact sur les résultats scolaires des élèves, et que d’autres caractéristiques, telles que le leadership, pourraient jouer un rôle plus important. Le second chapitre se penche sur les réformes d’approche par compétences qui ont modifié la pédagogie des enseignants dans de nombreux pays d’Afrique francophone. Cette étude montre que l’approche par compétences a un impact positif sur les résultats en français des élèves. Enfin, la dernière étude analyse la relation entre le type de contrat des enseignants et les résultats scolaires. Il apparaît que les enseignants contractuels sont aussi productifs que les enseignants titulaires, et que le type de contrat de l’enseignant n’affecte pas significativement les résultats scolaires des élèves<br>Over the past decades, primary school enrollment has significantly increased in Sub-Saharan Africa. Nevertheless, a large proportion of students do not master basic skills (reading, writing, arithmetic) by the end of the primary cycle. To improve student learning, numerous studies have focused on teacher quality or school governance. The objective of this thesis is to advance the understanding of education quality and student achievement through three distinct studies.The first focuses on the role of school principals and their involvement in school management. The results show that the involvement of school principals has no impact on student achievement, and that other characteristics, such as leadership,might play a more important role. The second chapter examines the competency-based reforms that have changed teaching practices in many Francophone African countries. This study shows that the competency-based approach has a positive impact on students’ language test scores. Finally, the last study analyzes the relationship between teacher contract types and student outcomes. The results suggest that contract teachers are as effective as tenured teachers, and that the type of teacher contract may not significantly impact student outcomes
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Berry, Geoff, of Western Sydney Nepean University, and Faculty of Education. "Quality management in New South Wales primary schools : implications for leadership development : principals' perspectives on quality management as a process of continuous improvement in Western Sydney primary schools." THESIS_FE_XXX_Berry_G.xml, 1997. http://handle.uws.edu.au:8081/1959.7/351.
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This study seeks to develop a better understanding of the nature and potential of quality management in primary schools and to determine possible professional development strategies for principals in relation to the introduction of quality management within their schools. A questionnaire was utilised to seek the insights, understandings and opinions of thirty-four primary school principals within the Western Sydney area in relation to quality management in their schools and the kinds of leadership support required to initiate and sustain this process. The policy orientation of the research is evident through suggested options for leadership development which emerge from the findings of the quesionnaire. Furthermore, the notion of schools as 'learning communities' is a vision for school education which requires the transformation of the cultural elements of schools to enable all school members to be active managers of their own learning. There is a need to develop systems and processes to allow this vision for schools to emerge, and this research accepts this challenge. This thesis, based on the outcomes of the questionnaire, includes a theoretical framework based on an overview of current models relating to quality management in primary schools and concludes with considerations for the further development of the process in primary schools in New South Wales.<br>Doctor of Education (Ed.D.)
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Le, Roux Moses Jakobus. "Principals and their possible power to influence quality education." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20015.
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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The National Department of Basic Education is aware that it is not succeeding in providing
quality education for all school children. At present the performance of grade 3 and grade
6 learners, in both international and local assessment, is a matter for great concern. The
results suggest that most learners lack basic literacy and numeracy skills. Learners’
performance in the National Senior Certificate Examinations is also far from what it should
be.
The way in which schools are managed largely determines the quality of education
learners receive. As the managers of schools, therefore, principals are held responsible for
the poor performance of learners during these annual systemic evaluations.
The study aimed to investigate whether the school principals are aware of their powers
and whether they perceive themselves as able to use their power to influence school
practices positively and thus promote quality education.
The study indicates that principals rely on a combination of positional and personal power
sources to promote quality education. The study also indicates that principals are aware of
their power but have a limited understanding of the concept of power. They also seem to
lack the knowledge and understanding to exercise these powers effectively. Although they
seem able to exercise considerable power in different situations, principals are reluctant to
use their power. It seems that various external and internal factors influence their ability to
use their power effectively.<br>AFRIKAANSE OPSOMMING: Geen Afrikaanse opsomming
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Hawkes, Neil. "Does teaching values improve the quality of education in primary schools? : a study about the impact of introducing values education in a primary school." Thesis, University of Oxford, 2005. https://ora.ox.ac.uk/objects/uuid:bdb77d49-ab71-4d2b-87eb-ffa040ade219.
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This thesis has been undertaken to consider whether values education, as conceived in Palmer Primary School, improves the quality of educational provision. To do this, it explores the research question: Does teaching values improve the quality of education in primary schools? The research study seeks evidence to analyse whether moral education in positive values, in the form of values education, is fundamental to the purposes of developing quality education. Significantly, the study considers whether values education can enable pupils to internalise, and act on, a code of personal ethics. It considers the argument that values education may have positive qualitative effects on the attitudes and behaviour of adults and pupils in state primary schools. Furthermore, the study seeks to ascertain whether the methods and pedagogy of values education can be an effective means of implementing the second aim of the revised National Curriculum, which is concerned with the spiritual, moral, social and cultural development of pupils. This research study seeks to establish whether values education, as the embodiment of the aim, can pass on what the National Curriculum describes as enduring values and help pupils to be caring citizens capable of contributing to the development of a just society. It reflects on whether values education can be an effective means for reestablishing the moral purpose of education and thereby affect the quality of education in the state sector of schooling. The thesis is coherently structured in ten chapters that cover: the theoretical background to values education; a philosophical framework; a literature review, case studies, examination of data; conclusions and recommendations. The research methodology is designed to collect and analyse data from a main and subsidiary case study. It focuses on data from semi-structured interviews with fulltime teachers; pupil interviews; parent interviews; documents from Ofsted, governors' meetings and sample lessons. The potential significance of this study is whether the research produces evidence that will support further, more extensive, research that will consider whether values education represents a positive paradigm shift in the way that schooling in primary schools is conceived.
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Koral, Nesrin Ozlem. "A Study On Primaryschool Teachers'." Master's thesis, METU, 2004. http://etd.lib.metu.edu.tr/upload/12604768/index.pdf.
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The purpose of this study is to investigate primary education teachers'<br>perceptions about Total Quality Management (TQM) and the implementation degree of the principles of TQM in their schools<br>and to investigate whether there are significant differences between these perceptions of teachers in Curriculum Laboratory Schools (MLO) in which TQM principles are applied and teachers in non-MLO schools. For this reason, 16 primary education schools eight of which are MLO schools in different provinces of Ankara were randomly selected, for the sample of the study. Teachers in these schools were asked to fill out the questionnaire consisting of the proposala based on the principles of TQM. A total of 406 teachers completed and returned the questionnaires. Descriptives statistics were used to evaluate the data obtained. Multivariate Analysis of Variance (MANOVA) was used to analyse whether there is a significant difference between MLO and non-MLO school teachers'<br>perceptions related to TQM principles. The results indicated that there was no significant difference between the perceptions of teachers in MLO and non-MLo schools. Moreover, Chi-square test was used in order to analyse if there are significant differences in MLO and non-MLO school teachers'<br>perceptions about the degree of the implementation of TQM principles. The results showed that there was a significant difference only in one TQM proposal related to TQM principles. It is implemented in MLo schools more than non-MLO schools.
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Evanshen, Pamela. "Quality Learning Environments in the Primary School: Incorporating Best Practices to Engage Learners." Digital Commons @ East Tennessee State University, 2010. https://dc.etsu.edu/etsu-works/4470.
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Book Summary: Gode læringsmiljøer for børn giver ideer til, hvordan man kan skabe gode udviklings- og læringsmiljøer i daginstitution og skole, så børn på samme tid kan have gode børneliv og lære noget i inspirerende og spændende omgivelser.
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Othman, Mariam. "Educational resources, school climate, school leadership, and parental involvement as factors towards quality primary education : the Malaysian perspective." Thesis, University of Manchester, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.525908.
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Chan, Wing-kwong. "A study of the development of quality indicator systems in Hong Kong primary schools : a case study /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20057957.
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Saha, Anshu. "Quality primary education in India: A review and analysis of the National Curriculum Framework 2005 (NCF-2005), with a focus on curriculum reform in primary (Grade I-V) education." Master's thesis, University of Cape Town, 2016. http://hdl.handle.net/11427/24512.
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The National Curriculum Framework, 2005 (NCF-2005) was introduced by the Government of India to address the issue of quality in education. This study aims to analyse the area of actual curriculum reform for quality aspects at the primary (Grade I-V) level, both generally and specifically within India, in order to look at the quality aspect of education, which the NCF-2005 highlights as a key aim. In light of this, the key question that the current study asks is: how does the National Curriculum Framework 2005 (NCF-2005) address the 'quality' issue for primary education? In order to move more closely to an assessment of 'quality' within NCF-2005, this study employed document analysis and Critical Discourse Analysis (CDA) as methodological tools. The study used CDA to generate a critical analysis of the dominant discourses in the NCF-2005 policy document alongside a framework that included tools for policy analysis. An important feature of the framework design was that it considered various definitions of 'quality' at the international level; the influence of these on the national level, and how these are operationalized in the curriculum through the NCF-2005's key monitoring tool- Quality Monitoring Tool (QMT). The primary level (Grade I-V) curriculum is used in this thesis as an illustrative case. This study concludes with an attempt to highlight that the problem does not necessarily lie with the quality indicators or the definition of quality, nor necessarily with the curriculum itself. On the contrary the difficulty lies far more with complex implementation issues- the QMTs, the texts, and the lack of teacher training to implement the new curriculum. Also, the study highlights how the humanistic indicators that better capture the concept of 'quality' have been downplayed. Thus the thesis concludes that the NCF-2005 does not sufficiently capture the differing political, social and education ideologies resulting in a subsequent gap between the policy and its implementation.
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Ganapathi, Janani. "The role of open educational resources (OERs) in primary education in developing nations: A case study of India." Thesis, Queensland University of Technology, 2018. https://eprints.qut.edu.au/115759/1/Janani_Ganapathi_Thesis.pdf.
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This thesis investigates the role of open educational resources (OER) in primary education in developing countries. It retrieves lessons from an in-depth case study analysis of three OER-providing organizations, which have been catering to the literacy and primary education needs of children in India and South Africa. The findings indicate that OERs specific to the development of primary school-aged children can overcome several issues such as poor literacy, pedagogy, equity and access as well as help OER providers remain sustainable.
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O'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.
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The following study is based on the hypothesis that the setting up of student councils in second level schools in Cork will support the key considerations of quality, equality, partnership, pluralism and accountability as set out in the government White Paper on Education, 1995. To provide a general background to the research, the study starts by reviewing, in chapter one, the state of education in Ireland to-day. This will include a brief look at student councils in other countries e.g. the USA, England, Canada and Norway. The study will chronicle the path of the recent Irish Education Act from Green Paper to White Paper to Education Bill to Education Act in 1998. The second chapter will examine the literature on student councils in Ireland to date. It will then review the literature on the five key considerations of quality, equality, partnership, pluralism and accountability and state how the setting up of a student council might support these. Chapter three will outline the research methods of the study. A questionnaire will be created, the ftrst part of which will seek information regarding the present position of student councils in Cork second level schools. The second part of the questionnaire will solicit the respondents' perceptions as to whether a student council can help to deliver these principles and whether the present student councils are actually delivering within the schools. All second level schools in Cork will be asked to pat1icipate. The questionnaire will be directed at the teacher co-ordinator of the student councils. In the schools where there is no student council, the deputy principal will be asked to complete the survey. A second questionnaire will be assembled to solicit the perceptions of the students regarding the work of the councils. Chapter four will chronicle the administration of the survey and present its findings. Conclusions will be drawn and stated. Chapter five will discuss the findings of the research and present recommendations that will point the way forward for the Department for Education and Science, teachers and students.
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Adewoye, Oluwakemi. "The Effects of Professional Development and Formative Assessment Quality on Students' Self-Regulation in Primary School Mathematics." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5599.
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Student self-regulation is associated with mathematics achievement in Nigerian primary schools, and formative assessment holds promise for increasing self-regulation. However, to date no research has explored teacher professional development (PD) for formative assessment and its effects on students' self-regulation in Nigerian primary schools. This quasi-experimental nonequivalent control group design used Desimone's teacher professional development conceptual framework, Popham's model for practicing formative assessment, and Zimmerman's concept of self-regulated learning. Research questions concerned whether differences existed in teachers' practice and students' self-regulation between two groups of Nigerian primary school mathematics teachers who received variations of professional development. The sample was 13 volunteer mathematics teachers (7 in a workshop plus follow-up group and 6 in a workshop-only group) and 183 students from 7 primary schools. Teacher formative assessment quality (FAQ) data was collected from 3 classroom observations and student end-of-project self-regulation was measured via a questionnaire. Descriptive analysis at the teacher level showed that teachers in the workshop-plus group had a higher level of FAQ than workshop-only teachers. A t test showed students with workshop-plus teachers had significantly higher self-regulation scores on average than students with workshop-only teachers, although FAQ did not correlate with students' self-regulation scores, possibly due to a small sample size. This study contributes to social change by providing supporting evidence for school administrators to provide workshop plus follow-up coaching PD to teachers to increase the quality of formative assessment, which may have implications for improving mathematics achievement among primary students in Nigeria.
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Li, Wing-chi, and 李詠芝. "Role of psychosocial factors on subjective well-being among primary school teachers of inclusive education." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/196515.
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The author examined the effect of personality traits and the buffering effect of social support on psychological well-being of primary school teachers in inclusive education in Hong Kong. A sample of 200 Chinese teachers was surveyed. Hierarchical regression analysis showed that neuroticism was highly correlated with and accounted for depression, anxiety, and burnout in our sample. Family support was found to have significant main effect on depression (R² = 48%, ΔR² = 3%), and anxiety (R² = 63%, ΔR² = 2%) when the main effects of neuroticism were partialled out. Significant moderating effect of family support on the relationship between neuroticism and depression was found. To further investigate the effect of marital status on this buffering model, hierarchical regression analysis was conducted with teachers who were married and those who were single, respectively. The analyses revealed significant main effects of neuroticism regardless of teachers’ marital status. Significant main effect of family support and interaction Neuroticism x Family Support were only found for married teachers. These findings have implications that family support was an important factor in mitigating psychological distress particularly for teachers who were married and reported high level of neuroticism. Interventions of enhancing family support and school support were discussed.<br>published_or_final_version<br>Educational Psychology<br>Master<br>Master of Social Sciences
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Jessop, Tansy Stephane. "Towards a grounded theory of teacher development : a study of the narratives of rural primary teachers in Kwazulu-Natal." Thesis, University of Winchester, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361423.
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This study of rural primary teachers' life histories, their sources of motivation and their views of teaching, is an attempt to discover the conceptual frames out of which teachers conduct their lives and work in order to improve the theory and practice of teacher development The research methodology used in the study combined grounded theoty (Glaser and Strauss, 1967) with narrative and life history approaches (Goodson, 1992; 1995; Thomas, 1992; 1995). Comparative interview data was collected from sixty eight rural primary teachers, and ten teacher developers. advisers and educators. In a second phase of data collection, the preliminary findings were reopened to teacher educators, advisers, and inspectors in four workshops, as a way of testing emergent theory. Observation and participant observation were used in these workshops. Document analysis, journal writing and the methodological tools of coding data and writing analytical memos during data analysis fonned the basis on which theory was generated. As a study in life history method, the study sought to bring to the 'story of action' a 'theory of context', placing teacher narratives within their broader relationship to schooling, society, and history (Goodson, 1992a, p.241). The particular life histories of rural African teachers in South Africa marked them as both powerless and powerful; as victims and agent'; in post-Apartheid society. On the one hand, teachers represented themselves as victims of poverty and oppression, while on the other they regarded their aspirations to join the educated middle classes as having succeeded. They were 'somebodies'. Ambivalence played itself out at many levels in the narratives. This was most evident in the way in which teacher stories about career motivation and the practice of teaching shifted between the instrumental and the relational. Status, salary, 'knowledge' and results were held in tension with idealism, nation-building and pedagogic love in their narratives. The analysis of teacher 'frames' (Barnes, 1992) thus worked towards reflecting these tensions, ambivalences and contradictions. The study makes a contribution to knowledge in three areas. Firstly, it combines the methodologies of grounded theory, narrative and life history method in a way which allows for the expression and representation of teacher 'voice'. Secondly, narrative and life history methods are applied in a new context, with rural primary teachers in South Africa; and with a new purpose in that context, that is towards a theory of teacher development. The third contribution the research makes to knowledge is in its use of a combination of narrative and matrix analysis in theorising the complex and contradictory frames of teachers. This allows narrative methodology to move beyond the telling of teacher stories to a more complex level of analysis for which the matrix diagrams provide the conceptual tools.
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Chan, Wing-kwong, and 陳榮光. "A study of the development of quality indicator systems in Hong Kong primary schools: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960017.
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Arilesere, F. (Fatiu). "Kodu game lab — a tool for ensuring quality teaching-learning for pupils in primary schools:case study (school in Northern Finland)." Master's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201603111295.
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The depth to which sophisticated technologies are entering into every facet of the society is causing a significant shift in where, when, and how as individuals and as a collective body work together, and how the educational systems should be structured to prepare students for a massive effective life of the 21st century. This shift, is the drive towards the use of educational games as a learning tool in schools and has led to diverse benefits and opportunities of computer game play.
The study examine in detail how Kodu Game Lab is used to foster quality teaching-learning process for pupils’ in primary schools. The aim was to understand collaborative learning interaction among pupils’ using Kodu Game Lab. The participant of this study were seven 9 year old pupils’ (5 males and 2 females) from which five pupils’ were selected for intensive observation. Content analysis (CA) was used in analyzing the process by coding raw visual images and categorizing the frames into three levels of interaction. Those frames in which at least three nonverbal cues (facial expression, gaze and gesture) were used within the group were coded as High Level Interaction. Secondly, frames where there were at least two nonverbal cues used were coded as Medium Level Interaction. And thirdly, frames where at least one nonverbal cues used were coded Low Level Interaction.
The result show that one of the groups had High, Medium, and Low Level of Interaction while other (two groups) exhibit Medium and Low Level Interaction respectively. In addition, the findings shows that pupils’ interaction with their peers when using Kodu Game Lab is apparent through the use of nonverbal cues which results to High, Medium, and Low Level Interaction within the group. On the one hand, pupils’ interaction with the teacher when using Kodu Game Lab is also apparent through the use of non-verbal cues but the interaction level of pupil’s with their teacher is of Medium and Low level.
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Greenway, Celia. "The ‘Quality’ of Nursery provision : an exploration of the relationship between inspection and the development of education and care." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2943/.
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There has been a significant increase in interest in the development of childhood education and care in England in recent years and this has been supported by a plethora of initiatives and policy reforms. During this period of change there has also been a debate concerning the nature of „quality‟ in Early Years provision. However, little research has focussed upon the quality standards and systems that are part of this evolution of Early Years Education and, in particular, the area of Early Years inspection has been given only limited consideration. This study explores stakeholder notions of „quality‟ in Early Years Education and their perceptions of the new integrated approach to Early Years inspection within five distinct types of nursery provision in the state and private sector in the West Midlands. This study captures insights which could inform the future research agenda in Early Years education and care, in particular the findings connected to the parental questionnaire highlight the need for an informed and documented dialogue between stakeholders. This work concludes by suggesting strategies including the establishment of evaluative partnerships between state and private settings, encouraging and developing collegiate critical reflection on practice whilst fostering the collaborative culture.
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Mazise, Amos. "Challenges and prospects of quality primary education in Zimbabwe rural schools: a case study of Kadoma rural schools." Thesis, University of Fort Hare, 2011. http://hdl.handle.net/10353/569.
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The study focused on investigating challenges and prospects of quality education in rural primary schools in developing countries particularly in Zimbabwe. Reviewed literature indicated that two theories; education as human capital and education as human right advanced increased access to education. Decline of quality of education in the expansion programme portrayed by the decrease of pass rates to below 50 percent, pupils’ low literacy and numeracy prompted investigation. A case study of Ngezi rural primary schools was explored using a sample of 50 respondents selected through stratified random technique. Data were gathered by a combination of qualitative and quantitative methods defined as triangulation. Self- administered questionnaires for heads and teachers, interview guide for grade 7 pupils and SDC and observation guide were the instruments employed for data collection. Analysis of the data was done using descriptive statistics. Findings were that quality of universal education was affected by inadequate supporting inputs and facilities, inappropriate teaching methods and unmotivated teachers. However 80 percent of the schools were staffed with qualified teachers depicting government’s commitment to quality education. 40 % of the schools without qualified leadership were indicative of the effect of poor school conditions to staff turn up. In studies carried out in Kenya, Uganda, Tanzania and India quality also declined as access was increased due to similar causes. Recommendations were to create a strong collaboration among stakeholders through communication to ensure the four conditions for quality are met simultaneously as they are interdependent and reforming the curriculum to suit means and needs of the people.
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Salie, Nazli. "The utilization of a partnership to provide quality education to a historically disadvantaged primary school in the Western Cape." Thesis, University of the Western Cape, 2005. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=init_7765_1177919452.
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Eleven years into the South African democracy there are still huge challenges facing South African public schools, especially with regard to the notions of equity and redress. Increasingly historically advantaged and disadvantaged South African schools are entering into partnerships in an attempts to address the challenges facing them. This study focused on one such a partnership between two primary schools in an attempt to ascertain whether partnerships can in fact improve the situation.
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Oryema, Dan Emmanuel. "Decentralisation policy and education provision in Uganda : an investigation into the impact of prismatic society traits on quality management for Universal Primary Education (UPE)." Thesis, University of Birmingham, 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.522021.
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Fifteen years since the introduction of decentralisation in Uganda, concern is now being raised over the effectiveness of this policy in the provision of quality Universal Primary Education (UPE). In 1964 Riggs proposed the "Prismatic Society Theory" as an explanation for the many and frequent failures of supposedly good policies in developing countries. In circumspection of the evidence for Riggs' argument, this study investigates the impact of prismatic society traits on the implementation of Uganda's decentralisation policy in the management of quality in UPE. Set within the qualitative research tradition and embedded in "critical theory" as an epistemological context for the inquiry, a case study approach was used to carry out this investigation. The case boundary traced the line of decentralisation right from the central government head office of the Ministry of Education and Sports (MoES) - in Uganda this is one ministry - down to two primary schools at the grassroots level, located in different settings: urban and rural. Using interviews, field diary/notes, observation and documentary evidence as research methods and developing relevant tools from them, data were collected with a close adherence to the British Educational Research Association (BERA) guidelines on ethical practice and analysed using the traditional approach to qualitative data analysis. The names of places, schools and people here are pseudonyms for identity protection. The study highlights a significant influence of prismatic society traits on the effectiveness of Uganda's decentralisation policy and consequently a high relevance of Riggs' theory for administration in Uganda even today. Family size and structure; blood link solidarity; superstition and witchcraft; perceptions of authority; specialisation problems; age and gender; documentation and records problems; and precision problems featured as the main influencing prismatic traits in the implementation of the policy. The study therefore recommends the accompanying of policy "adoption" with "adaptation" that takes into account the reality of the prismatic society traits on the ground and the complexity they still create for administration in Uganda today.
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Garira, Elizabeth. "The development of a school self-evaluation framework for classroom quality in Zimbabwean primary schools." Thesis, University of Pretoria, 2015. http://hdl.handle.net/2263/63608.
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There are growing concerns about quality of education in schools in many countries, and education systems implement mechanisms like school inspection, an external education quality assurance measure, to evaluate their education. Realising that effective improvement of education quality may be achieved from within rather than from outside, many education systems are adopting School Self-Evaluation (SSE), an internal evaluation process, to evaluate quality of education.
This study attempted to identify the characteristics of effective SSE frameworks in order to develop one for Zimbabwean primary schools. The study utilised exemplary frameworks as facilitators for introducing SSE practices in Zimbabwe and was guided by the following question: What are the characteristics of an effective SSE framework for improving classroom quality in Zimbabwean primary schools?
The study espoused design research approach which aims to provide solutions to various education problems. The study comprised three phases, the preliminary phase which included a literature review and a needs analysis with the former aimed to gain insight into the efficacy of SSE in evaluating quality of education. The needs analysis sought to establish how education is evaluated in Zimbabwean primary schools. The second, the prototyping phase, involved developing and formatively evaluating various prototypes. The last phase, a semi-summative evaluation, involved field-testing and appraisal of the intervention. Interviews and questionnaires were used to collect data. Six design principles were generated with the main ones being to engage stakeholders in developing SSE frameworks, to agree on the need for SSE initiative and to define the quality indicators in context. The main characteristics of the SSE framework were that it should have a clear purpose, be context specific, and should focus on what is essential for education. The main conclusion of the study is that there are no clear policy guidelines for Zimbabwean primary schools, coupled with lack of SSE instruments, to engage in self-evaluation of quality of education and therefore, no meaningful SSE takes place. An SSE framework with procedural guidelines developed in this research appears to be relevant, feasible and is expected to be effective for use in Zimbabwean primary schools. Some recommendations were made in order to improve Zimbabwe‟s quality of education.<br>Thesis (PhD)--University of Pretoria, 2015.<br>Centre for Evaluation and Assessment (CEA)<br>University of Pretoria<br>Science, Mathematics and Technology Education<br>PhD<br>Unrestricted
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Moore, Felicity Fay. "The role of good quality student-teacher relationships when working with students with challenging behaviours in mainstream primary schools in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2021. https://ro.ecu.edu.au/theses/2430.
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Good quality student-teacher relationships (STR) have been associated with positive behavioural, social/emotional, and academic outcomes for students, and poor quality STR have been associated with negative outcomes. The aim of this research was to explore the role of good quality student-teacher relationships in working with students with challenging behaviours in mainstream primary schools in Western Australia and determine which factors may enhance or constrain these relationships. A constructivist, qualitative approach was utilised to frame semi-structured interviews with twelve classroom teachers in mainstream primary schools. Thematic analysis commenced during data collection to inform subsequent interviews and indicate saturation of information. Findings suggest that while teachers recognise and value the role of good quality STR, broader school and system factors may have a stronger and sometimes conflicting influence on classroom practice. These results provide insight into the ways in which STR can effectively support students, and inform future directions for research, policy and practice regarding the promotion, development, and support of good quality STR in schools.
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Li, Kai-ming, and 李啓明. "A study of the quality of classroom communication processes of experienced teachers and novice teachers in primary schools in HongKong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957286.
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Hamza, Sumaye Fadimatu. "Quality evaluation of the National Policy on Education and its implementation at the pre-primary level in Plateau State Nigeria." Thesis, Institute of Education (University of London), 2008. http://eprints.ioe.ac.uk/7386/.
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This thesis investigates the extent to which the National Policy on Education (NPE) and its implementation have provided high-quality pre-primary education in Plateau State, Nigeria. The NPE was drawn up by the Central Government of Nigeria, and revised most recently in 2004, and includes a philosophy and objectives designed to meet the aspirations of citizens. In practice, however, a range of national and international factors, including economic and socio-cultural conditions, have so far impeded the development of high-quality early childhood education. The study is situated within global debates on early childhood education, but in a context where there is a paucity of research in this field. The theoretical and analytical framework of this study is underpinned by the "CIPP" evaluation model which examines the NPE in principle and in practice through the use of four aspects: "context", "input", "process" and "product". The policy development itself is analysed using the policy cycle of Ball (1994) and Bowe et al (1992), while data on the policy implementation were collected from teachers, parents, proprietors and children by means of a survey, followed by five school case studies. Analysis of the data shows varying perceptions and provision of quality in the schools. The NPE was found to offer limited access to children because of family poverty and the high fees charged by the proprietors, while the didactic teaching methods in the classrooms failed to offer children active participation or play-based learning. For those children who accessed pre-primary education, the NPE achieved the objective of preparing children for primary school, and that of childcare, while other objectives were less well met. Socio-cultural and economic factors are identified as additional barriers to policy implementation. A Policy Triangle model is proposed as a means of understanding and assuring the quality of pre-primary provision.
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Prenton, Keith Charles. "Improving the quality of primary teaching in a developing country : an analytical evaluation of an in-service training programme in Sindh Province, Pakistan." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:4997.
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The province of Sindh, Pakistan has had considerable donor investment in its primary education system through development projects since the 1960s. These have not made an observable impact on the quality of teaching in government primary schools. This research is an evaluation and study of a pilot in-service teacher training programme, a component of the Sindh Primary Education Development Programme (1991-96). At the heart of the research is the question "How is it possible to effect long-term, sustainable change and development in schools in order to make teaching more effective?" Two basic hypotheses were considered during the course of the programme: (i) In-service training courses alone are not effective in changing teachers' behaviour and improving the quality of teaching beyond the short-term. School based developmental work should be integrated with the training plan, to initiate and sustain change and improvement. (ii) In the context of this programme, supervisors and primary headteachers are the most appropriate persons to conduct in-service training as they can continue to support and sustain development within schools. There is evidence to support both these hypotheses. The research indicates that the training has led to changes in perceptions, attitudes and understanding as well as in supervision, management and classroom practice but that the greatest change has been where follow-up support was given. There is evidence that, where a collaborative culture exists within a school, successful innovation is more likely to occur. Community involvement has also been found to be an important element in school development. The thesis concludes that there are limits to the amount of change possible without extra resources and direct support in schools. Training programmes should support networking and development within localities rather than train teachers in isolation from the context in which they work.Subsequently, a postscript has been added to the thesis. This is a reflective critical analysis of the development of the author's thinking over the period of the research with regard to a number of philosophical, epistemological and strategic issues relating to methodology and the dynamics of change.
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Romero, Marilyn. "Finding the dominant characteristics that contribute to effectively implementing best practices in primary inclusion classrooms using the inclusive classroom profile (icp)." Honors in the Major Thesis, University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/611.
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In 1997, the Individuals with Disabilities Education Act (IDEA) was amended to emphasize the need for students with disabilities to have access to the general curriculum. Along with IDEA, No Child Left Behind (NCLB), emphasized that all children must have a fair, equal, and significant opportunity to obtain a high-quality education (Sec. 1001, Part A, Title 1 of ESEA; 20U.S.C. 6301) increasing the need for effective inclusion classrooms in schools around the country. This study evaluated six inclusive classrooms (three partial and three full) from a large metropolitan school district in Florida. The classrooms' best practices were assessed using the Inclusive Classroom Profile (ICP). The ICP is a 7-point rating scale conducted through an observation procedure that is designed to assess the quality of daily classroom practices of children with disabilities (Soukakou, 2007). Teacher characteristics, student characteristics, and classroom characteristics were gathered from all classrooms and analyzed through correlation tests with the ICP scores. Although statistical results did not demonstrate statistically significant data in regards to the strength of relationships between these characteristics and ICP scores, the direction of the relationship on the following characteristics: related experience, severity of disabilities, and level of support, revealed a possible impact on ICP scores.<br>B.A.<br>Bachelors<br>Arts and Humanities<br>Political Science
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Khombe, Moses. "A Desk Study of the Education Policy Implications of Using Data from Multiple Sources: Example of Primary School Teacher Supply and Demand in Malawi." BYU ScholarsArchive, 2014. https://scholarsarchive.byu.edu/etd/4366.
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Malawi, as a country with very limited resources, needs to have educational policies in place to maximize effectiveness of the public education system. Policymakers depend on accurate data, but variations in data between sources leaves policymakers uncertain as they attempt to craft policies to address the growing educational crisis in Malawi. A desk study was performed to evaluate the policy implications of employing data from multiple sources using primary school teacher supply and demand in Malawi as an illustration. This study examined one national organization, Malawi's Ministry of Education, Science, and Technology (MoEST); three international aid and assistance organizations (IAAOs), including The Department for International Development (DIFD) from the UK, Japan International Cooperation Agency (JICA), and the United States Agency for International Development (USAID); and one global organization, The United Nations Educational, Scientific and Cultural Organization (UNSECO). The study documented differences and similarities between the data sources. Among the factors considered were the nature of each institution and the effect it could have on data collection, aggregation, analysis and reporting; the definitions used by each organization, and their implications for data use; and each organization's methods of collection, aggregation, analysis and reporting. The study found significant variations in the teacher supply and demand data presented by the five organizations, with variations of up to 333% between sources. To address this problem, it is recommended that the Government of Malawi (GoM) establish a central agency to standardize education data. Three policy scenarios are detailed, presenting the probable outcome of various actions the GoM could take regarding this recommendation.
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Heckman, Niedre. "Immunoglobulin Therapy and Primary Immunodeficient Patients' Health-Related Quality of Life and Well-Being." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4789.
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Individuals born with primary immune deficiency diseases (PIDD) have a dysfunctional immune system, and many are treated by lifelong injections of immunoglobulin therapy. Studies have shown that these patients have low health-related quality of life (HRQOL) and well-being (WB) and that these outcomes might be improved by the availability of therapy innovated according to preferences for fewer needle sticks or a shorter infusion time. Regulators at the U.S. Food and Drug Administration (FDA) have approved therapies innovated per these preferences. However, there is limited data demonstrating how these innovations impact HRQOL and WB. Using the biopsychosocial model, the purpose of this cross sectional quantitative study was to evaluate whether patients with PIDD using therapies innovated for fewer needle sticks or a shorter infusion time had a higher mean HRQOL and WB compared to those who were not. The study included 153 patients who completed the Patient Reported Outcomes Measurement Information System (PROMIS)-29 survey. The dependent variables were HRQOL and WB measured by PROMIS-29, and the independent variables were the medical product innovations. Independent samples t tests results showed mean PROMIS-29 scores were not statistically different (p > .05). This suggests patients were optimized according to their treatment preference. A subgroup of patients who had taken the PROMIS-29 survey more than once concurrent with switching to a therapy aligned with patient preferences showed improved HRQOL and WB. These findings have implications for positive social change in that seeking the patient's voice to inform medical product innovation and FDA regulatory decision-making has potential to improve biopsychosocial outcomes.
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Rouzet, Dorothee. "Essays on International Trade and Political Economy." Thesis, Harvard University, 2012. http://dissertations.umi.com/gsas.harvard:10433.
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This dissertation consists of two essays in international trade and one essay in political economy. The first essay analyzes the role of firm-level and country-level reputation for quality in international transactions. It studies the entry and pricing strategies of high-quality and low-quality exporters when buyers cannot observe the quality of a product prior to purchase. In a steady-state industry equilibrium, country reputations are endogenously set by the quality of their exports, leading to the possibility of multiple equilibria and low-quality traps. We show that export subsidies have a positive long-run effect on average quality, reputation and welfare in countries exporting low-quality goods. However, they have the opposite consequences in countries that export high-quality products. We present some evidence consistent with the model in the empirical pattern of US export prices. The second essay studies the choice between home country and host country financing for multinationals facing demand uncertainty. Three main channels are identified. The cost of capital depends on local financial development. A diversification channel arises from the ability of geographically diversified firms to generate more stable cash flows. By contrast, contagion risk may result in inefficient liquidations when firms raise funds exclusively on their home market. In particular, the model predicts that the prevalence of affiliate production and the share of parent finance should increase with the correlation of business cycles between the home and host markets. Moreover, exchange rate risk tilts the financing decision towards local debt. The third essay deals with the emergence of mass education. Using data from the last 150 years in 137 countries, we show that large investments in primary education systems tend to occur when countries face military rivals or threats from their neighbors. Interestingly, democratic transitions are negatively associated with education investments, although democratic political institutions magnify the positive effect of military rivalries. These empirical results are robust to a number of statistical concerns and hold when we instrument military rivalries with commodity prices or rivalries in a given country’s immediate neighborhood. We also present historical case studies, as well as a simple model, that are consistent with the econometric
evidence.<br>Economics
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Choi, Yuen-ying Josephine. "A study of the perceived impact of the initial implementation of the international quality assurance system : ISO 9002 in an aided primary school in Hong Kong /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22330781.
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Hardy, Annabelle. "Capability Approach and Teacher Quality: An Analysis of Female Teacher Experience in a Rural, Malawian Community." Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etd/3527.
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This study used the capability approach as a lens to understand teacher quality from both the perspective of educational leaders and practicing teachers in a rural community in central Malawi. The overarching question of this research study was “How can the capability approach inform our understanding of teacher quality from both the perspective of educational leaders and practicing teachers?” The focus questions to guide this research were: What do national educational leaders value in a quality teacher? What do rural, Malawian, female teachers value in teaching? How do these teachers pursue and achieve what they value in teaching?
This study included qualitative data collection and analysis of two specific contexts: the official context of educational leadership and educational policy in Malawi and the teacher context of daily life working in a rural school in Malawi.
The official context was concerned with the larger field of educational policy that impacts education in rural Malawian communities. These data were collected through document review and semi-structured interviews with educational leaders at primary schools, secondary schools, school zone leaders, and teacher training college staff. Additional data about the official context were collected via review of documents regarding the official definition of quality teaching.
The research site for investigating the teacher context was a rural community in the central region of Malawi. Data were collected through interviews and observation of female, primary school teachers from four school sites within a single school zone.
The discussion and analysis of the data collected in both research contexts include the values of teacher participants, the ability of the teachers to achieve their valued functionings, common constraints experienced by teachers, as well as comparison of the valued functions of teachers to the valued teacher functions defined by official documents and educational leaders. The discussion and conclusions from this research include policy recommendations regarding teacher quality and thoughts on the further application of the capability approach to understanding teacher quality.
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Kalumba, Evaristo. "Improving the quality and relevance of environmental learning through the use of a wider range of preferred teaching methods: a case of primary schools in Mufulira District in the Copperbelt Province in Zambia." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003453.
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The study was conducted to investigate whether the use of a wider range of teaching methods can improve the quality of environmental learning in five Zambian primary schools. Nine teachers from five schools were involved in the preliminary stage of answering of questionnaires, interviews and focus group discussions about the use of dominant teaching methods and new teaching methods; while only four were involved in the observations of four lessons. The study is a contribution to the on‐going debate on the investigation of whether teaching methods used by teachers can be one of the factors that can influence the quality of education. Definitions of quality and educational quality in particular, are not easy to establish and no agreed upon framework for educational quality exists at present. This study reviews the debates on educational quality, and identifies three major paradigms or discourses on educational quality; and considers the human rights, social justice and capabilities approaches and educational quality frameworks as being relevant to environmental learning and education for sustainable development in the Southern African Development Community context. This, together with a review of research on teaching methods in environmental education, provides the theoretical framework for this study. Using action research and an interpretative methodological framework, a series of research activities were undertaken to generate research data because the study was investigating the teachers’ practice with a view to probe change and to analyse the findings. Nine teachers participated in the preliminary stage of answering questionnaires and focus group interviews reflecting on existing teaching methods. In stage two of this study, teachers went through a planning workshop during which they planned lessons using new preferred teaching methods. The third stage was lesson observations of planned lessons. The final stage was the reflection workshop during which the teachers shared their experiences with the use of new teaching methods. The teaching practices of teachers using the new teaching methods were the subject of further analysis. In order to find out how the use of a wide range of teaching methods can improve quality of environmental learning in primary schools nine teachers were observed teaching lessons with new teaching methods. The Nikel and Lowe (2010) fabric of dimensions of educational quality was adapted and used to find out if teachers included dimensions of quality in the teaching process. Additional socio‐cultural and structural quality dimensions, identified through a review of southern African research, were used to find out if teachers included contextualized regional dimensions of educational quality. This was done to investigate whether the process of teaching and learning was relevant to the learners. Teachers involved in the research reflected that when they used a wider range of teaching methods the result was that the learning opportunities for learners were enhanced and that the methods added value to their teaching, improving the quality of their teaching. The use of a wider range of teaching methods showed the presence of several indicators of dimensions of educational quality, as reflected in the quality analysis tool. Teachers indicated that the use of a wider range of teaching methods led them to include the socio‐cultural dimensions such as the use of local languages and structural dimensions such as informal seating arrangements or group work that they would otherwise neglect if they used the traditional narrow range of teaching methods. A wider range of teaching methods provided learners with an enjoyable learning atmosphere during the lesson. The research also identified that this study can be taken further through broader observations, and that the educational quality dimensions tool is useful for different levels of the education system, and that it has potentially productive uses in teacher education, particularly for observations during teaching practice.
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Burger, Tammie L. "The Effects of Free Play As an Instructional Tool on the Quality of Improvisation of First, Second, and Third Grade Children." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2730/.
Full textAbstract:
To look at the effect of free play on the musical improvisations of first, second and third grade children, 108 children were randomly assigned to either a control or treatment group. Subjects were tested using a researcher-designed instrument to elicit an improvisatory response. The control group then received regular music instruction (120 minutes every 2 weeks) and the treatment group received regular music instruction in conjunction with musical free play (100 minutes of instruction and 20 minutes of free play every 2 weeks). The treatment lasted 14 weeks. At the end of the treatment, all students were tested with the same testing instrument used for the pre test. Videotapes of the improvisations were submitted to three independent judges to rate for quality on a 5-point Likert scale. The change in ratings between pre and post tests were analyzed with an analysis of variance to determine if there were significant differences between the control and treatment groups. The analysis of the data revealed no significant difference in the change of ratings between control and treatment groups for the group as a whole, or for any particular grade level within the total group.
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Croft, Alison Mary. "Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249081.
Full textAbstract:
Calls to improve basic education, such as those made at the Dakar conference on 'Education for All' , now stress the need for increased quality and not only increased enrolment in education. Within primary education, many governments and donors suggest that teacher education to introduce new pedagogy will lead to this increased quality. Within the' school effectiveness' discourse dominant in international development, teacher education and qualified teachers are viewed as inputs to education. The quality of education is also narrowly defined by quantitative indicators. The thesis addresses the limitations of this perspective by looking in detail at the processes of education and educational reform. It also challenges the frequent reliance on universal recommendations on pedagogy that do not seem to take account of local contexts. The thesis raises several issues concerning the definition and development of appropriate pedagogy for rural lower primary classes in sub-Saharan Africa. The standard definition of learner-centred teaching is questioned by case studies of some experienced lower primary teachers and student teachers. These teachers work in challenging school conditions in Southern Malawi and the strategies they use within this context are described. The thesis suggests that indicators and interpretations of leamer-centred teaching that derive from Western cultures are not so relevant in Malawi, particularly in rural areas. Teachers' use of songs, and other aspects of oral culture, in their lessons show how they take account of the physical and socio-cultural context of the learners. The thesis argues for the need to broaden and localise conceptions of learner-centred education to take account of the cultural context. The strong focus on individual learners that has developed in individualistic Western societies is less useful in large classes in more collective cultures. Attention then turns to the processes that develop and define appropriate pedagogy for educational reform in countries struggling to include more children in formal schooling. The thesis argues that some teaching strategies that work well in these Malawian classrooms are omitted from, or even viewed negatively, in current teacher education reform in developing countries. The way different people's knowledge about pedagogy is used in Malawian teacher education programmes is described. Programmes with structures that allow local teacher knowledge to be shared and developed are contrasted with programmes that favour more universal prescriptions of the 'right way to teach'. The thesis concludes with a discussion of how intercultural analysis could help make explicit the assumptions and default decisions that are being made about pedagogy. Volet's work on pedagogical transfer is adapted to suggest a model of the dynamics of donor technical advice to teacher education reform in developing countries. This would enable the pedagogy of teacher education reform to take more account of local contexts, and hence make its contribution to improving teaching and learning in schools.
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Barnett, Andrietta Wright. "Structured Physical Activity and Dietary Education Program for Obese Adolescents: An Evaluation of a Quality Improvement Project at a Rural Primary Care Clinic." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3975.
Full textAbstract:
Childhood obesity is a worldwide epidemic. In the United States, approximately 17% of adolescents are obese; and 13% of the general population is overweight. Obese adolescents are at threefold risk for developing chronic health conditions in adulthood, including type II diabetes, hypertension, and heart disease. The purpose of this project was to evaluate the results of a quality improvement program to reduce adolescent obesity as measured by BMI 5% over 18 months in a rural health primary care clinic. The health belief model and theory of planned behavior guided the project as adolescents need to first understand the risks associated with obesity and the benefits derived from a healthier lifestyle Then, they can be prepared to engage in regular exercise and good eating behaviors. A convenience sample of 100 adolescents was randomly assigned to an intervention group with structured physical activity regimen and dietary education classes and a standard care group with normal counseling. Two separate one-sided t tests with 90% confidence intervals were used to analyze the data. Also, run charts were constructed to assess the effectiveness of the program. The result of the t test revealed the weight for the intervention group at 18 months (M = 42.85, SD = 0.79) was significantly lower than it was for those in the non-intervention group (M = 45.06, SD = 0.59), t(36) = -9.79, p < 0.01. Furthermore, the run charts demonstrate the average BMI for those in the interventional group steadily decreased over 18 months while the non-intervention group steadily increased. Positive social change was achieved at the organization level as adolescent obesity was reduced with the evidence-based interventions. This project serves as a potential model for replication in other rural health primary care clinics.
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Choi, Yuen-ying Josephine, and 蔡婉英. "A study of the perceived impact of the initial implementation of the international quality assurance system: ISO9002 in an aided primary school in Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961538.
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Cornelissen, Stephanie. "The responses of primary school Heads of Department to curriculum changes since 2005." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40438.
Full textAbstract:
With nineteen years of democracy behind us, South Africa has experienced uncountable changes within its borders and on various playing fields. One of the most memorable changes, in my opinion, was in education. This motivated me to embark on a study about the responses of Heads of Departments (HoDs) to curriculum changes. I especially wanted to focus on the management of those changes.
The focus on HoDs arose from the devolution of responsibility from the principal to the HoD with regard to curriculum change. This uninterrupted cycle of curriculum change that South Africa is experiencing occupies the HoDs to a large extent. They have to ensure that the changes take place as smoothly as possible with as little resistance as possible. In order to accomplish this, one would think that the HoD would be trained in managing a department and curriculum changes. This is unfortunately not the case, and they are following their own guidelines that they have constructed through trial and error.
This study was conducted through a narrative design within a qualitative framework, allowing me to give a voice to those who have none. It required me to have focus group interviews, which laid the foundation for my semi-structured interview. The use of documents assisted with the crystallisation of the data. This research was conducted in the Lady Frere district of the Eastern Cape. There were two sets of HoDs from different schools, and one participant willing to participate in a semi-structured interview.
The purpose of this study was to find out what guidelines HoDs had constructed by looking at HoDs’ responses to, and management of curriculum changes since 2005. It became very clear that there is some confusion about what is expected of the HoD during the change process and the HoDs in this study felt it better to follow traditional methods of teaching, as this was all they knew. However, the focus on producing quality education was very important to them.<br>Dissertation (MEd)--University of Pretoria, 2013.<br>gm2014<br>Education Management and Policy Studies<br>unrestricted
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Spaull, Nicholas. "Equity & efficiency in South African primary schools : a preliminary analysis of SACMEQ III South Africa." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20184.
Full textAbstract:
Thesis (MComm)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: The many and varied links between student socioeconomic status and educational outcomes have
been well documented in the South African economics of education literature. The strong legacy of
apartheid and the consequent correlation between education and wealth have meant that, generally
speaking, poorer learners perform worse academically. The links between affluence and educational
quality in South Africa can partially explain this outcome since the poor receive a far inferior quality
of education when compared to their wealthier counterparts. This disadvantages them in the labourmarket
and entrenches their poverty. This thesis uses the recent Southern and Eastern African
Consortium for Monitoring Educational Quality (SACMEQ III) dataset for South Africa to
answer three important questions: (1) Is South African primary education efficient? (2) Is South
African primary education equitable? and (3) What are the main factors that have a significant
effect on student mathematics and reading performance in Grade 6. The thesis shows that a
high proportion of the country’s learners are functionally illiterate and functionally innumerate. The
research confirms previous findings that socio-economic status, and particularly school
socioeconomic status, is important when understanding student success or failure. Other factors
which significantly affect student performance are homework frequency, grade repetition, and
the availability of reading textbooks. In contrast, teacher-subject knowledge was found to have
only a modest impact on Grade 6 performance. Policy interventions associated with the findings are
also highlighted. The study concludes that South Africa is still a tale of two school sub-systems: one
which is wealthy, functional and able to educate students, while the other is poor, dysfunctional,
and unable to equip students with the necessary numeracy and literacy skills they should be
acquiring in primary school. Finally, the thesis suggests that there are some options available
to policy-makers which are expected to have a positive effect on learner performance.<br>AFRIKAANSE OPSOMMING: Die vele en diverse verbande tussen studente se sosio-ekonomiese status en onderwysuitkomste is
goed gedokumenteer in die Suid-Afrikaanse literatuur oor die ekonomie van onderwys. Die sterk
nalatenskap van apartheid en die gevolglike korrelasie tussen onderwys en rykdom beteken dat
armer leerlinge in die algemeen akademies swakker vaar. Die verband tussen welvaart en
onderwysgehalte in Suid-Afrika kan hierdie uitkoms gedeeltelik verklaar, omdat arm mense ʼn veel
swakker gehalte van onderwys ontvang as rykes. Dit plaas hulle in ʼn swakker posisie in die
arbeidsmark en bevestig daarmee hulle armoede. Die tesis gebruik die onlangse SACMEQ III datastel
vir Suid-Afrika (SACMEQ is die akroniem vir die Southern and Eastern African Consortium for
Monitoring Educational Quality) om drie belangrike vrae te beantwoord: (1) Is Suid-Afrikaanse
primêre skole doeltreffend? (2) Is Suid-Afrikaanse primêre onderwys regverdig verdeel? (3) Wat is
die belangrikste faktore wat studente se wiskunde en leesvermoë in Graad 6 beduidend beïnvloed?
Die tesis toon dat ʼn groot proporsie van die land se leerlinge funksioneel ongeletterd en ongesyferd
is. Die navorsing bevestig vorige bevindinge dat sosio-ekonomiese status, en veral die sosioekonomiese
status van die skoolgemeenskap, ʼn belangrike bepaler van studente se sukses is. Ander
faktore wat studente se prestasie beduidend beïnvloed is hoe gereeld hulle huiswerk doen, of hulle
die graad herhaal, en die beskikbaarheid van handboeke. In teenstelling daarmee is bevind dat
onderwysers se vakkennis net ʼn beskeie impak op Graad 6 prestasie het. Daar is ook klem op
beleidsingrypings wat uit die bevindinge spruit. Die studie kom tot die gevolgtrekking dat Suid-
Afrikaanse onderwys steeds die storie van twee sub-stelsels is: een wat ryk is, goed funksioneer en in
staat is om studente ʼn goeie opvoeding te bied, terwyl skole in die ander deel van die stelsel arm is,
wanfunksioneel, en die vermoë ontbreek om studente toe te rus met die syfer- en leesvaardighede
wat skole hulle behoort te bied. Ten slotte identifiseer die tesis opsies vir beleidmakers wat leerlinge
se prestasie sou kon verbeter.