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Dissertations / Theses on the topic 'Primary pupils'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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1

MacMartin, Morag I. "Factors affecting reading comprehension in primary pupils." Thesis, Open University, 1992. http://oro.open.ac.uk/57395/.

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This thesis addresses the problem of 8-11 year old pupils who, although appearing to read text fluently, frequently misunderstand it. This problem was studied through Scottish school-based research using classroom materials and subjects from natural class groups. Data were collected from language assignments in daily work programmes, with response material in either written or illustrated form. Nine feasibility studies and a main study involving eighty subjects were carried out. The effects of five variables, text, presentation mode, age, ability and geographic location, on the totals and type

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2

Short, Leanne. "Teachers' and pupils' views of teacher-pupil relationships through primary and middle school." Thesis, University of Newcastle upon Tyne, 2013. http://hdl.handle.net/10443/2250.

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Research into teacher-pupil relationships is a rapidly expanding evidence-base with literature reporting these relationships to be fundamental to pupils’ psychological and academic development. Previous research focused on educational priorities of academic achievement, as opposed to social relationships and psychological well-being. The first paper critically reviews existing research using the Student-Teacher Relationship Scale (STRS) as a measure of teachers’ views of teacher-pupil relationships through Primary and Middle School. The studies acknowledge the importance of teacher-pupil relat

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3

Cohen, Joan. "Primary pupils' identification of listening behaviour in others." Thesis, Middlesex University, 1989. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.568533.

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4

Kaunhoven, Rebekah Jane. "Neurocognitive study of mindfulness with primary school pupils." Thesis, Bangor University, 2017. https://research.bangor.ac.uk/portal/en/theses/neurocognitive-study-of-mindfulness-with-primary-school-pupils(6e46901c-d11c-4278-a9b7-6ef6bc455137).html.

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Pre-adolescence has been highlighted as a pivotal developmental period in which self-regulatory skills including emotion processing and attention control develop. In recent years interest has grown in the potential of mindfulness-based approaches as a method for enhancing these skills in pre-adolescence and initial findings are promising. Mindfulness can also be considered a disposition present in the absence of mindfulness training, and whilst research investigating the association between dispositional mindfulness and self-regulation abilities in pre-adolescents is still limited, findings fr

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5

Jarvis, Claire. "Exploring the experiences of excluded pupils : a case study at a primary Pupil Referral Unit." Thesis, University of Bristol, 2018. http://hdl.handle.net/1983/6d51296e-55a2-43fe-aae4-01c3b6b79cc4.

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Within UK primary schools in the academic year 2016/17 there were 1255 permanent exclusions and 64,340 fixed-term exclusions (DfE, 2018). The rate of exclusion has been steadily rising over previous years and has been an issue of concern since a dramatic rise during the 1990's (Vulliamy & Webb, 2000). There is limited research on the experiences of primary aged pupils regarding exclusion, and this small-scale study aimed to address a gap within the literature. This research uses a case study approach to develop an understanding of the experiences of exclusion and valued support from the perspe

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6

Williams, Randall. "The impact of residential adventure education on primary school pupils." Thesis, University of Exeter, 2012. http://hdl.handle.net/10036/3518.

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This is a mixed method study carried out from a pragmatist philosophical position. The research question is how (if at all) do primary school pupils change following a residential adventure education experience, how does any change relate to their experience during the residential and what implications does that have for the provision of residential adventure education? It is a three phase study. Phase 1 is quantitative: a survey to assess whether there is a correlation between the extent of residential opportunities and whole school performance measures. Phase 2 is qualitative: a series of in

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7

Wong, Kwai-lan Michelle, and 黃桂蘭. "Rewards and punishments: primary teachers' perceptions of their pupils' views." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31958308.

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8

Sit, Fung-ming Joyce, and 薛鳳鳴. "A study of the composing process of primary six pupils." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31960406.

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9

Shi, Yvonne Yuk-hang. "Science-technology-society education for primary pupils of Hong Kong." Thesis, University of Nottingham, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267061.

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10

Anderson, Julie Ann. "The anxiety of whole class teacher questioning for primary pupils." Thesis, Sheffield Hallam University, 2005. http://shura.shu.ac.uk/19275/.

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The introduction of the National Literacy (1998) and Numeracy (1999) Strategies placed a "greater emphasis on whole class work" in primary schools in England at the end of the 1990s (The NLS, Framework for Teaching, DfEE 1998, p. 10). As a result, it is likely that there has been an increase in whole class teacher questioning of pupils. However, it has been suggested that teacher questioning of pupils in front of their peers may lead to an emotional response including anxiety, worry and fear (Holt 1964,1982 revised) and associated negative feelings, including embarrassment and shame. In the li

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11

Wong, Kwai-lan Michelle. "Rewards and punishments : primary teachers' perceptions of their pupils' views /." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14710274.

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12

Said, Lara. "An examination of the pupil, classroom and school characteristics influencing the progress outcomes of young Maltese pupils for mathematics." Thesis, University College London (University of London), 2013. http://discovery.ucl.ac.uk/10018064/.

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The current study examines the pupil, classroom and school level characteristics that influence the attainment and the progress outcomes of young Maltese pupils for mathematics. A sample of 1,628 Maltese pupils were tested at age 5 (Year 1) and at age 6 (Year 2) on the National Foundation for Educational Research Maths 5 and Maths 6 tests. Associated with the matched sample of pupils are 89 Year 2 teachers and 37 primary school head teachers. Various instruments were administered to collate data about the pupil, the classroom and the school level characteristics likely to explain differences i

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13

Stratford, Robert John. "Pupil mobility in the primary school : the problems for teachers and pupils of children changing school frequently." Thesis, University of Southampton, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.277606.

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14

Alias, Amelia. "Children's understanding of online data privacy : a study on Scottish Primary 6 and Primary 7 pupils." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/29627.

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There is growing concern over online privacy in today’s digital worlds, in part due to the nature of social media, which encourages the disclosure of personal information. Such concerns have resulted in a significant amount of research, so far focused on adults’ and teenagers’ perceptions of privacy and privacy management. This study aims to explore how children perceive online privacy. It addresses three research questions: RQ 1: What are children’s views of online privacy? RQ 2: What are parents’ views of online privacy? Do their views on privacy influence how they deal with their children’s

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15

Jago, Martine Ann. "Foreign languages in early schooling : policy, pupils and processes." Thesis, University of Kent, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.342149.

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This study explores the professional values which underpin choices made on behalf of young children (three to seven year olds) for learning a foreign language in English nursery, infant and primary schools. Since the Education Reform Act of 1988, young children in maintained early years settings have been excluded from the modern foreign languages curriculum in England. The aim of this inquiry is to expose the belief systems of individuals in institutions with the power to influence the quality of the early learning experience and notions of status and control with regard to the conceptualisat

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16

Davison, Hazel. "An exploratory study of primary pupils' experiences of 'Reading to Dogs'." Thesis, University of East London, 2015. http://roar.uel.ac.uk/4296/.

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Reading to Dogs is an animal-assisted intervention (AAI) programme used to support primary school children’s reading. AAI is an emerging area with an extremely limited evidence base. The purpose of this research was to explore current practice within primary schools in the local authority regarding Reading to Dogs, and to generate a theoretical explanation of Reading to Dogs. A sequential, two phase, mixed methods design was employed from a pragmatic stance. The first phase consisted of structured telephone interviews with nineteen primary schools from the local authority to audit current prac

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17

Lerpiniere, Jennifer. "Primary school initiatives for pupils with personal and social development needs." Connect to e-thesis Move to record for print version, 2007. http://theses.gla.ac.uk/100/.

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Thesis (Ph.D.) - University of Glasgow, 2007.<br>Ph.D. thesis submitted to the Department of Educational Studies, University of Glasgow, 2007. Includes bibliographical references. Print version also available.

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18

Lerpiniere, Jennifer Anne. "Primary school initiatives for pupils with personal and social development needs." Thesis, University of Glasgow, 2008. http://theses.gla.ac.uk/100/.

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The Scottish Government has highlighted the important role of personal and social development in primary education to promote the social inclusion of children who have poor life experiences (Scottish Office, 1999a). HMIE reports however suggest that there are few opportunities in primary schools in Scotland for pupils with social difficulties to develop personal and social skills (HMIE, 1999, 2001a, 2001b). This study explored the historical development of provision for personal and social development in primary education in Scotland, and carried out a survey of current perceptions and provisi

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19

Hall, Bernadette. "Investigating lexical understanding : a study of EAL and L1 primary pupils." Thesis, Brunel University, 2002. http://bura.brunel.ac.uk/handle/2438/5365.

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The increasing multicultural and multilingual population of the UK has set new challenges for the education system. This study focuses on a particular aspect of this, namely pupils in schools in the city of Leicester who use English as an additional language (EAL). It compares their lexical understanding with that of their monolingual English-speaking peers, when both sets of pupils appeared to have attained the same surface proficiency in reading. This work also investigates teachers' awareness of any lexical comprehension gap that might exist for their EAL pupils. These key issues could not

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20

Barlow, William Don. "Drama convention approaches and primary-secondary transition : pupils' and teachers' views." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=28751.

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This study was undertaken in the west coast of Scotland and contributes to literature in the fields of Drama (with particular focus on Drama Convention approaches), and primary-secondary transition. The research questions were: 1. How do young people understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 2. How do primary teachers understand and respond to the Drama Convention approaches used in this study to explore primary-secondary transition? 3. How does the evidence from the thesis correlate with literature?The investigator de

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21

Smart, Diane C. "Primary school assembly perspectives and practices : implications for pupils' spiritual development." Thesis, n.p, 2001. http://oro.open.ac.uk/18835.

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22

Digby, Sarah Jayne. "Ugandan pupils as decision makers : freedoms and constraints." Thesis, University of Glasgow, 2018. http://theses.gla.ac.uk/30813/.

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The thesis comprises a qualitative study exploring the freedoms and constraints to pupils participating in decisions relating to their education. The context of the study is within rural Uganda and includes an analysis of political, cultural and structural frameworks which may inhibit or enhance pupils from making decisions.

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23

Leung, Siu-tong. "Teachers' and pupils' participation in extracurricular activities in primary schools in Hong Kong." Thesis, Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601782.

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24

Taylor, Michael George. "Developing little linguists? : pupils' perceptions of modern languages in the primary school." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.557609.

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With Modern Languages in the Primary School (MLPS) to be a compulsory element of the curriculum in England from 2011, MLPS has enjoyed a recent renaissance nationally 1. Policy makers hope that by providing a positive Modern Language (ML) learning experience in the primary school, these attitudes will be carried forward by pupils to secondary school where numbers studying MLs have fallen dramatically in recent years since the removal of its compulsory subject status. However, as the MLPS initiative as a whole is still in its infancy and provision is varied, it remains to be seen how these deve

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25

Jones, Raya A. "Perceptions of school among primary school pupils with and without behaviour problems." Thesis, Cardiff University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.287915.

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26

Ashour, Ashour Kassim. "Language support for Bahraini TEFL teachers and pupils in the primary cycle." Thesis, Cardiff University, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.278533.

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27

Seeco, Elizabeth Gabaswediwe. "A case study into the reading of primary school pupils in Botswana." Thesis, University of Bristol, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.364888.

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See, Lam Pui-shan Sophia. "Teachers' attitudes towards the integration of hearing-impaired pupils in primary schools." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595629.

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29

Emong-Overå, Ingrid K. "Places of Belonging : Exploring the everyday of primary school pupils in Tororo, Uganda." Thesis, Norges teknisk-naturvitenskapelige universitet, Geografisk institutt, 2013. http://urn.kb.se/resolve?urn=urn:nbn:no:ntnu:diva-22928.

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This thesis explores the lived experiences of school children in Tororo District, Uganda. The aim of this study has been to understand how children and childhood are understood in their local contexts of eastern Uganda, together with understanding children´s places of belonging. This study is based on an ethnographic fieldwork conducted during a period of three months in Tororo District, Uganda. To understand the everyday of school pupils, the study focused on children enrolled in two different primary schools: Rock View Primary School and Morukatipe Primary School. The thesis shows that there

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30

Quibell, Gina. "Reintegrating pupils with BESD from a PRU to mainstream primary schools : Multiple perspectives." Thesis, University of Manchester, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.506255.

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31

Ng, Yee-Ling. "Spirituality in the classroom : a study of primary school pupils' experiences and learning." Thesis, York St John University College, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588987.

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Different proponents of children's spirituality have argued that children of all ages can have spiritual experiences and that these may be expressed in different ways. Consequently, there are academics, researchers, policy makers and educators who argue for the inclusion of spiritual development within schools. Although there is increasing interest in research undertaken in the field of children's spirituality and spiritual development, this thesis contends that there is a gap between the recognition of the importance of spirituality, policy directives and the practicalities of developing spir

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Cole, T. J. "Towards an assessment of the value of archaeological education for primary school pupils." Thesis, University College London (University of London), 2014. http://discovery.ucl.ac.uk/1417412/.

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Archaeological education is under researched and poorly understood and despite drawing upon the richly theorised fields of archaeology and education, archaeological education is also under theorised. Therefore, I have sought to add to the limited knowledge about archaeological education by exploring the theoretical basis for archaeological education. I have identified the range of relevant educational and archaeological theories and used this information to develop a framework for analysing the theoretical basis for archaeological education. I used this framework to deconstruct the theoretical

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Yuen, Chun Ni Jennie. "Achievement of Nepalese pupils in Hong Kong primary schools : barriers and education needs." Thesis, University of Bristol, 2007. http://hdl.handle.net/1983/02953eb5-e6ff-4f96-a799-c638a27d2df0.

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People of Nepalese origin are a small ethnic group in Hong Kong. As Hong Kong citizens, they are entitled to equality of opportunity and right of access to public services including education. However, it is frequently reported that the Nepalese and other minority ethnic groups encounter many difficulties in their interaction with the local education system. This study is a two-case case study that investigates Nepalese pupils' learning in two aided primary schools, which includes their performance in relation to other pupils, their barriers to achievement, their education needs, and effective

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Bower, Sarah. "Deaf pupils' experiences of inclusion within a mainstream primary school : a case-study." Thesis, Open University, 2006. http://oro.open.ac.uk/49073/.

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The aims of the study are: To research, and document, deaf pupils' experiences of inclusion, their perceptions of the way teachers view deafness, and to observe the effect of using sign language to educate the children within a mainstream setting. This study has as its focus 5 deaf pupils who are part of a Hearing Impaired Unit of 20 deaf children within the Greenview mainstream primary school for 700 pupils. I focus on three research themes: I Inclusion. Firstly: how do deaf pupils describe/feel about their learning experience in an inclusive classroom? Secondly: are deaf pupils a unique grou

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35

Mattu, Leanne McIver. "Farm visits : interdisciplinary outdoor learning for primary school pupils and Scotland's Curriculum for Excellence." Thesis, University of Glasgow, 2016. http://theses.gla.ac.uk/7715/.

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There is concern around children’s lack of knowledge and understanding of food sources and production, and more broadly around their apparent disconnection from nature. Spending time in the outdoors has been shown to yield a range of benefits, although the mechanisms underpinning these are not well understood. Studies have suggested, however, that there has been a decline in time spent outdoors by children. The introduction of the ‘Curriculum for Excellence’ guidelines in Scotland was heralded as an opportunity to address this decline. Although the guidelines advocate the use of outdoor enviro

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36

Ewa, Moses. "A study of the inclusion of primary school children in a rural district in Nigeria." Thesis, University of Manchester, 2016. https://www.research.manchester.ac.uk/portal/en/theses/a-study-of-the-inclusion-of-primary-school-children-in-a-rural-district-in-nigeria(a8ba8cdd-6521-4d73-9ca4-c0e1f2f0df3f).html.

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This thesis presents the findings of a multi-site case study, which explored the inclusion of primary school children in rural Cross River State, Nigeria. The research engaged specifically with the experiences of thirty 11-16-year-olds from diverse identities, drawn from primary 5 classrooms in three public primary schools sited in different rural locations within the state. In so doing, it adopted pupil presence, participation and achievement (PPA) as a conceptual framework of inclusion to examine whether education is genuinely for all primary age children within the research sites. The study

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37

Harries, Tony, and Patrick Barmby. "The importance of using representations to help primary pupils give meaning to numerical concepts." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82542.

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38

Burnett, Aileen. "An investigation into self-harm in primary school pupils aged 8-11 years old." Thesis, Lancaster University, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441108.

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39

Fraser, Christine Ann. "Doing science : professional development and the experiences of teachers and pupils in primary classrooms." Thesis, University of Aberdeen, 2010. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=128255.

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This study is an exploration of the impact of teachers’ professional development on teachers’ and pupils’ experiences of science in primary schools. It arose from the need to examine the primary science classroom as the context for both teachers’ and pupils’ learning to establish what those experiences were. Qualitative data was collected from six primary school teachers using video-stimulated reflective dialogue and from four pupils in each class during group interviews. Quantitative data, from six teachers and 118 pupil questionnaires, complemented qualitative data. An activity theory pe

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40

Chan, Shing-kun, and 陳聖根. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957687.

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41

Chou, Kam-ngan, and 曹錦顏. "The learning of Chinese lexicon by providing primary one pupils with essential learning experiences =." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2006. http://hub.hku.hk/bib/B37642935.

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Lane, Jayne Elizabeth. "Academic acceleration in English primary schools : an exploration of the experiences of five pupils." Thesis, University of York, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.434138.

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43

Lunham, Claire Louise. "An illuminative process evaluation of a year 7 ‘Primary Ethos’ initiative for vulnerable pupils." Thesis, University of Birmingham, 2009. http://etheses.bham.ac.uk//id/eprint/444/.

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Vol. 1 This volume presents research into educational approaches for supporting young people at secondary transfer. The volume consists of a critical literature review and an empirical study, supplemented with an introductory chapter and concluding commentary. The review explores a 'continuity vs discontinuity' debate and examines previous research into the 'Primary Ethos' approach for maintaining continuity at secondary transfer. The review reveals a clear need for further Primary Ethos evaluations which look beyond impact, and which seek to elicit the views of the pupils and other key stakeh

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Hayford, Samuel Kweku. "Continuous assessment and lower attaining pupils in primary and junior secondary schools in Ghana." Thesis, University of Birmingham, 2008. http://etheses.bham.ac.uk//id/eprint/128/.

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This thesis explored the uses of continuous assessment and the experiences of lower attaining pupils in primary and junior secondary schools at Agona and Affutu Districts in Ghana. The study adopted a range of data collection methods including: self-completed questionnaires, semi-structured and focus groups interviews. A systematic sample of 107 primary and junior secondary teachers answered questionnaires and 12 teachers from the cohort were interviewed. Additionally, four focus groups of Primary 6 lower attaining pupils were interviewed. The main findings of the study were: • The majority of

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Avraamidou, Maria. "Physical, verbal, and relational bullying of pupils with learning difficulties in Cypriot primary schools." Thesis, University of Warwick, 2012. http://wrap.warwick.ac.uk/54147/.

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The present thesis explores main issues regarding school bullying, based firstly on an extensive literature and research review, and secondly on a research study which took place within a period of two academic years, in Nicosia, Cyprus. The study aimed to explore and compare bullying experiences among pupils with learning difficulties (LDs) and typically developing (TD) pupils as match controls, and identify whether learning disabled pupils are bullied on a higher frequency or severity compared to their non-disabled peers. Types of bullying (verbal, physical, and particularly relational) and

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Gavine, Anna J. "The primary prevention of violence in secondary school pupils in the West of Scotland." Thesis, University of St Andrews, 2014. http://hdl.handle.net/10023/6544.

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Violence is a leading cause of morbidity and mortality amongst young people. Public health approaches are now being increasingly utilised to reduce the risk of young peoples' involvement in violence. One such programme is Medics Against Violence (MAV), which aims to reduce pro-violent attitudes and enhance empathy in secondary school pupils. This thesis aims to investigate whether this approach can be effective in tackling youth violence in secondary school pupils. A mixed-methods approach was adopted to conduct both an outcome and process evaluation of MAV. Four schools took part in the outco

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Linton, Thomas Murray. "Economic cognition among Scottish primary school pupils between the ages of five and eleven." Thesis, University of Edinburgh, 1988. http://hdl.handle.net/1842/19054.

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48

Kenny, Rachael. "Fixed period exclusion : exploring the experience of primary aged pupils attending a specialist setting." Thesis, Cardiff University, 2018. http://orca.cf.ac.uk/115131/.

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Government data indicates that Fixed Period Exclusion (FPE) rates in primary schools are not in-keeping with an overall national trend of reduced rates of exclusion across the country. Moreover, pupils with identified Special Educational Needs and/or Disability, particularly those identified to have Social Emotional Mental Health Difficulties (SEMH), previously categorized as ‘Social Emotional Behavioural Difficulties’, remain disproportionately represented in the exclusion data. Although research has explored the phenomenon of exclusion from the perspective of secondary aged pupils, the voice

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Olbers, Jenny. "The use of oracy skills when teaching English to Swedish speaking primary school pupils." Thesis, Luleå tekniska universitet, Institutionen för hälsa, lärande och teknik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-82965.

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This study aims to understand in what way focused verbal exercises improve pupils’ overall expressive understanding of English together with their use of extramural English. The study took into consideration and demonstrated that learning and acquisition of an additional language appears to happen both consciously and subconsciously. The tasks carried out in this study strengthened pupils’ abilities and confidence for oracy in the classroom in conjunction with being modelled by their English teacher. This was achieved through short verbal exercises, with a focus on sentence structure. The stud

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Chan, Shing-kun. "An exploratory study of social stratification and pupils' deviance in Hong Kong primary schools." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B14709569.

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