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1
Chimombo, Joseph Patrick Goodson. "Implementing educational innovations : a study of free primary education in Malawi." Thesis, University of Sussex, 1999. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.310250.
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The new democratic government of Malawi introduced free primary education (FPE) in the 1994/95 academic year. This major policy intervention included the removal of tuition and other school fees, and children were no longer required to wear a uniform to attend school. The main objectives ofFPE were to increase access to primary education and to eliminate inequalities in participation through reducing the direct costs, and to improve retention rates and thus reduce illiteracy. FPE is the most significant educational policy ever introduced in Malawi. Its development invited a detailed study of how participation has changed, what mechanisms were employed to improve retention and promotion, and what strategies were used to meet the need for additional human and physical resources. There are four main concerns which shaped this study: 1) The genesis of the policy- how was the policy initiated and for what reasons? 2) The policy itself- i.e. what did the policy consist of and what did the ministry of education do? 3) What happened after the introduction of FPE and how did enrolment, access and retention change over time? 4) Why did things happen the way they did and what are the reasons which help explain the effect of implementing FPE? Data were collected through grounded case studies of ten schools undertaken in different parts of Malawi. The literature indicates that judgements on the effectiveness of policy implementation require insights that can only be obtained from case study work at the local level. Those involved in the development of policy were interviewed and national level data were also analysed. Systems theory was used to examine the relationships between system components, between the system and its environment and between one system and another, and the major concepts of this theory of interdependence, integration and cohesion were used to analyse and interpret the findings of this thesis. At the macro level, the study also drew on functionalist theory. In order to examine how educational institutions perceive, manipulate and act within the structural constraints within which they find themselves, the socio-politico-cultural frameworks within which, and through which these institutions have shaped schooling under FPE were elaborated. The analysis has shown that the immediate goal of ensuring universal access to primary education has been largely achieved. Most children in Malawi have set foot inside a school of some kind. But when the implementation of FPE policy was examined within the Jomtien aspirations which included improving educational quality, ensuring greater equity in the distribution of educational resources, and improving retention and attendance, the thesis concludes that Malawi lacks the administrative and fiscal capacity to deliver primary education of minimum quality to all. This deficiency leads to system fragmentation and low cohesion in the implementation process which partly explains the limitations of FPE policy identified. The study established that schooling problems might have worsened since the introduction of FPE and that despite increased efforts towards girls education, gender disparities still remain one of the main problems. Further, the rhetorical association of schooling with economic opportunity is questionable, at least for those where the demand for schooling is weak and the benefits not apparent. A simulation modelling costs also indicates that achieving EFA is financially unsustainable in the short and medium term. The findings provide pointers about what needs to be done or strengthened in order to ensure a more effective implementation of an ambitious and worthwhile educational policy reform in Malawi, as well as the lessons that can be learned for the implementation of similar reforms.
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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." European Child & Adolescent Psychiatry (2015) 24, 7, S. 779-785, 2015. https://ul.qucosa.de/id/qucosa%3A14778.
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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q).
Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID.
Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity.
Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205300.
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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q).
Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID.
Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity.
Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
4
Chau, Wai-fan Gladies. "The adjustment made by S1 girls in the primary-secondary school transition : a case study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B22278813.
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Burley, Meghan E. "Education for All?: Girls' Access and Retention in Guatemalan Primary Schools." Bowling Green, Ohio : Bowling Green State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1242237894.
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Malajmi, Fatema. "Teaching cultural heritage through craft in Kuwaiti primary schools for girls." Thesis, University of Roehampton, 2013. https://pure.roehampton.ac.uk/portal/en/studentthesis/teaching-cultural-heritage-through-craft-in-kuwaiti-primary-schools-for-girls(34e8f729-5c90-4039-89e7-4e58d7cd0577).html.
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Students in Kuwait are not taught art history in schools and know very little about their cultural heritage. This study developed a formal curriculum unit which introduced a traditional women’s craft into the art curriculum for girls in Kuwait. The aim was to use art history to increase their understanding of their cultural heritage and of their female identities and roles in society. The action research methodology involved collaboration with three local primary art teachers, a professional weaver and a Kuwaiti education expert. The actions, in order, were: researching art education theory, policy and practice; researching and developing curriculum content (Alsadu artefacts); designing an experimental curriculum unit and teaching materials; implementing the unit in a school and evaluating it formatively; then refining the curriculum materials and revising and modifying aspects of the model. The curriculum was then implemented again and summatively evaluated before the research questions were answered. Key findings were as follows: first, art history as such cannot be introduced into art education in Kuwait yet, because there is no expertise in this field and it is not an established discipline; second the Year Five Art curriculum can, however, accommodate the Western theory and practice of art heritage and cultural education by focusing on Bedouin culture and including a traditional women’s craft; third, because Kuwait society deals with gender issues differently, Western theories about women and crafts have to be modified before they can be transferred. Thus, the research ended by recommending educational policy makers to promote cultural learning instead of art history, through school trips to museums in particular. Because the action research methodology worked so well in this curriculum experiment, educational policy makers are recommended to apply it more widely in schools.
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Hearn, Helen. "An investigation of bullying of, and with, primary school girls : a pupil research project." Thesis, University of Nottingham, 2016. http://eprints.nottingham.ac.uk/31845/.
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Bullying is a social phenomenon that impacts girls and boys inside and outside of school at both primary and secondary school age and is recognised as a social problem both by academic researchers and in the ‘real world’ by the media and by anti-bullying charities. Although bullying is a widely used concept there is no universal definition. Research on bullying has been conducted over the past four decades looking at various aspects from prevalence and severity to coping strategies and effectiveness of interventions. Studies have also considered specific types of bullying and sex differences but these studies do not consider the full variety of types of bullying boys and girls use or which ones are the most upsetting to experience. Most of the studies on girls’ bullying have been conducted in secondary schools; less attention has been given to tweenage girls. This research redressed this imbalance. It began from the position that it is important for adults to listen to tweenage girls’ views as they may have different understandings of bullying compared to adults and this may have policy implications. It assumed that girls were experts on bullying that happened to girls their age in their school. Weekly research lunch club sessions were used with 32 tweenage girl research advisers/assistants from three primary schools. Together we listened to tweenage girls’ views of bullying broadly through developing and administering questionnaires, conducting group interviews and designing anti-bullying resources to be used in their schools. In addition, I conducted one-off focus groups with 11 teenage girls as a comparison to consider age differences in girls’ views. I argue that this research revealed that both girls’ bullying and using pupil research to engage with tweenage girls’ views on this topic was messy and complex. While relational aggression between girls was reported to be most prevalent and severe, focusing on this alone does not reflect the full extent of the behaviours used in girls’ bullying. Both the tweenage and teenage girls’ views on bullying, coping strategies and anti-bullying interventions were similar and were only subtly different in the detail. The research decisions were influenced in an ongoing process by the wants and expectations of the girls, the schools and the researcher and changed through the prolonged interactions during the research. I also argue that ethical practice was an ongoing process and using pupil research created further ethical dilemmas. Although pupil research with tweenage girls on girls’ bullying was challenging and messy, this research gives an example of how it is a viable, successful way to engage with pupils on this sensitive topic. The use of girls’ free time at lunchtimes showed how pupil research positioned as an extra-curricular activity enabled marginalised voices to be heard and was beneficial for the girls, the schools and the researcher involved. This research suggests ways in which school based anti-bullying policies and practices might be more nuanced to take account of the variety of experiences, understandings and preferences for intervention that exist if they engaged in pupil research. There has been little discussion of the issues of the messiness of research and the ongoing nature of ethical practice in either the pupil research literature or methods texts generally for researchers to refer to. I suggest that it would be useful for others to share their messy experiences of pupil research and the ongoing ethical issues they encounter to enable future researchers to be somewhat prepared and confident in responding to the challenges they may face in their own research.
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Khusheim, Salwa Mostafa. "Inquiry into the introduction of integrated primary schools for girls in Saudi Arabia." Thesis, University of Manchester, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.569189.
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This research concentrates on the newly established integrated primary school for girls which have been created to allow children with a range of special needs to work with mainstream children. The research investigates and analyses the experience of integration in Saudi primary schools from the perspective of head teachers, classroom teachers, and special needs teachers as they attempted to improve the primary school as an effective place of learning for both handicapped and nonhandicapped children. The fieldwork was conducted in Riyadh, the capital of Saudi Arabia. Outcomes of the study came from an examination of the existing literature and data collected in thirty integrated primary schools for girls. Data were gathered from a questionnaire and interviews. Questionnaire data were gathered from 240 integrated primary school staff, and interview data was collected from 24 of them. The study was confined to head teachers, the classroom teachers who were in charge of special needs in the classrooms they teach, and all the special needs teachers. An attempt has been made to set the Saudi experience against other Arab countries and the USA and UK through the research and educational literature. The thesis is organised into eight chapters: Chapter One: presents a brief introduction which includes a statement of the problem under review, the significance of the study and its purpose, the research hypotheses, limitation of the study and a definition of terms; Chapter Two: deals with the Saudi Arabian background-both its physical and cultural background and the organisation of the education system; Chapter Three: describes primary education in Saudi Arabia; Chapter Four: concerns the development of integration in Saudi Arabia; Chapter Five: presents an analysis of the research methodology; Chapter Six: this major section presents the questionnaire analysis; Chapter Seven: presents the interview analysis; Chapter Eight includes a review, conclusions and recommendations. The thesis considered the following main issues in relation to the difficulties in achieving successful integration in Saudi Arabia: educational policy and the powers of head teachers; the school itself and its facilities; the attitude of society; and the funds available; the attitudes of the staff to innovation. The thesis raises more precise issues related to the staff which seemed significant factors in the integrated primary schools. These issues are the age of staff, lack of experience; the level of training among the staff; and staff qualifications. Also, the thesis considered the necessity to improve staff morale and professionalism as one of the main criteria for successful integration. The study considered that the Ministry of Education and some other ministries in the country have a vital role in achieving successful integration. It was found that all of these aspects needed development. The thesis ends by drawing conclusions from the literature and from the evidence collected in the form of data and makes recommendations to the education authorities for making appropriate policy decisions.
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Chau, Wai-fan Gladies, and 周惠芬. "The adjustment made by S1 girls in the primary-secondary school transition: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2000. http://hub.hku.hk/bib/B31961496.
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Loua, Reine Sylvie. "A Multi-disciplinary analysis of the girl child's right to basic education in West Africa." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/40533.
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Over the years, a net increase in enrolment rates in primary schools has been observed worldwide. Nevertheless, in West Africa, girls still lag behind in terms of basic education. Although many other African societies face educational challenges in terms of realising girls’ right to education, educational challenges are far greater for women and girls in West Africa. This region is considered to have the highest illiteracy level in the world, and the level of illiteracy is even higher for females. As a result, a gap persists between the number of boys and girls in primary schools. The reasons why this gap persist is because cultural limitations and poverty still undermine the realisation of girls’ right to basic education in this part of the world. Girls’ right to primary education is undermined through patriarchy; negative cultural perceptions associated with girls’ education, child labour or child marriages, to mention but a few. Not only are educational disparities visible in terms of gender, but educational disparities are also visible between urban and rural areas. By taking into account such differences, and in order to best achieve universal basic education in West Africa, the use of multiple strategies is advised. It requires primarily the enforcement of legal measures in order to improve girls’ enrolment and retention rates. Simultaneously, it requires economic solutions which can help the poor to send girls to school, with in addition strategies which focus on the role that institutions can play; whether these institutions are governments, traditional or religious institutions. Evidently, with these strategies, the role played by other actors such as citizens and non-governmental organisations, in ensuring girls’ right to basic education cannot be underestimated.<br>Dissertation (MPhil)--University of Pretoria, 2012.<br>gm2014<br>Centre for Human Rights<br>unrestricted
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Ergn, Saliha. "UNICEF and ministry of education girls' education project in turkey: "Haydi Kizlar Okula?" Did it work? What is the aftermath?" Thesis, Georgia Institute of Technology, 2012. http://hdl.handle.net/1853/47518.
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This study investigates whether the girls' education project "Haydi Kzlar Okula!" was able to increase girls' schooling and to what extent it was effective. In Turkey, there is still gender disparity in primary education although it is compulsory. "Haydi Kzlar Okula!" is UNICEF and Turkish Ministry of Education's joint project, which aims to increase girls' primary enrollment. The project consists of increasing public awareness, free books and incentives (in the form of conditional cash transfer) for female students. To find the magnitude of the program's impact, data is collected from Turkish and European statistical databases and a panel data analysis is employed.
The results show that if the program has been implemented in a province, girls' enrollment rate increases by 1.310-2 units and total schooling increases by 1.410-2 units. Conditional Cash Transfer (CCT) found to have a bigger impact on girls' enrollment rates than total enrollment rates but the impact is not statistically significant. When a dummy for poverty is included in the model, then CCT becomes significant and the impact can be interpreted as; 1% increase in the conditional cash paid to a province results in 1.310-4 units increase in girls' enrollment rates. It is concluded that the project's impact is statistically significant but the magnitude is smaller than expected. Improvements are needed for increasing the effectiveness of the project. New cash transfer schemes should be implemented and community contribution should be encouraged. Another result of the analysis show that school buildings and adult literacy have greater impacts than the girls' education project.
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Trost, Susan, and n/a. "The effects of cross-age tutoring on self-esteem amd computer attitudes of low self-esteem fifth and sixth grade girls." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20061109.153347.
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This study investigated the effects of a cross-age tutoring programme on the tutors'
self-esteem. The study also examined the effects of the programme on the tutors'
attitudes to computers. A case study approach was used to answer the following
questions:
1. Does the self-esteem of tutors increase when they tutor in a nonacademic
subject area e.g. teaching others to use computer games?
2. Do the changes in self-esteem generalise to other areas or are the
changes specific to the subject area of the tutoring?
3. Do the tutors' attitudes to computers change when they teach younger
children how to use computer games?
Twelve tutors, from three A.C.T. primary schools, were trained as tutors. Girls from
Years 5 and 6, with low self-esteem (measured using the Coopersmith Self-esteem
Inventory), were selected to teach girls from Years 1 and 2 how to use computer
programmes.
Self-esteem was assessed pre- and post- tutoring using the Coopersmith Self-esteem
Inventory, concept maps and teacher's ratings. Computer attitudes were assessed
pre- and post- tutoring using the Bath County Computer Attitudes Survey and
concept maps. A post-tutoring questionnaire provided information, from the tutors,
about the tutoring programme. The case study approach allowed analysis of each
student's experience in the programme. The criteria used to evaluate the
effectiveness of the programme were the differences in the pre- and post- tutoring
measures of self-esteem and computer attitudes and the tutors' responses in
interviews.
Self-esteem increased for eleven of the tutors. Making a contribution, feelings of
increased competence, a sense of belonging and positive feedback were the factors
that appeared to enhance the tutors' self-esteem. All tutors were more confident with
the computer at the end of the programme, and in six cases there were increases in
the computer attitude survey scores.
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Burger, Inanda. "The primary school girl's perception of body image and the influence thereof on her sense-of-self." Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-08142008-170332.
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Khalid, Humala Shaheen. "Female teachers' and girls' access to primary schools in rural areas of Pakistan : a case study." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10020262/.
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This thesis examines girls' and female teachers' access to primary schools, focusing on female teachers' constraints while serving in rural areas. Boys' primary schools are not accessible to girls because of parental demands for female teachers. The conceptual framework has been developed using concepts from three major areas: the human capital concept of investment in education and significance of social rates of return for educating women; the perspectives of feminist theory on gender inequalities in education with regard to patriarchal structures in society; and the Women in Development (WID) approach advocating gender equity and recognition of women's economic contribution to their families and societies. Literature on the importance of female teachers in sex-segregated Muslim societies and girls' educational access is reviewed. Using Khan's (1993) classification of family, community and school factors, a model to classify female teachers' problems has been developed. The broad research questions are: a) what are the existing disparities in the provision of education facilities for girls and boys in urban and rural areas? b) what are the problems faced by female and male teachers working in primary schools of rural areas? c) what are the views of parents, teachers, administrators and policy makers on the education of girls and boys in rural areas? Both qualitative and quantitative approaches are employed. A documentary analysis of constitutional, education policy provisions and opportunities for girls' education is undertaken. Teachers, administrators and policy makers are interviewed. Parents participate in focus group discussions. Analysis shows that parents want to educate their daughters but the education of sons becomes more important because of the old-age benefits linked to a son's future income. Travelling to rural schools involves threats to the personal security of female teachers resulting in their frequent transfers. Girls' schools remain closed until new teachers are appointed. Long distances create problems of personal security for girls, female teachers and administrators, resulting in teachers' irregular attendance and poor supervision of girls' rural schools. The problem is further compounded by the unjustified favours of politicians and the monopoly of male staff in the District Education Offices.
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Gilbert, Christine. "A study of the relations between internal representational models of attachment relationships and pro-social behaviour in school amongst primary school aged girls." Thesis, Bangor University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.401926.
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Oelofsen, Melanie. "The use of Gestalt therapy as an alternative assessment technique with primary school girls who have been sexually abused." Diss., Pretoria : [s.n.], 2007. http://upetd.up.ac.za/thesis/available/etd-11192007-080043/.
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Guo, Jia. "Longitudinal changes in Chinese adolescent girls' physical growth, social contexts and mental health during the transition from primary to junior high school." Thesis, University of Edinburgh, 2015. http://hdl.handle.net/1842/11710.
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This study explores the longitudinal changes among a sample of early adolescent girls in China throughout their transition from primary to junior high school. Early adolescence is a time of multiple transitions and is associated with a range of mental health outcomes in Western literature. This study will be the first to examine developmental changes in early adolescence among Chinese girls. A sample of 425 Chinese girls completed a self‐report questionnaire at three time points: the end of primary school, the start of the first year of junior high, and the end of the first year of junior high. The questionnaire comprised a range of measures relating to bodily changes, puberty, and gender issues, social changes in family, peers and school, and a series of standardised measures of mental health including: life satisfaction, self‐esteem, psychosomatic symptoms, loneliness, anxiety, depression, and coping. Results were analysed using ANOVA to examine longitudinal changes in measures. Following an overview of the interrelations between all the variables in this study using One‐way ANOVA, longitudinal results were reported in three chapters: physical changes, social changes, and mental health. Findings relating to physical growth highlighted the co‐occurrence of pubertal development and school transition. Significant increases in body dissatisfaction and social comparisons of physical appearance were identified, indicating girls’ growing self‐consciousness about their physical changes. Specifically, apart from weight concerns, an interesting finding of this study was that girls in this study reported consistently higher and significantly growing concerns about their height stature. A significant decline in positive feelings of gender typing was also identified. In terms of social development, there were no longitudinal changes in the overall quality of attachment with parents or peers, as well as peer norms, suggesting that although variance exists across individuals, these constructs remained longitudinally stable in this sample. On the other hand, a significant decline was found in parental involvement. In contrast to the negative outcomes reported widely in Western literature following the primary to middle school transition, this study revealed an overall positive school transition experience. To be specific, overall school climate was reported to be more positive in junior high school, girls’ personal goals and school behaviours were improved longitudinally, and school transition problems were significantly smaller than expected prior to the transition. Analysis of developmental changes in mental health revealed no changes in global life satisfaction and depression. However, self‐esteem in general significantly reduced over time; simultaneously and interestingly, psychosomatic health, loneliness, and overall anxiety significantly improved after the transition. Furthermore, longitudinally girls adopted a wider range of coping strategies to deal with stressful events, although both the selection and efficacy evaluation varied across coping strategies among individuals. This study is the first to explore Chinese girls’ development during early adolescence. Developmental trends are established in Chinese adolescent girls’ physical, social, and psychological domains. Despite evidence consistent with the universalities of this life stage as established in Western literature, this study also highlights cultural differences in the developmental experiences of Chinese adolescents. Taken together, the findings reveal a positive developmental phase with little evidence of increases in adaptation difficulties or mental health outcomes. These empirical findings are in contrast to Western research, which often highlights early adolescence as a time of adaptation difficulties. Overall, this study contributes to the literature on adolescent development. The role of culture and implications for future research and practice are also discussed.
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Binhayyan, Maha. "Inclusion of students with Autism Spectrum Disorder (ASD) in mainstream primary schools in Saudi Arabia : a case study of two girls' schools." Thesis, University of Exeter, 2017. http://hdl.handle.net/10871/33247.
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The research described in this thesis considers the inclusion of children with Autism Spectrum Disorder (ASD) in mainstream primary school education in Saudi Arabia. Inclusion is a term used here to describe the practice of educating disabled pupils in mainstream schools alongside their non-disabled peers. Although the inclusion of disabled pupils in mainstream schools has increased in Saudi Arabia in recent years, the policy is in its infancy and, as of yet, many teachers are unsure about implementing inclusive educational practice. The study focuses on ASD, a developmental disorder that affects social perception and development, and the efforts made by the educational system in Saudi Arabia to introduce an inclusive educational programme to educate pupils with ASD in mainstream schools. This research focuses on the methods used to educate children with ASD in a mainstream environment, and how successful the uptake and application of inclusion has been. The research considers several aspects within the topic of the inclusion of children with ASD in Saudi Arabian mainstream primary schools: the extent to which these children are currently included; the main factors that encourage or discourage the adoption of inclusive practices in these schools; the perspectives of parents, teachers, non-SEN children, and staff regarding inclusion; and the lessons that can be learned from those schools that have adopted inclusive practices. The research takes the form of a qualitative study involving the case studies of two primary mainstream schools in Saudi Arabia (one public and one private), incorporating interviews and classroom observations. The main findings of this research are that teachers at both the public and the private schools made an effort to treat pupils with ASD equally in the mainstream classroom, and non-SEN pupils at both schools made a considerable effort to welcome and include pupils with ASD in scheduled and unscheduled activities. Also, the parents of pupils with ASD noticed that their child’s social skills improved after spending time at a mainstream school. However, several problems were found concerning the implementation of inclusive practice at both schools. It seems that teachers lacked an understanding of the needs of pupils with ASD, and auxiliary staff was not available to assist beyond the resources room. There was a lack of communication between staff and parents. Members of staff were not available to help pupils with ASD interact during unscheduled periods of the school day; as a result, the non-SEN peers of pupils with ASD, especially at the public school, felt overly responsible for the care of pupils with ASD in their class. The research contributes to current knowledge on the inclusion of pupils with ASD in mainstream primary schools by exploring how inclusive practice relating to pupils with ASD has been implemented in Saudi Arabia, the importance of staff assistance for some pupils with ASD, and by exploring how inclusion of pupils with ASD is implemented and what works in an all-female environment. The research also explores the differences between the inclusion of pupils with ASD and the integration of their needs in school life. What we now know about inclusion is that it brings out the caring side of non-SEN pupils, and through this extensive study of how the inclusion of pupils with ASD affects all participants in the school community, we are now aware that inclusion, with extra support and involvement of teaching staff, can be effectively implemented in Saudi Arabian primary schools.
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Knowles, Ann-Marie. "An examination of key variables influencing physical activity behaviour in adolescent girls during the transition from primary to secondary school." Thesis, Heriot-Watt University, 2009. http://hdl.handle.net/10399/2339.
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Research has suggested that the decline in physical activity (PA) levels for adolescent girls is most marked during the transition from primary school to secondary school. However, this decline in PA for adolescent girls is also coincident with the onset of maturation and as such, maturation and the physical changes associated with maturation (e.g., increased body fat and development of secondary sexual characteristics) may have a direct influence on PA. In addition, these physical changes may indirectly influence perceptions of competence and body attractiveness and subsequently influence PA behaviour. Therefore the aim of this thesis was to further explore this decline in PA during this transitional period. Study one involved a longitudinal examination of the relationship between maturation, physical self-perceptions and PA in adolescent girls over 12 months during the transition from primary to secondary school. At Phase 1 (primary school) 208 adolescent girls participated (mean age = 11.83 ± 0.39 years) and were tracked into secondary school (Phase 2) where 156 girls participated (mean age = 12.79 ± 0.31 years). PA was assessed using the Physical Activity Questionnaire for Children; maturation was assessed using the self-report Pubertal Development Scale; physical characteristics of body mass, waist circumference and sum of skinfolds were measured and physical self perceptions were assessed using the Children and Youth‟s Physical Self-Perception Profile. Cross-sectional findings at both Phase 1 and Phase 2 highlighted that maturation and physical characteristics were not significantly related to PA and there were no significant differences in PA between maturation stages. Results also indicated that physical self-perceptions were all significant moderate positive correlates of PA at both primary and secondary school. Longitudinal findings examining the change in variables over the 12 months highlighted a significant decrease in PA from primary to secondary school. Furthermore, this decrease was evident during break-times, lunch-times and after-school yet PA significantly increased in PE lessons between schools. Maturation had a limited influence on PA behaviour; however the increase in body mass was related to perceptions of body attractiveness and physical self-worth becoming less positive. In addition, decreases in physical self perceptions partially accounted for the decrease in PA over the 12 months. It was apparent from the quantitative findings of study one that further research was needed to explore the influence of additional variables on PA. The aim of study two was to explore the decrease in PA evident during the school transition using a narrative approach. A purposive sampling technique was used and one-to-one narrative interviews were conducted (n = 14; age 13.6 ± 0.3 years). Interpretative phenomenological analysis was used to identify the „whats‟ (i.e. content) of the girls‟ PA stories and structural analysis was used to identify „how‟ the girls told their PA stories. Findings suggest that the PA environment had an impact on their sense of self with regards to levels of enjoyment, perceived competence, confidence and self-presentation issues. These findings support the current research trend towards a focus on the environment the individual is experiencing rather on the individual. Overall the findings suggested that the decrease in PA behaviour in early adolescent girls may depend more on perceptions of competence and ability in a particular environment rather than the possible influence of the physical changes accompanying maturation.
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Mayeza, Emmanuel Simo. "Playing gender in childhood : how boys and girls construct and experience schooling and play in a township primary school near Durban." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96650.
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Thesis (DPhil)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: Research on how children learn to behave in gendered ways has focused on a „top-down‟ process of socialisation which positions children as passive recipients of gender norms of the societies they inhabit. In contrast, this ethnographic study explores gender as constructed and experienced by children themselves with a specific focus on play as a means through which social identities are produced. This study focuses on children between the ages of six and ten and explores how they construct and experience being „boys‟ and being „girls‟ through play in a township primary school near Durban. This research is influenced by the emerging perspective in academic ways of thinking about childhood; identified by Prout and James (1997) as the „New Sociology of Childhood‟ (NSC). Departing from the traditional socialisation ways of thinking about children‟s social worlds from the perspectives of adults, the NSC views children as active agents in society whose social lives, behaviours and relationships are worthy of study in their own right. In this study, I engage with children‟s agency by adopting a critical child-centred methodological approach to explore symbolic meanings the young boys and girls in the study attach to play. In adopting this research approach, this study generates new understandings about ways in which South African boys and girls in the study construct and experience schooling and play. Findings raise various implications for ways of working with children, both in research and in education, in ways which engages with their own constructions of the stereotypes of masculinity and femininity through play.<br>AFRIKAANSE OPSOMMING: Nie beskikbaar
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George, Rosalyn Patricia. "Best friends and worst enemies : an exploration of pre-adolescent girls' friendship within the primary and early years of secondary school." Thesis, University College London (University of London), 2004. http://discovery.ucl.ac.uk/10020448/.
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HABIB, Habibullah. "TEACHERS’ SEX AND STUDENTS’ DROPOUT-DOES IT MATTER? : A study of dropout boys and girls in primary schools in Paktia province, Afghanistan." Thesis, Karlstads universitet, Institutionen för pedagogiska studier, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-31340.
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Afghanistan, among other countries in the world, is counted as one of the poorest countries and has extremely large gender disparities in education in both urban and rural areas. Dropout is an issue in many countries, especially dropout of girls. In Afghanistan the main cause for girls’ dropout is lack of female teachers, hence Ministry of Education of Afghanistan has put decreasing dropout of girls as a priority and the key strategy is to increase the number of female teachers. I intended to explore the phenomenon of boys’ and girls’ dropout rate in primary schools and I have found different causes of boys’ and girls’ dropout. The dropout of girls and boys are compared in relation to teacher’s sex, moreover, views of parents about the role of female teachers as regards education by girls is discussed. In order to find whether teacher’s sex has influence on girls’ and boys’ dropout and to know the thoughts of dropped out girls and boys about influence of teacher’s sex on their continuation in schools, this study was conducted. The data was collected through questionnaires in 10 boys’ and girls’ schools from grade 1-6 in the urban area of southeast Paktia province of Afghanistan. In addition, final grade exam results of all ten schools were collected and 39 male and 21 female teachers, 50 dropout girls and 50 dropout boys and 25 mothers and 25 fathers were involved. In the above 10 schools one fourth of students were dropped out. The girls taught by male teacher dropped out more compared to girls taught by female teachers. The main cause for dropout was considered by the majority of respondents to be a need of children’s work at their families. Also, it is found that unavailability of female teachers contributes to increased girls’ dropout. The dropped out students and their parents also thought so. The teachers’ sex was not an issue for boys’ dropout.
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Lund, Matilda. "”New era towards gender equality in Uganda?” : A case study in rural Lukonko on households’ perceptions towards sending their girls and boys to primary school." Thesis, Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-35575.
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Background: Worldwide, gender inequality has existed for a long time due to culture, religion and patriarchal structures, sometimes maintained by law. As a result, millions of girls lose their right to schooling, and it is affecting the development of entire nations. Uganda one the other hand, has for the past decade had many girls accessing school and hence, an increase in the quantitative perspective of gender equality. This is a result of efforts and different projects to bring girls to school mobilised by many organizations, together with the government. Uganda implemented free universal primary education over 20 years ago, and was the first of all nations in Sub-Saharan Africa to apply free universal secondary education in 2007. However, do these structural changes contribute to a development in the qualitative perspective of gender equality in Uganda? Have this led to changed perceptions in the rural households regarding education for their girls and boys respectively? Purpose: The purpose of this thesis is to understand the development of gender equality in Uganda focusing on school attendance. This will be identified through listening to the perceptions of rural households towards sending their girls and boys to primary school. The result intends to contribute to a greater understanding of the qualitative development of gender equality in Uganda, in line with the Sustainable Development Goal number 5 implemented by the United Nations. Research question: What are the perceptions of rural households in Uganda towards sending their girls and boys respectively to primary school? Method: A qualitative method through 18 interviews, one focus group discussion and discussions with 22 children in a rural area. The village Lukonko in Eastern Uganda was chosen based on a convenience selection and since the number of girls attending school has grown rapidly in this area. Conclusion: Girls’ access to primary school was more valued than boys’ access which constitutes reversed gender inequality. The main reason was that girls provide more future support to the household. Yet, many of the reasons for sending girls to primary school were rooted in issues of gender inequality. The qualitative development of gender equality has progressed in terms of the value of the girls’ education, but not regarding the underlying societal issues of gender inequality.
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Zghal, Jamil. "L'école primaire en Tunisie (1956-2014) : l’influence des secteurs culturel, social, économique et politique sur les représentations que les enseignants se font de leurs élèves." Thesis, Lyon 2, 2015. http://www.theses.fr/2015LYO20009/document.
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Une activité pédagogique est un ensemble d’actions s’additionnant et se croisant en faveur d’un objectif déterminé au préalable et qui est au-delà d’un exercice ou d’une évaluation. C’est un processus qui, d’une part fait apparaître un produit unique tel que le nouvel apprentissage en termes de compétences et de savoir-faire et, d’autre part, amène une réorganisation de schèmes, connaissances et compétences en faveur d’une nouvelle strate de stabilité dans le sens piagétien du terme. La construction du savoir est une tâche individuelle effectuée par l’apprenant lui-même par le biais de l’enseignant qui doit jouer le rôle de médiateur pédagogique, cognitif et social. Ce rôle demande à l’enseignant des compétences professionnelles à la fois solides et délicates, solides parce qu’il doit se doter de connaissances suffisantes relatives à la matière enseignée et à la didactique de cette matière, et délicates parce que l’enseignement est un travail qui se base forcément sur les affects et les émotions. Ce travail dépend, d’une part, des représentations que se fait l’enseignant de l’élève dans ses trois statuts, à savoir en tant qu’élève comme statut social, apprenant comme statut didactique et enfant comme statut psychologique et d’autre part, il s’appuie sur l’ensemble des autres facteurs qui peuvent être opérationnels dans l’activité pédagogique tels que l’espace, au sens général du terme, et la planification.Les représentations que se fait l’enseignant de son élève s’inspirent, d’une façon consciente et/ou inconsciente, de maints facteurs qui ont servi (ou servent) à forger sa personnalité et l’orientation de ses propres choix, tels que les facteurs socio-économiques et culturels et la sphère politique. Ces facteurs forment ce qu’on a appelé les inputs des représentations de l’enseignant. Les outputs sont les différents choix relationnels et pédagogiques en termes de comportements et de décisions instantanées. L’activité pédagogique est un travail de communication et de relation. En effet, elle s’appuie, d’un côté sur les contenus scolaires, et d’un autre, sur les aspects comportementaux des personnes intervenantes tels que l’enseignant et les élèves en tant que groupe et individus. La nature des représentations que chaque partie se fait de l’autre contribue à orienter, d’une façon radicale, le processus de l’apprentissage et de l’appropriation. Ces représentations sont des facteurs déclencheurs dans toute action pédagogique. Dans ce travail, nous tentons d’approfondir l’idée que les représentations que l’enseignant se fait de son élève en tant que tel, en tant qu’apprenant et en tant qu’enfant, influencées par la sphère politique et les facteurs économico-socioculturels, orientent ses choix pédagogiques en termes de comportements relationnels et communicationnels. Il contient trois parties distinctes. Tout d’abord une partie théorique où nous avons tenté d’approfondir notre réflexion sur les différents concepts-clés et de tisser les éventuelles relations qui les lient. Une deuxième partie nous a servi à envisager successivement de mettre en lumière l’importance des principaux facteurs historiques, socio-économiques, anthropologiques et politiques qui déterminent les empreintes intrinsèques consciemment et ou inconsciemment de la personnalité de l’enseignant. Dans la troisième partie, la partie analytique, nous avons objectivement, quantitativement et qualitativement traité les données recueillies. Les résultats obtenus nous ont permis de valider l’hypothèse centrale et les quatre sous-réponses que nous avons proposées. Ces travaux de recherche servent à améliorer la réflexion sur le perfectionnement des relations qui se produisent au sein d’un groupe-classe. Cette amélioration vise, selon nous, le bien-être, le savoir-faire et le savoir-être de l’élève. Par conséquent, dans l’action d’apprendre, le rôle de l’école ne se limite plus aux apprentissages scolaires<br>An educational activity is a set of actions added and crossed for a specific purpose in advance and that is beyond a year of assessement. This process is, on the one hand shows a unique product such as a new learning in terms of skills and knowledge and, secondly, induces reorganization schemes, knowledge and skills in favor of another layer of stability in Piaget's sense. The construction of knowledge is an individual task performed by the learners themselves. however, the teacher plays the role of pedagogical, cognitive and social mediator. This role requires the professional skills of the teacher which should be sometimes both strong and delicate times, solid because it needs to have sufficient knowledge of the subject matter and the teaching of this material, and delicate because education is a work that is necessarily based on the affects and emotions. This work depends, on the one hand, on the representations that the teacher does on students in the three status, firstly, a student as a social status, secondly, a learner as a teaching status and thirdly, a child as a psychological status. From another perspective, he relies on all the other factors that may be operating in the educational activity such as space in a general sense and planning. The representations that the teacher has on his inspired pupils, consciously and / or unconsciously, have served many factors (or are serving) that forging his personality and directing his own choice, such as the socio- economic and cultural factors and political sphere. These factors consists of what is called the input representations of the teacher. The outputs are not only different in relational and educational terms of behavior but also on instant choice of decisions. The pedagogic activity is a communicative task and a set of relationships. Indeed, it relies on the one hand on the academic content, and on the other hand on the behavioral aspects of the intervening people such as teachers and students as a group and individuals. The nature of these representations, that each party has, which an influence on the other helps to direct, in a radical way, the process of learning and ownership. These representations are triggers in any teacher. In this activity, we try to develop the idea of the representations that the teacher has on his student, as a learner and as a child, influenced by politics and economic socio-cultural factors, guide its educational choices in terms of relationship and behavioral communication. It consists of three distinct parts .The first part is a theoretical part where we tried to reflect further on the different key concepts and build any relationships between them .In the second part, we used to consider successively highlight the significance of historical key, socio-economic, anthropological and political factors that determine the intrinsic fingerprints, consciously or unconsciously, the personality of the teacher. In the third part, the analytical part, we objectively analyse the quantitative and qualitative analyzed the collected data. The results allowed us to validate the central hypothesis and the four responses that we proposed. This research is used to improve the reflection on the development of relationships within a class group. This improvement is, in the well-being, the expertise and know- being of the student. Therefore, in the learning action, the role of the school is no longer limited to academic learning but will be a workshop where children learn how to build a real relationship into knowledge and life
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Fatoke, Dato Mafaizath A. [Verfasser], Eveline [Akademischer Betreuer] Wittmann, and Heineck [Akademischer Betreuer] Guido. "Impacts of school costs, school infrastructure and household wealth on girls’ schooling under the Free Primary Education policy: the case of Benin, West Africa / Mafaizath A. Fatoke Dato. Betreuer: Eveline Wittmann ; Heineck Guido." Bamberg : Otto-Friedrich-Universität Bamberg, 2015. http://d-nb.info/1103486403/34.
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Alshenaifi, Amirah. "The policy and practice of inclusion of children with specific learning difficulties in mainstream primary girls' schools in Riyadh, Saudi Arabia : exploring the attitudes and experiences of teachers." Thesis, University of Plymouth, 2018. http://hdl.handle.net/10026.1/12231.
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This research project examines the implementation of the policy and practice of inclusion in girls’ primary schools of Saudi Arabia. In particular, it focuses on the work of teachers - their attitudes, beliefs, methods, and experiences - because it is they who are ultimately responsible for applying the policy by using inclusive practices in their classroom activities. Since the 1970s many countries have adopted a policy of including in mainstream schools those children with physical or cognitive impairments, or with learning difficulties. Formerly, children with special needs or learning difficulties were segregated in ‘special’ schools; this process of separation caused the children and their families to feel shame and humiliation, and it often led to the children to suffer lower standards of learning. After much discussion and review of the issue, commencing in the 1970s the policy of inclusion was developed and accepted in most developed nations; this was a recognition of the inequity of segregation, an acknowledgement of the human rights of all children, and an acceptance of the need for children to enjoy the benefits of a full education within the context of the wider society This thesis traces the development of the policy and its implementation in primary schools for girls in the city of Riyadh, Saudi Arabia. To research the topic I recruited 423 female teachers from 50 schools from across the metropolitan area. Of the participants, 214 were ‘specialist’ teachers: that is, they specialised in working with children who have special needs or learning difficulties. The other 209 were teachers who worked in ‘mainstream’ classes – classes which contained both non-impaired children and special-needs children. The project consisted of a quantitative survey in the form of a questionnaire, and a qualitative component in the form of semi-structures interviews with 23 of the teachers. A central conclusion from this enquiry is that inclusion has not yet been achieved. Girls with physical or cognitive impairments are being integrated into mainstream classes – but full inclusion has not yet been accomplished. There are several possible explanations for this: first, the policy is relatively new and so many mainstream teachers have had limited experience of working with special-needs children. Second, the policy and its implications IV are not fully comprehended by all teachers. Third, the training of teachers has not always been adequate. A fourth explanation concerns the practicalities of including children who may exhibit a very wide range of impairments. It is apparent that there is a disjunction between the philosophy and the implementation of inclusion. That is, the principle and policy are noble and desirable, the philosophy of inclusion being endorsed by teachers, but in practice it is very difficult to implement.
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Mahmoud, Nejad Sama, and Robin Ahlberg. "Lugna aktiviteter eller bollspel? : En observationsstudie av barns aktivitetsval på fritidshemmet." Thesis, Linköpings universitet, Lärande, Estetik, Naturvetenskap (LEN), 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-158433.
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Barn spenderar en stor del av sin tid i olika institutioner som skola och fritidshem. I den delen av vardagen som definieras som fritid gör barn olika val av aktiviteter. Begreppet motorik är i detta sammanhang en aspekt av aktiviteter som är intressant att undersöka. Människors rörelseförmåga och rörelsemönster är den generella definitionen på motorik som delas in i finmotorik och grovmotorik. Tidigare forskning visar att pojkar generellt har en mer utvecklad motorik än flickor och att dessa skillnader blir större ju äldre de blir. Syftet med vår uppsats är att undersöka barns val och deltagande i finmotoriska och grovmotoriska aktiviteter på fritidshemmet. Vi har även tittat på hur faktorer som miljö, verksamhet och pedagogers samspel med barnen och deras aktiviteter relaterar till varandra. Studiens resultat grundar sig i observationer på två olika fritidshem i Sverige. Resultatet har granskats med hjälp av våra teoretiska utgångspunkter, genus och sociokulturellt perspektiv. Det som har framkommit i denna studie är att i valet av aktiviteter som är grovmotoriska eller finmotoriska väljer pojkar generellt grovmotoriska aktiviteter och flickor finmotoriska. Sammanfattningsvis i denna studie framgick det att miljö, pedagogers handlingar, barns intressen, förväntningar, föreställningar, normer och olika grader av strukturer i verksamheten utgör faktorer som kan ha betydelse för barns aktivitetsval på fritidshemmet.
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LING, LIN HSIAO, and 林曉玲. "The Girl in the Checker Shirt: A Case Study of the Gender Subject Construction of a Primary School Girl." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/z8429j.
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博士<br>國立臺灣師範大學<br>公民教育與活動領導學系<br>101<br>This study used post-structural theory concepts, such as power, discourse and subjectivation to explore how a primary school girl practiced gender discourses, constructed herself as a gender subject and simultaneously opened herself to gender power relations. Also, this study tried to look for the moments in which the girl went beyond gender binary and compulsory hetrosexualiy.
The main participant of this study was a high-grade primary school girl. This study adopted qualitative case study as approach and post structural theory as paradigm, hoping to discover the way in which the primary school girl subject was contructed and excluded and find alternative ways to achieve gender equality.
The results was that gender discourses in school, family and other fields effected the primary school girl’s gender subject construction. Especially, the “being good” discourse was very powerful due to that the participant had “student” and “girl” positions. She consciously and tacitly practiced the “good girl student” discourse in the field, constructing herself as a perfect primary school girl subject. But in the constructing process, she had to deal with over-oppression and yielding issue, which leading her to the dilemma of obedience and resistance.
However, through the help of post-structural theory, we could be aware of the subtle processes or moments in which the primary school girl tried to escape and resist the gender binary and theorized it. The limit and agency of the girl’s gender subject construction were both clear in her doing gender process. The “good” primary school girl always resisted the social-constructed feminine appearence in her own way and produced non-difference gender conduct rules which all the boys and girls should obey.
In conclusion, the alternative ways to achieve gender equality is that societies, schools and families should produce all kinds of gener- equality discourses( no matter that they are about being a girl, relationship or resisting male-centered discourses), so that the girls can be fully provided with different gender discourses and they can employ them to construct, inscribe and reinscrib their own gender subjects.
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Burger, Inanda. "The primary school girl's perception of body image and the influence thereof on her sense-of-self." Diss., 2008. http://hdl.handle.net/2263/27255.
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The researcher embarked on this study, as the need was identified to investigate whether girls in primary schools have a realistic body image. The hypothesis was made that pressure from society, the media and parents might have a negative influence on a girl’s body image. The goal of this qualitative study was thus to determine how the primary school girl views her body and the influence this view has on her sense-of-self. It was anticipated that the outcome of the study would equip the researcher and social work colleagues with information that can be used in order to make parents and teachers aware of the pressures children experience and the effect this has on their sense-of-self. The exploratory study endeavoured to answer the following research questions: How does the primary school girl view her body, and how does this influence her sense-of-self? The objectives for this study were the following: <ul> <li>To provide a knowledge base on body image, sense-of-self and the perceptions primary school girls have regarding their bodies, based on a literature review.</li> <li>To use gestalt play therapy techniques to investigate the influence of perceptions regarding body image on the sense-of-self.</li> <li>To investigate primary school girls’ body image by means of an empirical study.</li> <li>To draw conclusions and make recommendations regarding the primary school girl’s perception of body image and the influence thereof on her sense-of-self.</li></ul> The study was feasible and consent was gained from the parents, respondents and organization where the study was done. The researcher studied with a bursary and costs were therefore covered by this. Eight respondents were selected at the researcher’s discretion by using certain criteria for selection. Care was given in selecting respondents who were representative of girls in the middle childhood phase. Five themes emerged from the study, namely sensory awareness, body image, the development of body image, the sense-of-self and the link between the sense-of-self and body image. Sub-themes were also identified from these five themes. Two consecutive play therapy sessions were used as data collection methods. From the empirical findings it is evident that the primary school girl’s perception of body image is largely based on the opinions and feedback from significant others. Self talk and self-statements play an important role in the formation of body image in the primary school girl. The study further indicates that body image has a direct influence on all aspects of the primary school girl’s sense-of-self and that a preoccupation with body size and shape amongst primary school girls is common. All of the respondents had hang-ups with regards to some aspect of their physical bodies, wished that they weighed less and indicated that they would want to change something about their bodies. It thus seems that girls in their middle childhood are particularly vulnerable to having a negative body image. From the research findings several conclusions and recommendations were made such as professionals needing to be aware of the potential negative impact that the media, peers and parents have on a child’s body image and sense-of-self. The recommendation was further made that professionals should encourage teachers, parents and child care workers to realize that in order for a child to develop a healthy sense-of-self and accept the way she looks, she has to receive positive feedback from significant others in her life. This study indicates that the primary school girl’s body image is fragile, and that significant others, the media and peers play an important role in the formation of a positive body image in children.<br>Dissertation (MSD)--University of Pretoria, 2008.<br>Social Work and Criminology<br>unrestricted
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Wilkinson, Jeanne. "Comparison of packed school lunches of boys and girls in primary schools in East London." Thesis, 2015. http://hdl.handle.net/10321/1269.
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Submitted in fulfilment of the requirements for the degree Master of Applied Science in Food and Nutrition, Durban University of Technology, 2015.<br>Objective: To determine the contribution of packed school lunches to the daily food intake of girls and boys in two Primary Schools in East London.
Methods: The study was conducted among 199 girls and boys aged 9-13 years. Three 24-Hour recalls and a Food Frequency Questionnaire were completed during an interview with the participants to gather data on dietary patterns over a period of three consecutive days. Additionally, the contents of one lunch box per participant were recorded and weighed. Anthropometrics and socio-demographics were also completed during the interview.
Results: The three 24-Hour Recall nutrient measurements revealed a low energy intake in 91 percent for the girls and 77 percent for the boys who were consuming below the recommended Estimated Energy Requirement for energy. The lunchboxes contributed one-third of the daily nutrient intake of the children. The 24-Hour recall revealed an energy-dense, carbohydrate-based diet. The contribution of total fat (30-32%) to the total energy is higher than the World Health Organization (WHO) recommendation of 15-30 percent. The daily fruit and vegetable intake (215.1g and 216.9g), according to the 24-Hour recall and lunchbox analysis respectively, was insufficient compared to the WHO-recommendation of >400g /day. Although the mean intake of most of the nutrients was sufficient, a large number of the participants did not meet requirements for the age group. The risk of overweight was high (24% for girls and 29.2% for boys) with 1.5 percent falling into the obese category.
Conclusion: The results of the study indicated a high-fat and carbohydrate intake and a very low fruit and vegetable intake. The girl participants had better food choices for the lunchboxes but the majority of the participant’s daily intake did not meet the basic requirements of a balanced diet. The risk of overweight in the age category is an increasing problem among low- and high-income countries. Nutritional education should concentrate on healthy food choices in school lunchboxes as a large part of the day is spent at school.
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POULOVÁ, Nikola. "Próza s dívčí hrdinkou od počátku 90. let 20. století." Master's thesis, 2017. http://www.nusl.cz/ntk/nusl-317339.
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This dissertation focuses on prose featuring a girl heroine from the beginning of the 1990s and it is aimed at upper primary school pupils. It deals with the quality literature and the pulp fiction of the Czech literature for girls. The literature for girls has themes such as eating disorders, sexual criminality and travelling. The analysis and the collation of the selected books and the most commonly used reading-books are also part of this thesis. The dissertation also captures the historical development of the prose with the girl character, the attribute of the Czech book market and changes in behaviour and in the body. Part of the practical part is a questionnaire focused on the reading experience of girls of the older school age, in particular from the point of view of the pupils and more briefly from the point of view of the teachers.
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Moller, Eureka Alida. "The use of music therapy with primary school girls who have been sexually abused." Diss., 2004. http://hdl.handle.net/2263/29997.
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The aim of this study was to explore and describe the use of music therapy during intervention with primary school girls who have been sexually abused. An empirical study of limited extent was undertaken, which was qualitative in nature and conducted from the interpretivist paradigm. In depth case study was used as research design, whilst educational psychological assessments, intervention and re-assessments, observation, interviews, analysis of documentation, field notes and a reflective diary were employed as data gathering methods. Two primary school girls in a place of safety were selected as participants in the study. Despite the fact that these girls had to cope with the trauma of sexual abuse, they had to deal with emotions and behaviour closely related to such trauma, including depression, aggression, fear, hate, inappropriate interpersonal relationships, sleeping disorders, low self-concept and behavioural difficulties. The findings of the empirical study are supported by literature, namely that music therapy can provide a safe setting to children for revealing their emotions, fears and needs related to trauma, such as sexual abuse. Music therapy had a positive effect on both cases, who illustrated positive change during the process of intervention and were able to replace negative experiences with positive emotions. Further findings of this nature include an improvement of both girls’ ability to express themselves on an emotional level, self-confidence, assertiveness, self-concepts, social skills and interpersonal relationships, as well as a decline in negative behavioural patterns and symptoms. Subsequently, both girls could perform on a higher level on all various domains of functioning.<br>Dissertation (MEd (Educational Psychology))--University of Pretoria, 2005.<br>Educational Psychology<br>unrestricted
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"A psycho-educational programme for primary school educators to assist girls who were sexually abused." Thesis, 2008. http://hdl.handle.net/10210/701.
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The study deals with the abuse of schoolgoing girls as reported by both the electronic and print media. Educators ability to identify those learners in the classroom and the strategies the educators can use to help them cope with their school work. According to a correspondent of the Sunday Sun (2004:19), child abuse victims do not have to identify their attackers in court or even on the TV screen. The constitutional court secured this triumph for the right of abused children. It indirectly found that it would not be unconstitutional for abused children to testify in the absence of the accused. This report and others which refer to school going are a daily occurrence. Some men may spread sexual transmitted disease to girls because of a deep-rooted belief that sleeping with a virgin will heal them from HIV-AIDS. This comment was made by Stephen Lewis, United Nation Envoy on HIV- AIDS in Africa (Komane, 2004:14). Sexual violence and harassment in South African schools erect a discriminatory barrier for young women and girls seeking education.<br>Prof. C.P.H. Myburgh
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Chimanzi, Luckmore. "Masculinity construction : Grade 7 boys’ relations with girls at a township primary school in Gauteng East." Diss., 2016. http://hdl.handle.net/10500/23394.
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Text in English<br>Guided by Connell’s social constructionist theory of hegemonic masculinity, in a study conducted at a township primary school in Gauteng East, I explored the way boys in Grade 7 interact with each other and girls, as a well as the way in which they understand the world around them in the context of gender relations.
A purposive sampling method was used to select boys and girls to participate in this qualitative study. A total of 30 research participants, 17 boys and 13 girls, took part in this study. The methodology included the use of individual diaries and focus groups to solicit
information and observe gender relations in boys and girls in the construction of masculinity.
Masculinity in this study was constructed through power relations. The themes identified when analysing the social relationships between boys and girls were sexuality, the sturdy boy, homosociality, sex roles, defying authority and the comedian.<br>Sociology<br>M.A. (Sociology)
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Nzimakwe, Phumzile Jane. "Girls and boys in the early years : gender in an African Catholic primary school in Marianhill, Durban." Thesis, 2008. http://hdl.handle.net/10413/3197.
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There is evidence that primary schools are important places where gender
inequalities are prevalent. The aim of this study was to explore how gender
relations amongst grade two boys and girls in an African junior primary are
constructed. It investigated how gender relations amongst 7/8 year old grade two
boys and girls in an African Catholic junior primary school situated in Mariannhill,
Durban, are constructed. It explored the process through which young township
boys and girls attach meaning to gender and forge their gender identities. In this
study young boys and girls were active agents in the construction of their gender
identities. This study adopted a qualitative approach. Observations and
unstructured interviews were used as methods of collecting data from grade two
boys and girls. Purposive sampling was used in selecting seven boys and seven
girls to participate in group interviews.
The study focussed on micro dynamics of boys and girls pertaining to
friendships, sexualities, play, violence, religion, classroom chores and school
subjects in a detailed analysis. It showed that gender equalities are pervasive in
the little cultural world of grade two boys and girls.<br>Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.
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Fernando, Madalena Adriano. "Gender and access of girls to primary education : a comparative study of three schools in Luanda." Thesis, 2011. http://hdl.handle.net/10539/10872.
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Chetty, Saroja. "A study of the provision of physical education for senior primary girls in schools in KwaZulu-Natal." Diss., 2002. http://hdl.handle.net/2263/29198.
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The main aim of this dissertation was to examine the status of Physical Education for senior primary girls in KwaZulu-Natal. Two sets of questionnaires were used to acquire information from Physical Education teachers and management staff involved in supervision of Physical Education at primary schools. The data obtained were then analysed. • To determine the degree of constructive guidance given in the teaching of senior primary Physical Education by school management • To determine whether physical educators are suitably qualified • To determine whether Physical Education forms part of the core curriculum at school • To make a historical comparative study of the development of Physical Education in primary schools and in KwaZulu-Natal in particular • To determine whether schools have the necessary resources needed in order to teach Physical Education • To make recommendations for the improvement of teaching Physical Education in the senior primary phase in the primary schools of KwaZulu-Natal The main findings of this study were as follows: • Presently there are only 28% of Physical Education specialists teaching Physical Education • The majority (60%) of the educators teaching Physical Education to senior primary learners is males • That about 36% of the educators do not actually teach Physical Education during the Physical Education lesson • An overwhelming majority (100%) of Physical Education educators indicated that they were not supervised in the last 36 months. Some go far back as seven to ten years • A little more than half (58%) of the schools had specialists in school- but they were classroom-based educators. Several recommendations are made out of these findings ranging from making Physical Education part of the core curriculum, ensuring Physical Education is taught by a specialist educator, providing facilities and equipment, supervising of Physical Education and the role of the Physical Education subject advisors. It is expected that such recommendations, if implemented, would contribute towards the elimination of problems that face Physical Education specialists and in improving the status quo of 'Physical Education.<br>Dissertation (MEd)--University of Pretoria, 2006.<br>Humanities Education<br>MEd<br>Unrestricted
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Chen, Yu-Chen, and 陳玉珍. "A Study on the Experience of the Primary School for Girls in Taiwan during the Japanese-Colony and ROC-recovery Periods,1941-1949." Thesis, 2008. http://ndltd.ncl.edu.tw/handle/24162695774328140692.
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博士<br>國立臺灣師範大學<br>教育學系<br>96<br>Because there was almost absence of female roles in history in Taiwan, this study is intended to report the past condition of primary school education for girls in Taiwan which may influence the female roles in society and through the reconstruction of their situations in the past to learn it on the basis of liberalism of women today. A meaningful guidance is hoped established.
There have had been three channels for liberty of women, i.e., politics, economics and education. Education is considered the main basic chain in the channels taken as the core in the study. The study was performed based on the historical data of the primary education of girls in Taiwan from 1941-1949 and the oral descriptions from different individuals interviewed by the author. It was done through personal visits and dialogues to collect the historical educational data mainly from 1941-1949 in an opened area, Sientung in Keelung and the closed area, Puli in Nanto .The periods for the study included the late stage of Japan-occupied and the early stage of ROC-recovered.
During the different periods, there were different educational systems and activities in Taiwan. From this study, the data collected from those who were mostly girl students attending primary schools during the periods and the related historical data in reconstruction of the primary school educational situations for girls in the past, we may learn it from the history.
There are three main findings of the study as follows:
1. The rate of girls’ enrollments into primary school had been raised explicitly, and the fact which made girls to acquire the certificates more easily. But many girls were over school age at that time.
2. By probing into curriculum practice in primary school at that time, the researcher finds that the curriculum contents which girls had learned still were entangled in the idea of stereotype of gender.
3. About the strained limitation of education for girls in Taiwan in the past, it was evident that was mostly due to the conception from a man-dominant society. However, it was found that there were still some girls could break the restriction of education for them in the past because of their strong wills and intentions.
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DuBroc, Erin M. Hoelscher Deanna M. "Team: Bee Me : a formulative evaluation of a negative eating attitudes and behaviors primary prevention curriculum targeted at fifth-grade elementary school girls." 2007. http://proquest.umi.com/pqdweb?did=1299824361&sid=5&Fmt=2&clientId=68716&RQT=309&VName=PQD.
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