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Fredriksson, Louise. "The phenomenon of homework in primary school." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-36554.
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Jiang, Zhengyao. "Homework! What, Why, How？ : Primary school English teachers’ attitudes towards and use of homework in China." Thesis, Stockholms universitet, Institutionen för språkdidaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-157926.
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This study aims to investigate the attitudes to English homework held by teachers of primary school (Grades 4-6) in Mainland China, through an online survey. After obtaining 112 responses and analysing them by utilising both qualitative and quantitative methods, the results found that English teachers in China have a unified positive attitude towards homework and its effect. English homework is most commonly assigned once a day. Repetition or Exercise is the most popular type of assigned homework, and it is overwhelmingly preferred by the teachers, followed by Preparation and Reading. The respondents stress that homework has an indispensable connection with the scheduled school teaching. Through assigning the correct volume of homework, students can develop positive habits with regards to self-study, and therefore students can improve their academic performance in examinations. A combination of both oral and written feedback is utixlised the most. Follow-up of homework usually appears to be two-dimensional; material stimuli such as penalty copy and self-correction, and immaterial stimuli such as encouragement and criticism. All of the evidence shows that China’s particular education system reflects Skinner’s behaviourist theories of learning, meaning that students’ behaviour with regards to acquiring knowledge can be shaped by frequent and random reinforcement, and this behaviour will eventually persist in the long-term even in the absence of reinforcements.
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school: learning from our community." Thesis, Anglia Ruskin University, 2014. https://arro.anglia.ac.uk/id/eprint/579897/1/THESIS%20N%20RUDMAN.pdf.
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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile.
This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex.
This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents.
This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Rudman, Nicholas. "Conceptualising homework in an Essex primary school : learning from our community." Thesis, Anglia Ruskin University, 2014. http://arro.anglia.ac.uk/579897/.
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The aim of this research is to explore the views of pupils, parents and teachers about homework at Maylandsea Community Primary School. Specifically it is designed to investigate their opinions about the value and purpose of homework, about what sort of homework they think may be most suitable for primary aged children, about the different roles and responsibilities of stakeholders in the homework process and about ways in which homework activities might promote children’s involvement and their enjoyment of learning. These collected views were then used to prepare a framework to provide guidance, clarification and exposition in order to assist members of the school community. This research is designed to address the paucity of understanding about homework in a primary school and to discover if and why parents, pupils and teachers think that homework is valuable and worthwhile. This study is located within a qualitative, epistemological paradigm and it employs a social constructivist research methodology. The researcher adopts the stance that homework is a socially constructed, socially described and socially conceptualised activity. This is insider research and the researcher is also the school’s headteacher. There is an acknowledgement that action research models and participatory enquiry approaches have influenced the research design but have not defined it. This research is a single case study located within one semi-rural primary school in Essex. This study finds that parents, pupils and teachers recognise that homework has an important role to play in helping primary age children to learn, in developing positive learning habits and in promoting good personal and social skills. It discovers that there is confusion about parents’ roles in supporting homework. It demonstrates that homework should be made meaningful for families and engaging for pupils and that the foundation for successful homework lies within the quality of the tripartite relationships between teachers, children and parents. This thesis offers a new framework to support teachers and families and it concludes that, whilst existing literature is ambivalent in terms of the value, purpose and effectiveness of homework, stakeholders at this primary school consider it to have positive benefits both for learning and for the personal development of young children. However, these benefits are most evident when the homework tasks are interesting, varied, personalised and relevant to learners’ needs. Families are supportive of homework when they can appreciate that it is meaningful to them and their children.
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Smith, Jennifer Ann. "Rethinking homework for foreign language teaching and learning in primary school." Thesis, Queensland University of Technology, 2019. https://eprints.qut.edu.au/132305/1/Jennifer_Smith_Thesis.pdf.
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Homework attracts much debate in schooling, especially in terms of its processes, outcomes and benefits for primary school learners. This study investigated the implementation and accomplishment of foreign language homework in a Year 4, 5 and 6 Japanese as a Foreign Language program. Utilising Activity theory and understandings of Second Language Acquisition, the case study involved video, interview and document data from students, Japanese language teachers and parents. Key findings include the students' use of self-talk to regulate their accomplishment of foreign language tasks; the teaching needed to scaffold students' understanding of task demands; and parents' gradual reduction of assistance in homework.
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Filer, Ann Elizabeth. "Classroom contexts of assessment in a primary school." Thesis, University of the West of England, Bristol, 1993. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.384956.
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Rooi, Christabel Belinda. "An educator's intervention to involve parents with english literacy homework of primary school learners." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1846.
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Thesis submitted in fulfilment of the requirements for the degree
Master of Education
in the
Faculty of Education and Social Sciences
at the Cape Peninsula University of Technology
2014The aim of this research is to explore parental involvement within an English Literacy intervention programme focusing on a group of 38 Grade 4 primary school learners enrolled at a primary school in the Cape Peninsula area of the Western Cape, South Africa. The study postulates that active involvement of parents in their children’s education can enhance learning, and argues that learners and parents should actively engage with the learning processes; by doing so they should become more emancipated in the process. The study is framed by a qualitative approach. The parents of identified learners were invited to participate in an English literacy homework intervention programme, implemented to practically investigate the benefits of parental involvement in homework activities. A small, multilingual focus group was formed afterwards to determine the success of this particular intervention programme. To give credence to both researcher and authentic responses, the research paradigm used leaned towards a critical theory paradigm, as framed by an action research model. The theoretical frameworks of Habermas and Horkheimer largely underpin the literature review, to which further views of educational researchers were cross-referenced and acknowledged. Based on findings derived from interviews, it became apparent that (1) authentic texts used to frame intervention programmes can foster a real sense of awareness, even in socio-economically-deprived areas, (2) greater triadic relationships between schools, educators and learners can yield meaningful relationships that can scaffold learning, and (3) parental involvement can increase motivation among learners and parents.
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Wardman, Natasha Penelope. "Rules, rights and responsibilities: Becoming 'responsible' students in upper-primary school contexts." Thesis, Australian Catholic University, 2013. https://acuresearchbank.acu.edu.au/download/f5a3f36a14e8159ca8a60f7c05e532990657d660181efeceea1d0f87c3214151/3938082/Wardman_2013_Rules_rights_and_responsibilities_becoming_responsible.pdf.
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This study investigates how the discourses embedded in education policy and mediated through principal and teacher pedagogy work to shape upper-primary students’ understandings and experiences of responsibility for self and others. The study analyses findings from a poststructuralist educational ethnography undertaken in three case study sites from Catholic, Independent and State schooling sectors. These case study schools are located in a regional city in the Australian state of New South Wales. The study critically examines how every day, taken-for-granted, discursive practices of policy-makers, teachers and students work to construct ir/responsible subjectivities. Data was generated through observational field notes, semi-structured individual or focus-group interviews with principals, teachers and students, and document archiving. The study is situated in a policy context in which national, state and school-level policies shape definitions of responsibility applied in schooling contexts. The study explores how such definitions are mediated through pedagogies applied and rationalised by educators, and also considers how students negotiate often contradictory discourses of responsibility in order to understand and become ‘responsible’ subjects. The study highlights distinctions between pedagogies of control that normalise compliance and submission through practices of surveillance, punishment and reward; and pedagogies of agency and alterity that facilitate students’ understandings of ethical responsibility by offering opportunities for negotiation, encouragement, emotional labour and open dialogue. It is argued throughout the thesis that such negotiation is a complex and often impossible task as students are simultaneously expected to unquestionably conform to authority on the one hand and exercise their independence and ethical deliberation on the other. Furthermore, educators also face institutional pressures to shape their pedagogies in ways that encourage conformity and control over responsibility. The research explores themes proposed in the MCEETYA (now MCEECDYA) 2008 Melbourne declaration on educational goals for young Australians and contributes new knowledge about socio-cultural factors that enable and constrain primary school children's understandings and experiences of 'responsibility' and how this may impact on the achievement of national goals.
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Petersén, Hammarsten Elin. "Matematikläxans fördelar och nackdelar : En intervjustudie av lärares syn på matematikläxor i grundskolans tidigare år." Thesis, Högskolan Dalarna, Pedagogiskt arbete, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:du-14021.
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Syftet med denna studie är att få kunskap om lärares syn på matematikläxor i grundskolans tidigare år. Förhoppningen var att få förståelse för lärares syfte med matematikläxor och vilka förmågor eleverna förväntas utveckla med matematikläxors hjälp samt att jämföra vilka för- och nackdelar matematikläxan har. För att undersöka detta har sju intervjuer gjorts med lärare från olika skolor och olika årskurser från 1-6. Samtliga lärare som intervjuats undervisar i matematik. Lärares erfarenheter av läxornas betydelse för matematikundervisningen är ett viktigt område att få kunskap om. De lärare som deltog i intervjuerna uttryckte olika synpunkter på matematikläxan. Något lärarna var överens om var att läxa är en skoluppgift som eleven tar med hem efter skolans slut och arbetar med hemma. Lärarna uttryckte samstämmigt att eleverna inte utvecklar några förmågor med matematikläxans hjälp utan förmågorna utvecklar eleverna i skolan med hjälp av lärarna. Det framgick att samtliga lärare upplevde att matematikläxan var tidskrävande och för att matematikläxan ska nå syftet på bästa möjliga sätt behövs mer tid. Att läxan kopplas till undervisning och uppföljning är centralt för att syftet med matematikläxan ska uppnås enligt de intervjuade lärarna. Av resultaten framgår att några lärare är negativt inställda till matematikläxor för att uppföljning och koppling till undervisningen inte finns med och därför förlorar matematikläxan sitt syfte. Föräldrarnas förutsättningar är väldigt olika som exempelvis att de har svårigheter med det svenska språket eller inte är engagerade i barnets skolgång. Andra lärare är positivt inställda till matematikläxor för att färdighetsträningen och repetitionen är viktig och tiden som behövs för det inte räcker till i skolan.The purpose of this study is to gain insight into teachers’ views of mathematics lessons in primary school. The hope is to gain understanding of teachers’ aim with mathematic homework and what skills students are expected to develop with help of mathematic homework as well as comparing the advantages and disadvantages that mathematic homework has. To investigate this, the seven interviews have been conducted with teachers from different schools and different grades from 1-6. All the teachers interviewed teach mathematics. Teachers’ experience of the importance of homework is an important area to gain knowledge of why was this investigation. The teachers who participated in the interviews expressed different views on mathematic homework. Something teachers agreed on was that homework is a school assignment that students bring home after school and working on at home. The teachers also expressed unanimously that the students do not develop any abilities with mathematic homework help but that pupils develop abilities in school with help of the teachers. It appeared that all teachers felt that mathematics homework was time consuming and for mathematics homework to achieve its purpose in the best possible way more time was needed. Also to link with teaching and follow-upare two key elements for the purpose of mathematic homework to be achieved. The results show that some teachers have negative attitudes toward mathematic homework tracking and coupling is not present and therefore loses mathematic lesson's purpose. Parents circumstances are very different. It may be that they have problems with the Swedish language or not are involved in the child's schooling. Other teachers have a positive attitude towards mathematic homework because proficiency training and rehearsal is important and the time needed for this is not enough in school.
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Jacques, Kathleen. "Community Contexts of Bilingual Education:A Study of Six South Island Primary School Programmes." Thesis, University of Canterbury. Education, 1991. http://hdl.handle.net/10092/818.
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Community Contexts of Maori-English Bilingual Education is a multi-case study of six primary school bilingual programmes located throughout the South Island. These six programmes comprised the total number of programmes officially designated by the (former) Department of Education as bilingual and which were administered from the Southern Regional Office of the Department. Each of these programmes employed the services of a kaiarahi reo and had been in operation for at least one school year at the beginning of Term I, 1989. The focus of the study is the interlocking sociocultural and pedagogical contexts which affect, and which, in turn, are affected by the recent inclusion of Maori as a language of instruction within the New Zealand public school system. The material presented in this report resulted from quantitative and qualitative study over an eighteen month period commencing in February, 1989. Data collection techniques included interviews, classroom observations and questionnaire surveys which were used to compile base-line data on the numbers and backgrounds of pupils enrolled in the programmes, classroom practices, perceptions of parents and school staff and outcomes of the programmes. The research also included a number of interviews with affiliated personnel such as Kohanga Reo parents and staff, local kaumatua, and officials from the Ministry and Department of Education. A number of issues are covered in the study; including the rationales for establishing programmes, staffing policies and procedures, resource allocation, bilingual teaching methodology, the range and depth of bilingual and bicultural innovation, community involvement and levels of satisfaction and concern with the programmes.
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Abrahams, Roland Anthony. "Challenges to parental involvement in homework assignments of learners in a historically disadvantaged primary school in Cape Town." Thesis, University of the Western Cape, 2013. http://hdl.handle.net/11394/4557.
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Magister Educationis - MEdSouth Africa is amongst the lowest performers in numeracy and literacy in the developing countries, according to Progress in International Reading Literacy Study (PIRLS 2006). Systemic research conducted by the Western Cape Education Department has pointed to the fact that the literacy and numeracy skills of the learners in the Western Cape are far below what is required for them to learn and develop effectively. Many educators blame parents for learners’ poor academic achievement. This study therefore aims to explore challenges to parental involvement in the homework assignments of learners in a historically disadvantaged primary school in Cape Town. This exploratory qualitative case study followed an interpretive paradigm. Data was collected via field notes; and semi – structured interviews from individuals and focus groups. Thematic data analysis was used to determine challenges to parental involvement in homework assignments of the primary school learners. This research study is grounded on Epstein’s model of overlapping spheres of influence of family, school and community on learners’ learning; six typologies of parental involvement; and on Bronfenbrenner’s bio-ecological model of human development. General systems theory was kept in mind during the study. Where parents were not involved in homework assignments, it was not a deliberate act. The findings highlighted challenges such as poverty, unemployment, inequalities; lack of educational resources; lack of structure in the home; single parenting, school and community factors, and a lack of educational stimulation that negatively affected parental involvement in homework assignments. The blame that educators apportioned on parents for learners’ poor academic outcomes was thus found to be inaccurate. True systems thinkers never debate whether the cause or the solution is situated in one single system, but considers the interdependence between all the systems. The whole is therefore more important than the sum of the parts. Despite the many challenges that parents experience in helping the learners with homework, the parents still want their children to excel in academic work. Parents in the historically disadvantaged school however seek assistance in how to help the learners with homework assignments.
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Wong, Lisa Anne. "Time allocation to homework and extra-curricular tuition by primary school students in Hong Kong the impact on health of indicators /." Click to view the E-thesis via HKUTO, 2009. http://sunzi.lib.hku.hk/hkuto/record/B42997975.
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Mtemang'ombe, Frank Auben. "An analysis of processes and contexts for ICT interventions in Malawian primary school education system." Thesis, University of Strathclyde, 2017. http://digitool.lib.strath.ac.uk:80/R/?func=dbin-jump-full&object_id=29535.
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The introduction of Information and Communication Technology (ICT) in education has greatly transformed and improved the quality of teaching and learning all over the world. In Malawi, efforts are continuously being directed towards having ICT resources in all primary schools through different ICT interventions. However,though the interventions are likely to be widespread, there is no empirical evidence if the interventions are fully adopted and purposively used by the schools and teachers respectively. While there is considerable evidence to show that the integration of ICT intervention in classrooms is influenced by the entire education system, research on ICT in education is generally limited to the study of teacher level factors. This research examines how ICT interventions in Malawi primary school education system are planned, introduced and guided, and how these processes configure and influence adoption and use of the interventions by schools and teachers,respectively. Based on research questions about how the ICT interventions are conceptualized, implemented and integrated, the main aim of this study is to analyse the activities and processes taking place in the contexts that the ICT interventions are implemented by linking teachers’ ICT practices in classrooms to particular mediating processes and contexts. The study used a qualitative research approach. It firstly investigated the roles,processes and collaborations between government institutions and ICT providers in the conceptualisation of the ICT interventions through interviews and analysis of documents. The baseline data generated from this phase was used to identify case study schools that were used to investigate how the interventions are adopted and used, through interviews with school heads and teachers, classroom observations and analysis of documents. An Activity System Analysis was used to draw relationships between and within how the interventions are conceptualised at national level, how they are implemented in the schools and integrated in the classrooms. The findings reveal gaps in the national education plans and policies as formal guidelines that regulate investments in the primary school education system. The efforts by the various ICT interventions providers are unguided and unregulated,and the process of conceptualising and implementing the ICT interventions in primary education is still in a form of experimentation, being led by the interventions providers rather than the Ministry of Education. This presents tensions as the schools and the teachers try to accommodate requirements for implementing and integrating different ICT interventions without any policy frameworks, curriculum guidelines, ICT training and technical support. The implications from this study reveal the need for policy makers, planners and education practitioners to generate rationale, goals, and vision on how the Malawi primary school education system can incorporate the ICT interventions; guide specific roles for relevant stakeholders in the design and development of specific ICT interventions; produce specific plans and curricula for teacher training and development; and guide the development of school-based ICT plans that can facilitate successful adoption and integration of the ICT interventions.
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Malone, E. H. "Foreign languages in primary education in England : an ethnographic case study of three school contexts." Thesis, Liverpool John Moores University, 2016. http://researchonline.ljmu.ac.uk/4251/.
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This study focuses on primary foreign language teaching and learning. It seeks to reveal the perspectives and practice of three different stakeholders: specialist teachers, generalist teachers and head teachers. The study then places these beliefs and practice within a local, national and international context, considering the supporting factors for Primary Foreign Languages (PFL), as well as the challenges. It is a timely piece of research as it was conducted during the period when foreign language learning, for the first time in England, became statutory in primary schools. Furthermore, it took place during a timeframe of rapid change at all levels of education, which has had an effect on the translation of policy to practice. Data collection took place in two phases. In Phase One, an initial PFL practice mapping online questionnaire was sent to all schools in the Local Authority (LA) (n=69). Three schools agreed to participate. In Phase Two data collection methods employed in each of the three schools consisted of participant observations, semi-structured interviews, a self-reflective diary, informal conversation with staff and analysis of policy documents. The findings of the study show that all stakeholders in each school were supportive of PFL. However, this support did not translate into practice as the responsibility for PFL often rested solely with the specialist. As a result, the subject and specialists could be described as annexed, not fully integrated into the curriculum, and the specialists sought support from private companies instead of internally within the school. The majority of generalist teachers did not feel qualified to deliver the subject and there was a lack of future training options open to teachers wishing to train as PFL specialists. Those teachers who did express an interest in learning how to teach PFL felt that they could not engage fully with this endeavour due to internal and external pressure imposed upon them to achieve the highest possible pupil attainment in English and Maths. A disconnect was also revealed between the teachers’ most popular rationale for PFL teaching, which was preparing children to be ‘21st century global citizens’, and their actual practice. The teachers in the study recognised that, through learning a language and experiencing its culture, it may be possible to move from “egocentricity and ethnocentricity to a more altruistic sense of mutual benefit” (Byram, 2008:131). However, while espousing support for the teaching of intercultural understanding (ICU), the study reveals a lack of understanding in practice from stakeholders, policy writers and teachers. Overall, there is much goodwill for PFL as a subject, however, due to national and international drivers, it occupies a vulnerable place within the curriculum.
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Wong, Lisa Anne. "Time allocation to homework and extra-curricular tuition by primary school students in Hong Kong: the impact onhealth of indicators." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2009. http://hub.hku.hk/bib/B42997975.
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Chan, Lin Ho. "Fostering parental involvement in children's mathematics homework in Singaporean pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.441647.
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Ho, Chan Lin. "Fostering parental involvement in children’s mathematics homework in Singapore pre-primary education : an intervention using parental education and school-home communication." Thesis, Durham University, 2007. http://etheses.dur.ac.uk/2492/.
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The intent of this study was to compare two different types of parent involvement strategies: Parent Education Workshops and communication through newsletters and the impact they have on children’s math achievement and parent efficacy, parent encouragement and parent home involvement. Participating in the study were 259 children, 5 to 6 years old and their parents, who were assigned to three experimental and one control group. The study adopted a randomised pre-test, post test 2x2 factorial experimental design with control group. A self-developed criterion-referenced math assessment containing 58 test items was used to measure children's knowledge of basic math concepts. A self-administered parent survey to measure parent confidence, parent encouragement and home involvement adapted from Hoover-Dempsey's scales for measuring parent mechanisms of involvement was modified and used for this study. Both the math assessment and the parent survey were administered as a pre-test and post-test. Three parent training sessions modelled on the Berkeley Family Math programme were conducted over a period of 4 weeks for parents in the workshop and workshop*communication groups on how to help children with math at home. Parents who attended the workshops were provided with take home math kits designed to enable parents to use developmentally appropriate materials and activities to encourage their children's interest in math. The communication and workshop*communication groups received three issues of newsletters that contained information and ideas for parental involvement to help children learn math at home. The results of the study showed significant gains in children's math where both the workshop*communication conditions were present, in particular for children with lower pre-test math scores. No significant effects of the treatment on the three parental variables were found. Qualitative data collected from parents and teachers indicated that the parent education workshops had positive results and impact on parents' self efficacy.
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Lankestad, Ekrot Emmy. "Läsläxans vara eller icke vara : En systematisk litteraturstudie över faktorer som påverkat synen på läsläxan, förr och nu." Thesis, Linnéuniversitetet, Institutionen för svenska språket (SV), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-105260.
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Denna studie syftar till att lyfta fram faktorer som påverkat och påverkar synen på läsläxan genom skolans framväxt. Läsläxa är ett fenomen som finns i de flesta skolor och klasser. Läsläxan har haft olika former och påverkats av skolans utveckling genom historien. Resultatet visar att idag handlar styrningen av skolan om att skapa en befolkning som kan visa sig konkurrenskraftig på världsmarknaden, inom många olika områden. PISAresultatet är idag den faktor som påverkar den politiska styrningen av skolan mest. Skolan används även som ett slagträ mellan de politiska blocken vilket i sin tur påverkar skolutvecklingen och läsläxan. Resultatet visar även att läsläxan idag har bytt skepnad. Idag anses läsläxan av viss forskning endast vara till för att allt skolarbete ska bli gjort medan annan forskning anser att läsläxan är viktig för att befästa och upprätthålla övning i läsning. De största påverkansfaktorerna enligt forskningen är hur eleverna har det hemma samt om det finns närvarande och stöttande vårdnadshavare. För att göra läsläxan mest effektiv för varje elev ska den anpassas efter elevens läsnivå, hemmiljö och om eleven kan få stöttning hemma men det ska även finnas en tydlig koppling till undervisningen i skolan.
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Alies, Therese of Peace Sr. "Creating communities of full regard : overlapping contexts of relationships, 'race' and religious education in a Roman Catholic primary school." Thesis, University of East Anglia, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338047.
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Kaneva, Dimitrina. "Understanding the experiences and engagement of children labelled as having English as an additional language in different school contexts : the case of primary to secondary school transition." Thesis, University of Manchester, 2015. https://www.research.manchester.ac.uk/portal/en/theses/understanding-the-experiences-and-engagement-of-children-labelled-as-having-english-as-an-additional-language-in-different-school-contexts-the-case-of-primary-to-secondary-school-transition(33bafaa6-deff-4d64-9cbe-ff3fb1a8cad5).html.
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This thesis aims to understand the multi-layered experiences of children with English as an additional language (EAL) in changing contexts by focusing on academic and social experiences in their transition from primary to secondary school. Although EAL is often linked with knowledge and proficiency in the English language as a means to access learning, this study builds on the complexity underlying the term that incorporates background, culture, agency and power in the ways children navigate their schooling. This is achieved through in-depth longitudinal accounts of children’s experiences and engagement co-constructed with participants and triangulated through interactive qualitative methods. The main focus is the active role of children in finding and embracing opportunities for social and academic engagement as part of their educational trajectories, identifying their agency in processes of change in the contrast between formal academic contexts and informal research discussions. In order to learn more about young people’s academic and social experiences, the study is theoretically informed by two perspectives. The first perspective is Bourdieu’s field analysis and the concepts of habitus, dispositions and agency. The analysis emphasises how and where children use their agency to engage with and manage expectations and options highlighted by institutional discourses and teachers. Looking at children’s engagement explicitly, the research highlights overlooked agency of children too easily categorised as EAL or ‘vulnerable’. The second analytical perspective explores engagement and trajectories in a classroom context and draws on Bernstein’s constructs of classification and framing with the aim to explain how children engage and reflect on their experiences across differently structured classroom contexts. Drawing on theoretical constructs and research in the area of EAL and diversity more widely, I present six case studies of experiences and show that in the case of children with EAL invisible agency, misinterpreted engagement and negotiating positioning both socially and academically are more complex than the notion of learning English to access learning. I argue that in the light of gaps in teachers’ understandings of children’s experiences, practical adjustments to classroom processes and communication could provide better understanding of the wider scope of EAL and schooling experiences.
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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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Davids, Rochelle. "The nature of parental involvement in literacy activities of low achieving learners in disadvantaged contexts at a selected primary school in the Western Cape." University of Western Cape, 2020. http://hdl.handle.net/11394/7403.
Full textAbstract:
Philosophiae Doctor - PhDLiteracy levels measured against national and international tests indicate that South African learners are performing poorly. Literacy skills are critical in the development of learners, and research suggests that parents play an important role in enhancing these skills. The study takes into account the geographical, socio-economic and historical context of learners and parents, and seeks to determine why children are struggling with literacy activities.
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Sveningsson, Sofia. "Karaktärer, känslor och konversationer är ingenting för mig : En kvalitativ studie om hur fyra lärare behandlar skönlitterära texter för elever inom autismspektrumstillstånd." Thesis, Jönköping University, Högskolan för lärande och kommunikation, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-53901.
Full textAbstract:
Elever som har funktionsvariationen autismspektrumstillstånd har kognitiva nedsättningar som kan försvåra förståelsen av ett textinnehåll i skönlitterär genre. Elever med funktionsvariationen kan vara duktiga på att avkoda text. Det kan däremot vara vårt att förklara innehållet, förstå mellan raderna eller koppla texten till sitt eget perspektiv. Studiens syfte är därmed att öka kunskapen om hur några lärare arbetar med skönlitterära texter för elever inom autismspektrumstillstånd. Frågeställningarna tar upp hur lärare arbetar med olika strategier och metoder kring skönlitterära texter, hur lärarna anpassar skönlitterära texter både i undervisningen samt i samband med läsläxor och slutligen vilka hinder respektive möjligheter läsläxor i genren skönlitterära texter kan bidra med för en elev inom autismspektrumstillstånd. För att uppfylla studiens syfte och frågeställningar har en kvalitativ forskningsmetod tillämpats genom semistrukturerade intervjuer. I analysen av empiriska data har den behavioristiska teorin applicerats. Den behavioristiska teorin betonar en individualiserad undervisning, goda läromedel och strategier av upprepningar som arbetssätt. Resultatet visar i att lärarna använde mycket visuella material, boksamtal och läsfixarna som strategier. Samtliga lärare stöttade även en elev inom AST genom att använda skönlitterära texter av elevens intresse med en-till-en-undervisning. Det är i enlighet med vad det behavioristiska perspektivet betonar som viktigt. Samtliga lärare betonade även vikten av att samarbeta med vårdnadshavare, då elever inom AST behöver få en god stöttning och med samma uppgifter i både hemmet som i skolan. Slutligen delger lärarna att elever inom AST har olika individuella behov, därmed är det betydelsefullt att ha en mer ingående kunskap om AST för ett förbättringsarbete i skolverksamheten.Students with functional variation have cognitive impairments that can make it difficult to understand a textual content in a fiction genre. Students with functional variation happens to be good at decoding texts, but to be able to explain the content, understanding between the lines or connect the text to their own perspective is something that is complicated for a student with functional variation. The purpose of the study is thus to increase knowledge about how some teachers work with fictional texts for students in autism spectrum disorders. The questions address how teachers work with different strategies and methods around fictional texts, how teachers adapt fictional texts both in teaching and in connection with reading lessons and finally what obstacles and opportunities reading lessons in the genre of fictional texts can contribute to a student within autism spectrum disorders. To fulfil the aim and answer the research questions, the qualitative research method through semi-structured interviews has been applied through semi-structured interviews. In order to be able to analyze the empirical data, a behavioristic perspective has been applied. The behavioristic perspective emphasizes individualized teaching, good teaching materials and strategies of repetition as a way of working. The result remained that the teachers used a lot of visual materials, book talks and reading fixes as strategies. The teachers also supported the student with autism spectrum disorder by using fiction texts of the student's interest with one-on-one teaching. All teachers also emphasize the importance of cooperating with guardians, as students within autism spectrum disorder have to receive a good support and with the same tasks both at home and at school. Finally, the teachers reported that students within autism spectrum disorder have different individual needs, thus it is important to have a more in-depth knowledge of autism spectrum disorder for improvement work in school activities.
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Skulstad, Sandra. "Läsläxan - hur viktig är den? : En kvalitativ studie om lärares uppfattning av läsläxans betydelse för elevern as läsutveckling på lågstadiet." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-55105.
Full textAbstract:
In today's school and society homework is a controversial topic. Some teachers have completely abandoned work with homework, while others believe that homework is necessary. What about the reading homework at the primary school, how important is it? The Swedish school needs to work towards improving students’ readability and increase equivalence so that students’ school results are not depended on their soc io-econom ical background. Homework could be a way to improve the readability among students, but there is also a risk that it neg atively affects equality since all students do not have the same access to support at home. The purpose of the study is to describe why teachers choose to give or not to give reading homework, what the pros and cons they see with the homework are and if they find that the reading homework is different from other types of homework. In order to answer the question I studied earlier literature and research on the subject. I also chose to conduct qualitative interviews with six teachers teaching the subject of Swedish at primary school. The result shows that teachers disagreed with the issue of reading homework and its importance for learning. However, all teachers believe that the more students read, the more the students' readability develops. The advantages and disadvantages of reading homework raised in this study include, among other things, equivalence, time and students access to support. The result also shows that teachers find that the homework is different from other types of homework, for example, because reading is the foundation of many subjects.I dagens skola är läxor ett omdiskuterat ämne. En del lärare har helt övergett arbetet med läxor, medan andra menar att läxor är nödvändiga för elevers kunskapsutveckling. Hur är det med läsläxan på lågstadiet, hur viktig är den? Den svenska skolan behöver arbeta med öka elevernas läsförmåga och stärka likvärdigheten så att elevers studieresultat inte är beroende av deras socioekonomiska bakgrund. Således skulle läsläxan kunna ses som ett sätt att stärka läsförmågan, men samtidigt finns också risken att den påverkar likvärdigheten negativt eftersom alla elever inte har samma tillgång till stöd hemma. Syftet med denna studien är att beskriva varför lärare på lågstadiet väljer att ge respektive inte ge läsläxa, vilka för och nackdelar de ser med läsläxan och om de upplever att läsläxan skiljer sig från andra typer av läxor. För att söka svar på frågan genomfördes kvalitativa intervjuer med sex behöriga lärare som undervisar i ämnet svenska på lågstadiet. Resultatet visar att lärarna är oeniga i frågan om läsläxans betydelse för lärandet. Samtliga lärare menar dock att desto mer eleverna läser desto mer utvecklas elevernas läsförmåga. De för- och nackdelar med läsläxan som lyfts i studien handlar bland annat om likvärdighet, tid och elevers tillgång till stöd. Resultatet visar även att lärarna upplever att läsläxan skiljer sig från andra typer av läxor exempelvis på grund av att läsning är grunden för många ämnen.
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Tivehag, Evelina. "Det främmande ordet : Att arbeta med ordinlärning i det engelska språket i grundskolan." Thesis, Karlstads universitet, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-80076.
Full textAbstract:
Detta arbete hade syftet att undersöka hur det arbetas med ordinlärning i engelskundervisningen i den svenska grundskolan. Studien är baserad på intervjuer med syfte att undersöka lärares syn på ordinlärning och vilka metoder de finner mest gynnande för den långsiktiga inlärningen. Intervjuerna var semistrukturerade och genomfördes med hjälp av två lärare som undervisar i årskurserna 1-3 och tre lärare som undervisar i årskurserna 4-6. Resultaten visar att det finns olika metoder som används vid ordinlärning och dessa inkluderar att läraren genemsamt läser och uttalar ord tillsammans med sina elever, samt att uppmärksamma nya ord i texter under läsningens gång. Lärarnas svar visade även att lärarna medvetet integrerar olika metoder i undervisningen för att gynna elevernas ordinlärning. Lärarna säger att de märker vilka metoder eleverna föredrar, vilket bland annat involverar samarbeten, webbaserade aktiviteter och läsning i grupp. Lärarna säger även att det genom undervisningen framgår vilka metoder som är mest gynnsamma än andra.
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Magnat, Emilie. "Le TBI comme instument du développement de la conscience phonémique à l'école : une approche ergonomique." Phd thesis, Université de Grenoble, 2013. http://tel.archives-ouvertes.fr/tel-00997215.
Full textAbstract:
L'objectif de cette thèse est d'étudier l'effet d'un entraînement explicite de la conscience phonémique (CP) en anglais L2 et les apports potentiels du tableau blanc interactif (TBI) comme instrument permettant de réaliser cet entraînement avec des apprenants de CE1. A partir des travaux de pédagogues tels que Borel-Maisonny et Caleb Gattegno, nous avons conçu des aides multimodales qui sont à la fois visuelles, sonores et kinesthésiques. Les couleurs de l'approche Gattegno ont été reprises pour créer des cartes de couleur auxquelles nous avons joint une représentation sonore du phonème. La carte sonore est également manipulable sur le TBI. En ce sens, la manipulation sur TBI pourrait aider la manipulation mentale des éléments. Les représentations des phonèmes constituent des représentations externes multimodales intégrées (REMI). Ces REMI ont été intégrées à un dispositif d'apprentissage permettant de valider les hypothèses de recherche. Il s'agissait non seulement d'évaluer l'efficacité de tâches explicites de conscience phonémique dans le cadre de l'apprentissage de l'anglais, mais également d'évaluer l'efficacité de l'utilisation du TBI pour réaliser les tâches de conscience phonémique. Ces hypothèses de recherche ont été testées à l'aide de trois groupes d'apprenants : deux groupes expérimentaux et un groupe contrôle. Un groupe a effectué des tâches explicites de conscience phonémique avec les REMI sur TBI (groupe ConsPhonoTBI), un groupe a effectué ces mêmes tâches de manière classique, c'est-à-dire mentalement sans aide multimodale (groupe ConsPhono), tandis que le groupe contrôle a fait des activités de vocabulaire anglais. La comparaison du groupe contrôle avec le groupe ConsPhono permet de déterminer l'effet d'un entraînement explicite de la conscience phonémique, tandis que la comparaison du groupe ConsPhono avec le groupe ConsPhonoTBI permet de déterminer l'effet des aides multimodales et de leur utilisation sur TBI dans le cadre de cet entraînement explicite. Cette recherche a pour objet une intervention dans le domaine du travail puisque les enseignants et les apprenants sont considérés comme étant en situation de travail. Cette recherche s'inscrit alors dans le cadre de l'ergonomie cognitive. En l'occurrence, la quasi-expérimentation a été menée en 2011-2012 auprès d'apprenants issus de classes de CE1 situées dans l'Isère. Dans la méthodologie de recherche mixte adoptée, les données qualitatives et quantitatives ont été triangulées et permettent d'obtenir des résultats ayant une validité interne. L'étude indique que le travail explicite de la conscience phonémique a un effet sur le niveau atteint dans ce domaine et que l'utilisation des REMI sur TBI permet d'atteindre un meilleur niveau dans le même laps de temps. Par ailleurs, cette étude indique que l'utilisation du TBI pour mener cet entraînement explicite permet à des enseignants non-spécialistes en langue de se décentrer pour réguler l'activité, de proposer une prononciation correcte aux élèves, renforçant ainsi le sentiment d'auto-efficacité au sens de Bandura (2003). En outre, le TBI favorise les échanges entre les apprenants au niveau du groupe classe et permet une découverte collective des phonèmes anglais.
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(9829964), Susan Richardson. "Teacher homework practices in Queensland state primary schools." Thesis, 2015. https://figshare.com/articles/thesis/Teacher_homework_practices_in_Queensland_state_primary_schools/13437326.
Full textAbstract:
Homework is a universal school practice. Most homework research has concerned itself with student learning and achievement and time spent on homework; parental involvement in homework that supports learning from homework; and the development of student self-regulatory, independent learning skills. In Australia, each state and territory has an educational authority homework policy for schools. However, there is limited research that has explored homework policy influences on teacher perspectives about homework and teacher-in-action homework practices in the context of a homework policy-perspectives-practice interface. Teacher perspectives about homework were explored using focus groups and teacher-inaction teacher homework practices were explored using the stimulated recall (SR) method. Four inter-related findings emanated from this research, namely that: teachers interpret state and school-based homework policy guidelines and implement them through the use of individualised teacher homework repertoires of practice; teacher homework repertoires of practice respond to the influences of policy, teacher view, parental involvement in homework and student learning; there are distinct differences in the orientation to the homework approach evidenced in the repertoire of homework practices between primary classroom teachers in the early years and middle years phases of learning; and an analogous relationship exists between primary classroom teacher perspectives about homework and homework practices, and the teacher-in-action in situ homework practices used by classroom teachers. It was found that the use of SR methods to explore teacher-in-action practices was problematic and difficult to manage in the classroom setting. However, the results using this methodology confirmed that teacher perspectives were enacted into teacher-inaction practice. The results also revealed that teacher perspectives about the purpose for homework influenced the types of homework used and the ways in which primary classroom teachers implemented homework using idiosyncratic teacher homework practices. The results from this research have been used to develop a reflective frame for teacher homework practice. This frame can be used by educators, and in particular by classroom teachers to raise awareness about teacher homework practice; and stimulate professional discussions about homework and teacher homework practice.
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Pan, Yu-Fen, and 潘玉芬. "The Implementation Effectiveness on the Kaohsiung Digital School''s Internet Homework-Take Longhua Primary School for Example." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/655an8.
Full textAbstract:
碩士義守大學
資訊管理學系
107
In order to offer an opportunity to learn impassively for students, implement the education goal of combining information technology with every subject; to encourage students to increase awareness of current affairs, value health and acquire them to get used to using resource on the internet correctly. The school which is taken as the research subject offers students a high quality summer vacation homework which has to be done on the internet. This internet homework can be divided into four parts: online quiz, competition activity, field trip and self-learning. The researcher herself is working at educational institution in Kaohsiung. With the convenience of her working place, she does the research aimed at the effect of the practice of doing vacation homework on the internet. This is a qualitative research. Take the students using the system of doing vacation homework on the internet and the teacher helpers as objects, sample six students and five teachers, and do the relative interview. Afterwards, analyze the effect through the result of the interview. As the research is investigating the relative factors that may affect the result, it considers the crucial points are learner’s family background, personality and impact from others. The latter includes classmates’ and teachers’. What’s more, whether the type of questions is diverse, and whether learners are motivated enough by the rewards are also crucial. The purpose of the research is to investigate the implement of this policy. Whether the effect is positive will decide the necessity of keeping the policy.
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Zondo, Joseph Thembinkosi. "Difficulties to completing English homework : perspectives of six Grade seven learners from a township school." Thesis, 2014. http://hdl.handle.net/10413/11365.
Full textAbstract:
This small scale case study focused on the difficulties experienced by the six Grade seven learners from a selected township school when they were writing their English homework. Literature suggests a gap in findings on the perspectives of learners.
The study utilized six Grade seven learners who had failed to complete their English homework which they had been given the previous day by their English language educator. The participants had been given a comprehension test on the previous day that they had started in the classroom and they were expected to finish it at home as their homework. Three boys and three girls were chosen from three different Grade seven sections as participants for the study. The data for this study was obtained by the semi structured interviews. The semi structured interviews were informed by drawings which were used by the learners to help them remember some of the things that they might have forgotten if there were no drawings to broaden responses to the questions. These interviews were conducted in a secluded class to avoid disturbances by the other learners. The interviews took place during one week and they were conducted for thirty minutes after school. A tape recorder was used to record the data which was later to be transcribed and analyzed.
This study revealed through its findings that the learners experienced a number of difficulties when they were writing their English homework and as a result they could not finish it. Some of the findings that emerged from this study were amongst others, the lack of space at home to write homework, lack of someone to help with homework, and the house chores that have to be done by the learners when they come back from school.
Findings of this study suggest that as English educators we need to give our learners an opportunity to speak out about some of the challenges or difficulties they experience when they are writing their English homework. Moreover, we need to teach our learners to plan their time properly so that they have enough time to write their homework when they come back from school since there are things that they have to do when they come back from school which cannot take a backseat or be done by their parents like the house chores. Finally, findings in this study suggest the importance of the open lines of communication between the parents the educators. This open line of communication could help close the gap that is between the educators and the parents and it can also help everybody understand what is expected from them
when it comes to the issuing and the monitoring of schoolwork. This may help the educators communicate with the parents about their children’s homework and what is expected from them.M. Ed. University of KwaZulu-Natal, Durban 2014.
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YA-CHI, LIN, and 林雅琪. "Action research of a primary school teacher on the class management homework guidance and cleaning as the examples." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/43828334418779947091.
Full textAbstract:
碩士國立臺中教育大學
課程與教學研究所
98
The study used action research method. The purport was to investigate the school assignments and clean work problems that primary teachers had came cross in the classroom. The practice was carried out in the fifth grade of the primary school in Taichung city. The study applied observation, interview, documental analysis, discussion, teaching notes and etc. qualitative research methods to investigate the solution and effectiveness of the school assignments and clean work problems. The findings of the study were as below. On the school assignments, firstly it needs to manage the execution of the assignments. The secret of success was to utilize the manpower of the pupils and establish the system of executive procedure. Secondly, in response to the incompletion of the assignments, the teacher on one hand could apply the punishment system to strengthen the motivation of the pupils and express realistically the expectation for completion. On the other hand, the teacher could analyze in depth the occurrence of the incompletion of the assignments, in order to find out the effective strategy. Among which, self-remind strategy could reduce the situation of miss carry of the assignments. To change the form of parents’ signature in the assignment could also solve the missing problem of signature. In addition, individual assistance could also help the pupils to improve the situation of the unfavorable family factors. At last, to enhance the performance of the assignments, teachers could improve the completion of the assignments by building the scaffolds. Teacher and pupils could also discuss together to set up proper standard in response to individual difference. The establishment and practice of correction system could help the pupils to actively pursue learning, solve problems and improve interpersonal interaction. Moreover, the adjustment of the content and style of the assignments could provoke the learning interest and advance the participation, and result in the promotion of the quality of the assignments. On the clean work problems, firstly the allocation and shift schedule needed to be done. Teachers should arrange the plan properly before term start. The first few weeks of the term took more work to guide the pupils for clean work. These could help pupils to internalize the good behavior of hygiene. The proper shift system could solve effectively the problem of the unbalance of work allocation. Secondly, by way of accumulation of the experience, satisfaction, confirmation and compliment from others, every individual could accomplish the clean work more effective. According to the above conclusion, this study proposed some suggestion for teachers and future research.
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CHEN, TSUNG-MING, and 陳宗明. "Probe into the Association between Group-homework and English Learning Achievement - A Case of The Fourth Grand of X Primary School in Keelung City." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/2yuz75.
Full textAbstract:
碩士中華大學
資訊管理學系
106
The main purpose of the study is to explore the influences of group-homework on the primary school pupils’ English learning achievement. Two classes of the fourth-grade pupils from a primary school in Keelung city. There are twenty three fourth-grade pupils in each class which was decreed predominantly by the researcher were recruited. The pretest and posttest design of quasi-experimental method is adoped. The researcher carried through two-month teaching program. The the upshot of the study were determined by the effects on participants’learning achievements during the period of the study.
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Gouws, Joan. "Challenges and opportunities in the implementation of the foundations for learning with special reference to the literacy learning programme in disadvantaged contexts." Thesis, 2011. http://hdl.handle.net/10413/5837.
Full textAbstract:
This study explores Foundation Phase (FP) teachers’ experiences of the implementation of the Foundations for Learning (FFL) (South Africa Government Gazette, No 30990 2008) in the Literacy Learning Programme (LLP) (2008). FFL is the new curriculum policy for FP that consists of Numeracy and Literacy Learning programmes. This policy was introduced to address the challenges teachers had with the previous curriculum policy, Outcome-Based Education (OBE) and the National Curriculum Statement (NCS). The aim of this study is to find out how FP teachers experience the implementation of the FFL.
This is a qualitative study located within the interpretive paradigm. Informants were purposively selected from two primary schools located in a rural and a township area in KwaZulu-Natal. Eight FP teachers teaching grades R-3 participated in two focus group interviews. To generate data from these informants, semi-structured interviews, observations and documentary analyses were used as instruments.
Findings reveal that teachers had to make changes to their teaching approach as a result of the implementation of the FFL and they experienced feelings of being swamped by all the changes that seemed to be too much to understand. Teachers reported difficulties in understanding and accepting new processes, procedures and expectations associated with educational changes.
It is clear that it is impossible to successfully implement change in an education system if serious investments are not made in the professional development of teachers (Hargreaves, 2003). Without sufficient, training, guidance and mentoring in the implementation of the FFL in the LLP, teachers feel de-motivated and anxious as they do not understand the FFL document and thus feel threatened by the way they taught in the past. Teachers fail to understand the requirements set out in the FFL document because the prescriptions are too vague.
The study recommends a closer relationship with the Department of Education (DoE) for guidance, regular monitoring, mentoring, workshops and training to be conducted by the DoE. In addition, experienced and perhaps competent FP educators, lecturers and non-governmental
organizations, e.g. Read Educational Trust could assist in the implementing strategies to ensure effective implementation of the FFL campaign in the LLP.
The implications of the findings from this research should be useful to educators, curriculum development specialists, textbook writers and teacher trainers to gain a better understanding of the needs, understandings, challenges and opportunities teachers experience in the implementation of the FFL in the LLP.Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2011.
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Makgopa, Masiye Ephraim. "Teacher expectations of parental involvement : a case study of two primary schools." Diss., 2012. http://hdl.handle.net/10500/9352.
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The importance of a collaborative engagement between parents and teachers in order to enhance learning in the classroom is so great that the two parties seem inseparable. In this study the teachers indicated that they need the assistance of the parents of the learners whom they teach for them to do well. On the other hand, the parents are also keen to lend a helping hand, since it is the future of their children which is at stake. The challenge that emerges from this situation is that, more often, there is a breakdown in communication. The teachers and parents blame each other, especially when the learners do not perform well at the end of a year. The teachers will say the parents did not do anything to help their children with their schoolwork, while the parents will insist that the teachers failed to do their work. It is of utmost importance to stop the blame-game, but rather to seek ways in which both groups can help the learners to do well in the classroom.
The teachers need to inform the parents how they (the teachers) expect them to play their part in helping their learners with their schoolwork. Informing parents about their roles and how they may play them is very important, because then the parents will be able to meet the teachers’ expectations, whereby teaching and learning will be facilitated. The ultimate beneficiaries will be the learners, because they will receive education which is well-coordinated by both the teachers and the parents. The collaboration between teachers and the parents will be guided because the kind of parental involvement will be an informed one. The engagement between teachers and parents will yield good results, because in the process they will help each other to find strategies that will assist the learners in the classroom. This study intends to ascertain from the teachers how they expect the parents to help their children with their schoolwork. It seeks to establish what the teachers’ perceptions are regarding parental involvement, that is, what they think it is, and how they think it should be. Two teachers from two primary schools in the Mogalakwena District of Limpopo Province were used in order to collect the data. These teachers clearly indicated that, indeed, the parents can be of great help, because they can touch some aspects that the teachers cannot reach in the lives of the learners.
x
They, however, also suggested ways in which the parents are supposed to help their children with schoolwork. The study also explored ways how the roles that the parents must play are communicated to the parents. The researcher’s aim was to explore the teachers’ expectations of parental involvement, and also possible ways in which it can be communicated to the parents.Recommendations were made to the policymakers to refer to when they draw up policies for the governance of schools.Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
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Scheepers, Ruth Angela. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Full textAbstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics
(M.A. (Linguistics))
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Scheepers, Ruth. "Assessing grade 7 students' English vocabulary in different immersion contexts." Thesis, 2003. http://hdl.handle.net/10500/1464.
Full textAbstract:
Research has shown that the extent of students' vocabulary in the language of learning and teaching, as an important component of overall language proficiency, plays a crucial role in reading and academic success, whether students are studying through their mother tongue or not. This study compares the vocabulary size of Grade 7 English second language immersion students with that of their English mother tongue classmates, focusing primarily on receptive vocabulary. Two aspects of immersion that South African children may experience are identified: length and quality. It is assumed that the longer the immersion, and the richer the immersion environment, the more positive the effect on vocabulary size will be. Overall results suggest that length has a slightly stronger effect on receptive vocabulary size than quality, though both are generally positive, and that most immersion students are beginning to develop a basic receptive vocabulary size comparable with that of their English mother tongue peers.Linguistics and Modern Languages
(M.A. (Linguistics))
36
Lendrum, Julie-Ann. "Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts." Diss., 2014. http://hdl.handle.net/10500/19009.
Full textAbstract:
In South Africa learners do not achieve as well as their international counterparts on
tests of literacy, and language proficiency is often blamed for their poor academic
performance. In this study, the relationship between English language proficiency,
reading ability and the academic performance of Grade 7 students in submersion
contexts was investigated using quantitative methods. The participants of the study
were Grade 7 students based in a former Model C school in the South African city of
Johannesburg. Their English language proficiency and reading ability were measured
by means of The Proficiency test English Second Language: Intermediate level and
the Neale Analysis of Reading Ability tests respectively. The students’ performance
on these tests was correlated with the students’ average summative assessment
results using the Pearson-product moment correlation. Results showed that both
English language proficiency and reading ability were significantly correlated with
academic performance, with language proficiency having the most robust correlation.
These findings indicate that teachers should aim at improving language proficiency
by using multilingual teaching strategies that support home language as a cognitive
tool.English Studies
M.A. (TESOL)
37
Opalecká, Sandra. "Pozice globálního rozvojového vzdělávání na prvním stupni ZŠ." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-411807.
Full textAbstract:
This diploma thesis focuses on Global Development Education (GDE) and its position in education at primary school. The main aims of this work are to find out why it is important to integrate global development issues in education, what are primary school kids preconditions for working with global issues and how can teachers integrate global issues to education. The theoretical part of the thesis begins with definition of GDE, then it is devoted its specifics in primary school education, its place in curricular documents and how it is integrated into education. In empiric part, GDE is investigated by questionnaire survey and interviews if the topics of GDE are incorporated into education, how often and what is the reason for this integration.