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1
Mjoni-Mwale, Hasten. "Safe Schools for Teaching and Learning: Developing a School-wide, Self-study Process." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/28001.
Full textAbstract:
This study examined public primary school teachersâ perceptions of the factors contributing to safe school learning environments. Teachersâ perceptions and behaviors were examined to assist task force members to develop and conduct a self-study process for enhancing a safe learning environment for pupils.
Twenty-eight primary school teachers from one public primary school in Malawi participated in the study. Data on teachersâ perceptions and behaviors were collected through a survey. Frequencies and percentages were used to analyze the survey data on teachersâ perceptions. The data from the self-study process generated the discussions in the task force meetings where teachers shared their perceptions of classroom practices that contributed to a safe learning environment.
The task force conducted a four-step self-study process. The steps of the process were building awareness and community, developing a group focus, implementing the ideas of the group focus, and reflecting on the practice. The participating teachersâ experiences suggested that the process discouraged teachers from direct instruction and encouraged them to actively engage students more in their learning. As a result the teachers experienced fewer discipline problems in their classes.
The perceptions of teachers in the survey indicated that the school environment was generally positive for teaching and learning. However, there were some elements that could adversely affect school safety. For example, there were problems in maintaining some of the school facilities such as books and childrenâ s latrines. The finding of the self-study process indicated that the school could develop elements of school safety. For example, the teachers in the study developed positive attitudes toward their teaching and learning. They reported for school activities on time and involved learners in their learning.
The study had a number of implications for teaching and learning and teacher educators. The self-study process, for example, was able to change teachersâ attitudes about their learners, thereby enhancing the learner-teacher classroom relationship. Suggestions for further research are also given. For example, further studies could focus on the replication of the study in other schools in order to examine the self-study process in different school contexts. And such replication could assist further understanding and refinement of the self-study process for addressing school safety as well as other identified school problems.Ph. D.
2
Kokota, Demoubly. "An evaluation of mhGAP training for primary healthcare workers in Mulanje, Malawi." Master's thesis, University of Cape Town, 2015. http://hdl.handle.net/11427/16699.
Full textAbstract:
Includes bibliographical referencesIntroduction: There is a large treatment gap for people with mental disorders in Africa and other low resourced countries, estimated to be between 70% and 90%. The treatment gap is mainly due to the lack of trained mental health professionals and inadequate mental health service resources in Africa. There has been a growing global movement championed by the World Health Organisation (WHO) to integrate mental health into primary health care as the most effective way of reducing this treatment gap. This study aimed to investigate the impact of WHO Mental Health Gap Action Programme (mhGAP) training and supervision on primary health workers' knowledge, attitudes, confidence and detection rate of major mental disorders in the district of Mulanje, Malawi. Method: The study was a quantitative evaluation using a quasi-experimental method (single cohort pre- and post-measures) and an interrupted time-series design. Forty-three primary healthcare workers from Mulanje, Malawi completed pre- and post- training questionnaires assessing knowledge, attitudes and confidence regarding the assessment and management of major mental disorders. Rates of diagnosis of major mental disorders were obtained from clinic registers for 5 months prior to and 7 months following training. Results: The results showed a significant change on knowledge and confidence scores but not attitudes. The mean knowledge score showed a statistically significantly increase from 11.8 (standard deviation [SD]: 0.33) before training to 15.1 (SD: 0.38) immediately after training; t(42) = 7.79, p <.01. Mean knowledge score was also significantly higher six month post training (13.9, SD: 2.52) than before training; t(42) = 4.57, p < .01. Similarly, the mean confidence score increased significantly from 39.9 (SD): 7.68) before training to 49.6 (SD: 06.14) immediately after training; t(84) = 8.43, p <.01. Mean confidence score was also significantly higher six month post training (46.8, SD: 6.03) than before training; t(84) = 6.60, p <.01. There was no overall significant difference in mean CAMI scores before, immediately after and 6 months after training in all four of the CAMI components. The F-test statistic and P-value for Authoritarianism, Benevolence, Social Restrictiveness and Community Mental Health Ideology were: F2, 126, 0.05 = 2.5; p =.09, F2, 126, 0.05 = 0.1; p =.9, F2, 126, 0.05 = 0.03; p = 1.0 and F2, 126, 0.05 = 0.04; p = 1.0, respectively. In the months January to May 2014 (before training), median number of cases per month was 77 (inter quartile range [IQR]: 65-87) whereas after training (months June to December) median number of cases was 186 (IQR: 175-197) showing a significant increase in median number of cases before and after the training; p =0.001. Conclusion: The results show clear improvements in the knowledge, confidence and detection of severe mental illness in primary care in Mulanje and demonstrate the potential for narrowing the treatment gap by rolling out mhGAP training nationally in Malawi. The findings of this study add to the growing evidence for policy makers of the effectiveness of mental health training and supervision of primary care workers in a resource-constrained country. Further research is needed to evaluate factors that may lead to change in health worker attitudes, to evaluate training and supervision programmes using more robust evaluation designs, such as randomised controlled trials, and to assess the scale up of mhGAP programmes at larger population levels.
3
Phiri, Fletcher Mngongonda. "The impact of an HIV/AIDS education intervention programme in primary schools in Malawi." Thesis, Keele University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.602807.
Full textAbstract:
Background: AIDS is the leading cause of preventable death in Malawi. Increasingly young people of primary school age are becoming infected with HIV due to a lack of basic knowledge about the disease and its prevention, compounded by socio-historical factors such as cultural norms about sex and the social position of girls and women. Education is considered therefore a key prevention strategy. This study investigated whether a specially designed AIDS education, delivered by specifically trained teachers, with active involvement and participation of adults and peers, would improve pupils' understanding of AIDS and help them to adopt positive attitudes towards sex and sexual practices and behaviours. Methods: Two rural and two urban primary schools were selected to be control or intervention schools. Teachers were recruited and specially trained. Pupils from classes 6, 7 and 8 participated. Parents and the wider community of the intervention schools were involved. Knowledge, attitudes, and self-reports of adopting protective sexual behaviours were tested pre- and post-intervention. Additional data was collected in interviews. Attendances at HIV clinic were monitored, and data were collected on marriage and pregnancy rates. Results: 366 pupils completed the study. The mean scores for all study groups significantly improved in the course of the study (p
4
Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.
Full textAbstract:
This study investigates morale as perceived by primary
school teachers. A survey was administered to level 1
teachers in A.C.T. government schools. Of the 280
surveys distributed 165 returns were able to be
processed, a 59% response rate.
Teacher morale has an effect on the quality of teaching
and hence student outcomes and is currently an
important aspect of the education debate. Teacher
stress, a product of low morale, has been of concern to
teacher unions and to education departments across
Australia.
Morale, for the purpose of this study, is defined as
a confident and forward looking state of mind relevant
to a shared and vital purpose.
The survey used in this study was a modified version of
Smith's Staff Morale Questionnaire. This instrument
identifies three factors of morale : "Cohesive Pride",
"Leadership Synergy", "Personal Challenge". Responses
relating to these factors were analysed with respect
to age, gender, years of experience, school in which
the teacher is employed and type of teaching duties.
Results indicated that school attended has an influence
on the level of "leadership synergy" and gender has an
influence on the level of "personal challenge".
This research may have implications for school
leadership and professional development programs and
policy.
5
Antonie, Lyson CHIGEDA. "Nurturing Deliberative Democracy in Public Secondary Schools in Malawi: School Governance and Pedagogies." 京都大学 (Kyoto University), 2015. http://hdl.handle.net/2433/199429.
Full textAbstract:
Kyoto University (京都大学)0048
新制・課程博士
博士(地域研究)
甲第19105号
地博第179号
新制||地||61(附属図書館)
32056
京都大学大学院アジア・アフリカ地域研究研究科アフリカ地域研究専攻
(主査)教授 梶 茂樹, 教授 重田 眞義, 准教授 高田 明, 准教授 山名 淳
学位規則第4条第1項該当
6
Phahlamohlaka, Teuns. "Challenges of inclusive education in multicultural public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/60972.
Full textAbstract:
After the ushering of the democratic dispensation in 1994 an increased diversity in the society and schools of South Africa resulted from the policies and legislations adopted to integrate the earlier ethnically divided educated system. This democratic dispensation did not only bring about political change, but also aimed at democratising the education system and eradicating the inequalities of the past. This is in line with the constitution of South Africa which provides all children, young people and adults with human rights and education benefits.
The South African public schools' educators are tasked with the responsibility of ensuring that all learners with different educational needs are taught in a regular classroom. Providing teaching to multicultural classes requires positive experiences and support of inclusive schooling. The purpose of the study is to establish the challenges of teaching inclusive education in a multicultural class in the Gauteng Province public primary schools. This study used a qualitative research approach where participants were interviewed using one-on-one semi structured interviews and probes for clarity and depth. Data was analyzed inductively so as to use the results of the analysis as basis for subsequent data collection through follow up interviews.
Ten (10) post level one educators from five multicultural primary schools managing challenges of inclusive education (Foundation Phase and Intermediate Phase) were purposively sampled. Official documents like the White Paper 6 (2001) on the rights of learners with educational needs, and the South African Schools Act (1996) were analyzed to get information on how educators should go about teaching inclusive education to multicultural classes. The findings of the study will contribute to the knowledge base on the management of challenges of inclusive education in multicultural public primary schools about the support structures required and may also inform policy makers.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
7
Aina, Adebunmi Yetunde. "Financial management decision-making processes in public primary schools." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65455.
Full textAbstract:
The South African Schools Act 84 of 1996 prescribes how schools should manage their finances and involve their stakeholders in financial management decision-making. The relevant literature reveals that principals in many schools situated in township and rural areas play a dominant role in the financial management of their schools which is contrary to the prescriptions of the South African Schools Act. This study aimed to identify financial management decision-making processes utilized in fee-paying public primary schools, the factors that influence financial management decision-making and the role and influence of individual stakeholders in financial management decision-making. The study followed a qualitative research approach with a multiple case study research design. Five fee-paying public primary schools were purposively selected. Participants included governing body chairpersons, principals and financial managers of the schools. Data was collected by means of semi-structured interviews and document analysis. The findings from the data suggest that financial management decision-making processes utilized in fee-paying public primary schools are: needs analysis, budget drafting and procurement processes. The study also reveals that members of school governing bodies (SGB) in fee-paying schools situated in affluence areas are educated professionals who, as required by the South African School Act, exert a strong influence in financial management decision-making in schools.Dissertation (MEd)--University of Pretoria, 2017.
Education Management and Policy Studies
MEd
Unrestricted
8
Moreano, Giovanna, Ursula Asmad, Gustavo Cruz, and Gisele Cuglievan. "Conceptions about mathematics teaching in teachers of primary public schools." Pontificia Universidad Católica del Perú, 2012. http://repositorio.pucp.edu.pe/index/handle/123456789/101723.
Full textAbstract:
This paper is part of a qualitative research study that took place in five public schools of Lima between 2005 and 2007. The goal was to identify teachers’ conceptions about teaching and learning in order to understand their pedagogic practice. The sample included 9 sixth grade teachers of primary schools. Results show that traditional pedagogic conceptions are strongly rooted and this is reflected in the pedagogic practice of all teachers. Mathematics teaching is characterized by the following of rules and procedures, the routine practice of exercises, the use of key words and the lack of a significant context for learning.Esta investigación forma parte de un estudio cualitativo, realizado en cinco escuelas estatales de Lima entre el 2005 y el 2007. El principal objetivo fue identificar las concepciones que los docentes sostenían sobre la enseñanza y aprendizaje de matemática para comprender su práctica pedagógica. La muestra estuvo conformada por nueve docentes de sexto grado de primaria. Los resultados muestran un fuerte arraigo de las concepciones pedagógicas tradicionales, que se encuentra reflejado en las prácticas pedagógicas de los docentes. La enseñanza de matemática se caracterizó por el seguimiento de reglas y procedimientos, la práctica rutinaria de ejercicios, el uso de palabras clave y la falta de un contexto significativo para su aprendizaje.
9
Strydom, Willemien. "Leadership development of Heads of Department in public primary schools." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/80523.
Full textAbstract:
It is well known that leadership plays a key role in the overall success of school and learner achievement. Therefore, this multiple case study investigates what developmental programmes and training opportunities are in place to prepare HoDs to meet the demands of a formal leadership position. How these programmes are perceived by HoDs s also be outlined and analysed. The importance of the role that HoDs fulfil in schools is explored, as well as the importance of investing in their leadership development through formal and informal leadership developmental programmes. This qualitative study used interview data obtained from eight purposefully sampled recently appointed Heads of Department (HoDs) in public primary schools in Pretoria. This study outlined the importance of middle managers, such as HoDs and what measures need to be taken into account to ensure they are adequately prepared to meet expectations.Dissertation (MEd)--University of Pretoria 2020.
Education Management and Policy Studies
MEd
Unrestricted
10
Kambale, Susan. "Assessment of the knowledge and perceptions about tuberculosis among primary school children in NTCHEU district, Malawi." Thesis, University of the Western Cape, 2012. http://hdl.handle.net/11394/4052.
Full textAbstract:
Master of Public Health - MPHBackground: Case finding in Malawi is based on self-referral of symptomatic individuals who are suspected as tuberculosis (TB) cases in health institutions. Knowledge on TB and attitudes/perceptions about the disease can influence care seeking behaviour and adherence to treatment. Like in other countries, studies in Malawi have been conducted to assess knowledge and attitudes regarding TB in adults. Some studies have even assessed the association between knowledge, attitudes and other factors. In Malawi, prevalent health problems are included in the primary school curricula to create awareness and promote desired behaviour towards the diseases among children attending schools. It is, however, not known how much the school children know about TB. It is also not known what their attitudes or perceptions are regarding the disease.Methods: This study was conducted to assess the knowledge and perceptions regarding TB among learners in primary schools in Ntcheu District, Malawi. An analytical cross-sectional design was used to implement the study. A simple random sampling procedure was used to sample four schools from two Traditional Authorities of Makwangwala and Ganya in the targeted district. From each school,boys and girls aged 10-14 years were selected to participate in the study. A closeended questionnaire that was translated into the local language was administered to the learners. Epi info version 3.5.3 was used to capture and analyse the data.Results: The results showed that knowledge of learners regarding the cause of TB,how the disease is spread, factors that influence its spread and preventive measures was generally high. Almost 90% of the learners knew that TB is caused by a germ.However, there were knowledge gaps on specific aspects related to symptoms,cause, cure, as well as attitudes towards the disease. With regard to symptoms,knowledge was low in relation to fever with night sweats (49%) and enlargement of neck glands (40%). The study also revealed knowledge gaps regarding the real cause of the disease and the prescribed duration of anti-TB treatment with 68% of the learners not knowing the correct duration. The study, however, found no association between class (grade) or age of student and knowledge (p>0.05).Conclusion: The findings of this study have implications on the teaching of TB in schools as well as delivery of TB information, education and communication (IEC) messages. The knowledge gaps identified may have origins in the content of the curricula and/or the available IEC messages. Lack of association between knowledge and class could also mean that IEC may have an important role regarding what learners know. The study has also revealed that traditional beliefs are prevalent among the learners and that TB is stigmatising.Being the first study to be conducted on knowledge and perceptions among school children in Malawi, the results will inform the development of relevant IEC materials to enhance information about TB and control measures among school going children in these communities. The study also provides a basis for future studies.
11
Sloane, Alwyn M., and n/a. "Influences on teachers' discipline in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20061108.162433.
Full textAbstract:
The study described in this report attempted to investigate the area of classroom discipline in the primary
school. In particular the objectives were to ascertain the
factors which influences teachers' knowledge of discipline
procedures and the factors which influence teachers'
implementation of discipline procedures.
The study first examined discipline policies and
practices in Australian schools generally and in Australian
Capital Territory government schools in particular. A review
of the literature indicated that the area of discipline in
the classroom is one which seems to be increasingly
important in the range of presage variables under
investigation by researchers.
Information was obtained from sixty completed
questionnaires from primary teachers in eight primary
schools. Respondents indicated that they taught over the
full range of primary school years/grades. Results suggested
that senior management in the schools appeared to have a
relatively unimportant role in influencing classroom
teachers' discipline programmes.
The results indicated that the in-school influences
which were perceived as the most influential on both
teachers' knowledge of discipline procedures and on
teachers' current discipline procedures were a) those
connected with pupils and b) factors about the personal
preference of teachers.
The out-of-school influences which were perceived as
the most influential on both teachers' knowledge of
discipline and on teachers' current discipline procedures
were a) those connected with professional development and b)
factors about the intuitions and reactions of teachers.
Results in general suggested that some primary
teachers may be depending or) outdated information regarding
school and classroom discipline programmes. These findings
could have important ramifications for teacher training
agencies regarding the allocation of resources to the area
of school discipline programmes.
12
Wilde, Lee Ellen, and n/a. "The concept of excellence in education in ACT primary schools." University of Canberra. Education, 1992. http://erl.canberra.edu.au./public/adt-AUC20050527.143328.
Full textAbstract:
From a philosophical and historical analysis of education in Australia since World
War II and consideration of the research into school effectiveness and community
expectations of education, a concept of "excellence" was derived: "Excellence in
education" in its various institutionalised forms describes a state where there is a
community perception that worthwhile goals have been formulated, attempts are
made to achieve those goals using appropriately defined processes and that those
goals are being achieved to the satisfaction of community members.
It was also asserted that because of the diversity introduced into Australian society by
sociocultural, economic and political developments since World War II, "excellence
in education" may take many forms. This demands diversity in schooling so that
these different forms of excellence may be achieved. This "excellence" was seen to
be a relative concept rather than an absolute one.
Information was collected from six primary schools from both the government and
non-govenunent sectors of the ACT, using swey instruments, interviews and
document analysis. This information related to the perceptions of the family, staff
and student sectors of these schools about the importance and achievement of various
factors in the areas of goals and philosophy, curriculum, teaching and learning
practices, general organisation and school atmosphere.
The study found that, while these schools, all being concerned with the education of
primary school children in the same local and national context, exhibited certain
common elements, they also demonstrated a variety of other features in a variety of
combinations, giving each school a distinctive profile. Moreover, these school
communities each judged their particular school being "Excellent" and "meeting expectations", and yet were accepting of some discrepancy between what they considered ideal and what was actually achieved.
Thus it was shown that excellence in education is a relative concept in the ACT, if not
in contemporary Australian society as a whole.
13
Luk, Fong Yuk Yee Pattie, and n/a. "A Study of Guidance Curriculum in Hong Kong Primary Schools." University of Canberra. Professional Communication, 2002. http://erl.canberra.edu.au./public/adt-AUC20050530.092440.
Full textAbstract:
This thesis examines the question of what kind of guidance curriculum is
suitable for primary schools in Hong Kong. The call for the development of guidance
curriculum for primary school children in Hong Kong arises from the needs of
students: their need for enhancement of their self-concept, and has been translated
into guidance and educational policy documents, and structural and administrative
changes in schools which allow more time for the development of guidance in
primary schools.
Given that the educational context of Hong Kong is "East meets West," the
researcher posits that, in studying guidance in Hong Kong, both Eastern and Western
traditions in guidance must be taken into consideration. The researcher further argues
that a guidance curriculum that is suitable for the primary school children in Hong
Kong should start by looking at the particular experiences, expectations and tensions
that educators, guidance professionals, teachers, parents and children are facing in the
competing and changing contexts of the Hong Kong society. These expectations and
tensions are very much related to the colossal changes in Hong Kong and are
reflections of various degrees of overlaps between "East" and "West", as well as
"past" and "present".
The researcher has drawn on literature concerning globalization as
hybridization, the Chinese concept of yin-yang and the psychological processes at
work when Western modernization meet with indigenous Chinese culture, to explain
the dynamics of change in the Hong Kong context. This thesis develops a hybrid
framework for studying such changes. The framework consists of open-ended
questions designed by the researcher from the literature, an adaptation of Confucian's
cardinal relationships and Lawton's model for curriculum development
A qualitative case study method is used for this study. Data are drawn from the
author's own experience in a two-week teaching attachment in a primary school, and
interviews with guidance professionals, primary school principals, teachers and
students in three selected primary schools in Hong Kong. A qualitative study is
chosen so that the multiple realities of teaching guidance in schools can be understood
in their naturalistic settings. The boundary of the case is Hong Kong with its
implementation of Hong Kong versions of Radd's (1993) Grow with guidance system.
Three out of the eight Grow with guidance system pilot schools are studied. The
chosen schools differ in student composition, school type, and methods of
implementation of the guidance curriculum.
Data are obtained by individual interviews, the in-depth study of one case
study school by the researcher as participant observer, and content analysis of
guidance materials in the case study schools. Data by these three methods and from
different stakeholders are triangulated, as information obtained is checked against
each other. This study uses multiple forms of evidences and they persuade by reason.
Being a qualitative case study, its purpose is to illuminate but not to generalize. The
criteria for judging the success of this study depend on the richness and accuracy of
data, as well as the coherence, insight and instrumental utility in presenting and
reading the data.
The researcher argues for a hybrid guidance curriculum for the primary
schools in Hong Kong to suit the hybrid contexts in Hong Kong. Data obtained from
content analysis and the case study schools show that the philosophical, sociological
and psychological factors as well as the content, pedagogies, organization for teaching
and practical arrangements of the guidance curricula are hybrid in the Hong Kong
implementation of Radd's Grow with guidance system. The researcher concludes that
a useful guidance curriculum for Hong Kong primary schools must first listen to the
different voices of all stakeholders about the guidance curricula and their "self-other
relationships", for those voices reflect their tensions and reality. Much of their voices
are presented as stories following the Chinese storying traditions. Methods to help
children to deal with tensions and conflicts at personal, school, home and societal
levels include giving up self to follow others [chinese characters omitted, knowing self and others [chinese characters omitted], awareness of
and accommodation of differences [chinese characters omitted]context
analysis, communication using culturally and contextually appropriate ways and
emotional management.
This thesis contributes to knowledge by inventing the concept of "hybrid
guidance curriculum" to suit the hybrid context of Hong Kong. A new hybrid research
methodology is also developed in this thesis which enables the forming of new
categories of "self-other relationships" and new hybrid key concepts for the guidance
curriculum. As such, this study allows for the re-reading of new ideas and practices of
traditions in a modern hybrid society. Moreover, it also highlights the importance of
the development of a reflexive self in which one negotiates one's own positions and
one's relationships with others. In a special case, this study examines the fundamental
issue of adapting and integrating western traditions in a country with different culture
and contexts. Research frontiers, home school co-operation and implications to
teacher educators, practitioners and policy makers in the guidance fields are discussed.
Although this research is basically about Hong Kong, the findings may also be
relevant to other places in the world where modernization has taken place in the
indigenous culture.
14
Yeo, Frances Jacqueline, and n/a. "An exploratory study of student referrals in ACT primary schools." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20061112.110051.
Full textAbstract:
The purpose of the study was to identify the reasons stated by ACT
primary school teachers for referral of students for specialist
assistance, and the type of specialist assistance given to referred
students.
The study also compared student referrals in Resource Teacher and
Non-Resource Teacher Schools, and examined what patterns were
reflected in this sample of primary school student referrals.
This study had two sections; an examination of: 1) primary school
student referrals and 2) primary school teacher attitudes towards
learning difficulties and behavioural difficulties children. The
identification of courses undertaken by teachers which were helpful
in teaching students with learning and behavioural difficulties were
also compared to teacher attitudes. These results were compared
with those of Bourke (1985), a previous study of ACT teacher
attitudes towards learning difficulties students.
The study confirmed findings within the literature review that
classroom teachers were the major source of student referrals for
specialist services and that two important student variables
impacted upon referral. The student variables, student gender and
behaviour were found to have a significant effect upon referral.
Boys were referred more often in both samples of schools with girls
more likely to be referred in Resource Teacher Schools. Referred
students were more likely to have no reported behaviour problems
in Resource Teacher Schools.
There were differences in the patterns of referral in Resource and
Non-Resource Teacher Schools, ie service response to referral,
parents' role and attitudes of teachers.
15
Bougardt, Abraham Deon. "Consequences of staff deployment in public primary schools in Cape Town." Thesis, Stellenbosch : University of Stellenbosch, 2011. http://hdl.handle.net/10019.1/17910.
Full textAbstract:
Thesis (MEd )--University of Stellenbosch, 2011.ENGLISH ABSTRACT: This qualitative study explores the effect that staff deployment has on the morale and professional attitudes of educators who have been identified as being in excess at their schools. The study was done by doing interviews with teachers who have been affected by rightsizing and redeployment and principals who have had to manage the process. The Department of Education goes through an annual process of determining the school‘s staff establishment for the next academic year. This determination is based on the number of learners enrolled at the institution. The CEMIS statistics are used to determine the number of learners enrolled at the school and the schools‘ staff establishment for the next academic year. If a school‘s learner numbers have increased since the last survey, the school will gain some teaching posts. Conversely, if the learner numbers have dropped a number of educators at the institution, as determined by the education department, have to be identified and declared in excess. Change associated with staff redeployment can have a negative impact on the morale and motivation of teachers. A school‘s functioning and ability to supply quality education can also be compromised as a result thereof. This is especially true when schools do not have the financial resources to employ additional teachers out of school funds. The problem is researched by exploring the ‗lived experiences‘ of selected teachers at primary schools in two of the education districts that fall under the WCED. Educators who were selected to participate in the study were individuals who had been declared in excess and who were redeployed or who were awaiting redeployment. Teachers were given the opportunity to relate their individual experiences. Their accounts of the process reflect how these experiences affect behaviour, professional attitude and general health. My discussion of their perceptions pays particular attention to their perceptions of how their general health and well-being were affected. Two principals (who managed the process at their respective schools) also shed some light on their experiences of the effects of downsizing. It seems that whilst there are cases where the process of rightsizing and redeployment is handled with the necessary care and circumspection, this is not always the case. Too often rightsizing and redeployment are handled in a clinical way, which creates the impression that the principals are biased and unsympathetic.
AFRIKAANSE OPSOMMING: Hierdie kwalitatiewe studie ondersoek die effek wat personeel ontplooing op onderwysers het wie oortollig verklaar word by hul skole. Dit beoog ook om vas te stel tot watter mate die persoon se professionele gedrag en moraal geaffekteer word hierdeur. Tydens die studie was data ingesamel deur onderhoude te voer met onderwysers wie oortollig verklaar is, en prinsipale wat hierdie proses moes bestuur. Jaarliks gaan die Departement van Onderwys deur 'n proses waar skole se onderwysvoorsiening vir die volgende jaar bepaal word deur die aantal leerders wat by die skool ingeskryf is. Die stelsel wat deur die WKOD gebruik word om leerder inskrywings by skole te bepaal, word die Sentrale Opvoedingsbestuur en Inligting Stelsel genoem. Fundameteel tot die proses is die feit dat indien 'n skool se leerdertal vermeerder het sederd die vorige opname, sal die skool addisionele onderwysers win. Indien die inskrywingstotaal egter gedaal het, word die aantal onderwysers wat aan die skool voorsien word verminder. Verandering wat deur die onderwyser herontplooiing teweegbring word kan 'n negatiewe uitwerking op die moraal en motivering van onderwysers het. Die funksionering van skole en hul vermoeë om gehalteonderrig te voorsien kan ook negatief beïnvloed word daardeur. Dit is veral skole wat dit nie kan bekostig om addisionele onderwysers aan te stel en uit skoolfonds te besoldig nie, wat die swaarste getref word hierdeur. Die probleem word nagefors deur te kyk na 'n paar onderwysers in primêre skole in twee opvoedingsdistrikte wat onder die WKOD werksaam is. Onderwysers wat deel vorm van die studie is persone wat oortollig verklaar is en verplaas is, of wie nog wag op verplasing. Hierdie studie het onderwysers se ervaringe van die herontplooingsproses bestudeer. Onderwysers was die geleentheid gegee om hul ervaringe met die naforser te deel en sodoende lig te werp op hoe die proses hul gedrag, professionele houding en algemene gesondheid geraak het. Die naforsing het getoon dat terwyl daar gevalle is waar die proses van regstellende aksie en herontplooing met die nodige sorg en omsigtigheid hanteer word, is dit nie altyd die norm nie. Hierdie proses word ten tye op 'n kliniese wyse hanteer en dit skep die indruk dat die prinsipaal onsimpatiek is en nie neutraal staan in die proses nie.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.
Full textAbstract:
Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools, others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Croft, Alison Mary. "Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern Malawi." Thesis, University of Sussex, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.249081.
Full textAbstract:
Calls to improve basic education, such as those made at the Dakar conference on 'Education for All' , now stress the need for increased quality and not only increased enrolment in education. Within primary education, many governments and donors suggest that teacher education to introduce new pedagogy will lead to this increased quality. Within the' school effectiveness' discourse dominant in international development, teacher education and qualified teachers are viewed as inputs to education. The quality of education is also narrowly defined by quantitative indicators. The thesis addresses the limitations of this perspective by looking in detail at the processes of education and educational reform. It also challenges the frequent reliance on universal recommendations on pedagogy that do not seem to take account of local contexts. The thesis raises several issues concerning the definition and development of appropriate pedagogy for rural lower primary classes in sub-Saharan Africa. The standard definition of learner-centred teaching is questioned by case studies of some experienced lower primary teachers and student teachers. These teachers work in challenging school conditions in Southern Malawi and the strategies they use within this context are described. The thesis suggests that indicators and interpretations of leamer-centred teaching that derive from Western cultures are not so relevant in Malawi, particularly in rural areas. Teachers' use of songs, and other aspects of oral culture, in their lessons show how they take account of the physical and socio-cultural context of the learners. The thesis argues for the need to broaden and localise conceptions of learner-centred education to take account of the cultural context. The strong focus on individual learners that has developed in individualistic Western societies is less useful in large classes in more collective cultures. Attention then turns to the processes that develop and define appropriate pedagogy for educational reform in countries struggling to include more children in formal schooling. The thesis argues that some teaching strategies that work well in these Malawian classrooms are omitted from, or even viewed negatively, in current teacher education reform in developing countries. The way different people's knowledge about pedagogy is used in Malawian teacher education programmes is described. Programmes with structures that allow local teacher knowledge to be shared and developed are contrasted with programmes that favour more universal prescriptions of the 'right way to teach'. The thesis concludes with a discussion of how intercultural analysis could help make explicit the assumptions and default decisions that are being made about pedagogy. Volet's work on pedagogical transfer is adapted to suggest a model of the dynamics of donor technical advice to teacher education reform in developing countries. This would enable the pedagogy of teacher education reform to take more account of local contexts, and hence make its contribution to improving teaching and learning in schools.
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Glenn-Hume, David, and n/a. "Being a boy in a primary school." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060712.095746.
Full textAbstract:
This thesis uses a poststructuralist methodology and leads to a Foucauldian analysis of
power, subjectivity and discursive practices for a group of twelve boys in a Year 3 and 4
classroom.
The thesis is written in a poststructuralist way, and as such, it is experimental. It
experiments with a writing style that encourages the critical engagement of the reader in
deconstructing the text. The personal subjectivity of the author is placed in the
foreground risking a vulnerability that is not apparent in theses generally.
The thesis describes the structure and practicalities of research in a primary school
classroom using a video camera to collect data. Transcripts were made from videotapes
of a school day and interviews with the boys. These were analysed for the frequency of
use of Foucault's "disciplinary techniques" using qualitative research software.
Furthermore computer analysis assisted the extraction of "mini-narratives" from the
transcripts. These "mini-narratives" are used to lead a description of the subjectivity of
the boys and their positioning in the discourses of schooling and hegemonic masculinity.
A picture emerges of a young male subjectivity caught up in the dilemmas of concurrent
positioning in both schooling practices and hegemonic masculinity practices. It is
proposed that boys often see their available positionings as limited by schooling
discourse to "positive-female" or "negative-male". Hegemonic masculinity discourse
limits available positioning to "positive male" or "negative-female". Positioning by the
boys in these discourses is depicted as rapidly changing to the extent that inconsistencies
and confusions arise for boys. The "mini-narratives" use the transcribed voices of the
boys to tell of the challenges and practicalities of being a boy in a primary school.
Recommendations are made that include moving beyond dualistic ways of subject
positioning. The recommendations include ideas for teachers to involve themselves and
their students in developing new ways of speaking about gender difference.
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Collins, Graham J., and mikewood@deakin edu au. "Principalship and policy in small New Zealand primary schools." Deakin University. School of Social And Cultural Studies in Education, 2003. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050826.120007.
Full textAbstract:
This research investigates the relationship between principalship and policy in small New Zealand primary schools. A distinctive feature of small primary schools is that their principals typically have to teach as well as manage. Overseas research indicates that in times of educational reform, teaching principals face particular difficulty and may need special support. Following the watershed educational reforms of 1989 and a decade of hands-off policy in education (1989-1999), central policy towards school support in New Zealand is now more hands-on. The impact of this policy change on small schools has not been researched hi New Zealand, where such schools make up over fifty percent of all primary schools.
The aims of this study are to analyse the impact of current support policy in New Zealand on small primary school principalship, and to evaluate the extent to which policy adjustment might be needed in the future. Using multiple methods and a case study approach to gather data, the study focuses on small school principalship in one New Zealand region - the Central Districts region. It also considers the recent policy initiatives, their rationale and the extent to which they appear to be meeting the support needs reported by the principals whose work has been researched in the study.
Broadly, the study has found that within small schools, the role-balance within a teaching principals work is a critical factor, as the ratio within the principals role-balance between the teaching role and the management role creates variation in work-demands, work-strategies and types of support needed. Teaching principals in New Zealand generally feel better supported now than they did in the 1990s and the study identifies factors associated with this change. However the analysis in this study suggests that the current policy aim to both rationalise and strengthen the small school network as a whole is rather problematic. Without better targeted support policy in this area, old style parochial and competitive attitudes between schools are unlikely to change in the future.
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Mwakapenda, Willy Weston J., and mikewood@deakin edu au. "Using everyday experiences in teaching secondary mathematics in Malawi: Possibilities and constraints for change." Deakin University. School of Scientific and Developmental Studies, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051017.111732.
Full textAbstract:
Proponents of socially and culturally oriented mathematics education have argued that teaching approaches which value and connect with the learner's prior knowledge and everyday experience are more likely to promote active, meaningful, relevant and liberatory learning than approaches which rely on transmission and abstract presentation of mathematical content.
In Malawi, proposals to reform the outdated secondary mathematics curriculum have been made with the aim of aligning mathematics instruction with the social and political changes in the current Malawian society. Using a case study approach, this study investigated the extent to which everyday experiences could be used as a vehicle for changing the learning and teaching of secondary mathematics in Malawi. The study was collaborative, taking place over a period of five months in severely overcrowded and poorly resourced classes in two schools. It involved three mathematics teachers in a cycle of planning and teaching mathematics lessons based on the use of everyday experiences, and observation of and reflection on these lessons, in order to document the effects of using everyday experiences on student learning and teachers' teaching practices. The data was collected through student questionnaires; classroom observations and fieldnotes; interviews and reflective meetings with teachers; and informal meetings with key education officials in Malawi. Mathematics examination results from students involved in this study and a corresponding group from the previous year were collected. A reflective and critical approach was adopted in the interpretation and discussion of the data.
Teachers' participation in this study resulted in heightened awareness of their teaching roles and the value of linking school mathematics with everyday experience. The study also shows that students found mathematics interesting and important to learn despite their lack of success in it. In addition, the study documented a number of constraints to change in mathematics instruction such as teachers' focus on mathematics content and examination requirements, and students' resistance to inquiry learning. It also recorded possibilities and barriers to collaboration both between teachers and researchers, and teachers themselves.
The findings of this study are timely since they could serve to inform the reform of the Malawian secondary mathematics curriculum currently being undertaken, which began without a critical examination of the classroom conditions necessary to accommodate a socio-politically relevant mathematics education.
21
Campbell, Coral, and mikewood@deakin edu au. "Science education in primary schools in a state of change." Deakin University, 2000. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20050815.101333.
Full textAbstract:
Through a longitudinal study of one teacher's science teaching practice set in the context of her base school, this thesis records the effects of the structural and policy changes that have occurred in Victorian education over the past 6-7 years - the 'Kennett era'. Initially, the purpose of the study was to investigate the teacher's practice with the view to improving it. For this, an action research approach was adopted. Across the year 1998, the teacher undertook an innovative science program with two grades, documenting the approach and outcomes. Several other teachers were involved in the project and their personal observations and comments were to form part of the data. This research project was set in the context of a single primary school and case study methodology was used to document the broader situational and daily influences which affected the teacher's practice. It was apparent soon after starting the action research that there were factors which did not allow for the development of the project along the intended lines. By the end of the project, the teacher felt that the action research had been distorted - specifically there had been no opportunity for critical reflection. The collaborative nature of the project did not seem to work. The teacher started to wonder just what had gone wrong. It was only after a break from the school environment that the teacher-researcher had the opportunity to really reflect on what had been happening in her teaching practice. This reflection took into account the huge amount of data generated from the context of the school but essentially reflected on the massive number of changes that were occurring in all schools. Several issues began to emerge which directly affected teaching practice and determined whether teachers had the opportunity to be self-reflective. These issues were identified as changes in curriculum and the teaching role, increased workload, changed power relations and changed security/morale on the professional context.
This thesis investigates the structural and policy changes occurring in Victorian education by reference to documentation and the lived experiences of teachers. It studies how the emerging issues affect the practices of teachers, particularly the teacher-researcher. The case study has now evolved to take in the broader context of the policy and structural changes whilst the action research has expanded to look at the ability of a teacher to be self-reflective: a meta-action research perspective. In concluding, the teacher-researcher reflects on the significance of the research in light of the recent change in state government and the increased government importance placed on science education in the primary context.
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Stokes, David Robin. "Small enterprise management in the public sector : the marketing of primary schools." Thesis, Kingston University, 1999. http://eprints.kingston.ac.uk/20639/.
Full textAbstract:
The purpose of this thesis is to understand the marketing perceptions and practices of primary school managers, in response to attempts to introduce market forces into the provision of UK state education. The study has investigated marketing in primary schools through ten longitudinal case studies using three main sources of data: interviews with headteachers, and governors, participant observation, and market research of the perceptions of parents and other groups. Two groups of influences combined to make diverse and complex marketing micro-environments, which conditioned the impact of marketing activities initiated by the schools: i) the local provision of primary education (the capacity, sector and status of schools, and the image of the locality), and ii) the population profile of the catchment area (numbers of local pupils, parental perceptions and population types). A picture of marketing at the case study schools emerged which was different from the initial impression of a peripheral activity given by much of the literature, and headteachers' own accounts. Critical incident analysis revealed more extensive strategies and tactics which could be labelled as “marketing”, but which were not necessarily described as such by headteachers. Events and decisions triggered marketing activities directed at a number of targets which can be grouped into the priority order of: i) internal relationships (existing parents, pupils, staff, and governors), ii) recruitment markets (new parents and feeder institutions), iii) educational agencies (LEA, DfEE, OFSTED etc.), and iv) community relationships (local media, commercial sponsors and community groups). Individuals within these target groups positioned a school according to their perceptions of its academic and environmental reputation, its locality and their degree of involvement with it. Headteachers attempted to improve their schools' market position through a mix of methods which can be summarised as four I's - information, image building, involvement, and the influence of word-of mouth communications. Headteachers found that the most effective marketing strategies had two main components: i) marketing to improve relationships with existing parents, staff and governors was an essential precursor to any external marketing effort; and ii) marketing to targets other than prospective pupils was important in order to build up a supportive series of relationships in the micro-environment. In particular, parental involvement strategies to achieve marketing aims evolved as an acceptable response because they were not seen as overtly competitive, and they had a perceived educational value. Headteachers seemed to share many of the marketing problems of owner-managers of small businesses. The findings reported here suggest that the private sector may have lessons to learn from the marketing management of small public organisations such as primary schools, so that a more meaningful exchange of information across the sectoral divide is indicated.
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Knopke, Vicki, and n/a. "Models for Implementing Technology Education in Queensland Primary Schools." Griffith University. School of Vocational, Technology and Arts Education, 2002. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20051116.154513.
Full textAbstract:
This study examines models for the introduction of technological literacy in technology education in primary schools in Queensland. The study focused on the use of a model derived from one by Morgan (1994a) called The Practitioner's Model of Technological Literacy. The study also examined the development and implementation of a teacher inservice package and student resource material which primary school teachers could utilise to implement a technology based teaching curriculum in their classrooms. Morgan's Practitioner's Model of Technological Literacy was conceptualised through a number of principals listed as: Technical, conceptual, personal, and social. These are defined in the following manner for each dimension. Technical; is comprised of technical capability and proficiency, the utilisation of technology (or design) process, and being at ease with established and emerging technologies. The conceptual dimension is defined as an understanding of the nature of technology, its diversity of meanings and applications in our society; understanding how things work and how solutions can be generated as well as the capacity to judge the adequacy of propositions and solutions given an understanding of the developmental nature of technology. The social aspect of the model encompasses a sensitivity to the dependency of society upon technological solutions and an awareness of the influence of technology upon a democratic society. Finally the personal dimension is bounded by a critical capacity to assess the appropriateness of technology in a variety of settings along with a sense of empowerment to innovate, confront and appreciate the value dependent nature of technology in a world view that it integrated against a background of sustainability. (Morgan, June 1994: 8). This study combines the notion of technological literacy with current Education Queensland policies. These include policies on Active and Informed Citizenship and the principles of Effective Learning and Teaching. The case study approach of this thesis examined seven units of technology curriculum (each labeled at site) and how the units of work were implemented. It detailed the progress made during each unit and allowed for student and parent feedback to triangulate data that was collected. The methodology enabled multiple data gathering techniques to be employed during the study. Many interactions between students and teachers, teacher and class and researcher as participant observer were captured in each site at some time during the course of the study. The confirmation of practice occurred through the data triangulation between researcher and teacher, researcher and students and researcher and parents. Each facet of the phased study provided a broader and more comprehensive picture than if singular researcher observations had been recorded. The study involved three phases. Each phase of the study provided professional development in technology education for the teachers in the study which was then applied in the writing of technology curriculum teaching units and enacted within the classrooms of each site. The results were analysed according to the methodology outlined. At the outset of this study few teachers had any prior experience in technology education and none had encountered the term technological literacy. The results of the project were positive in that teachers with little or no prior knowledge of technological literacy, the concepts it embodied and the principles which underpinned the model all progressed to varying degrees along a continuum of heightened awareness, The new knowledge gained by the teachers was then actioned into teaching and learning programs that were evaluated. During the technology curriculum teaching units students did produce artefacts as an outcome of the technology education process they had undertaken. A constructivist approach was actively encouraged and this method assisted teachers and students in looking for new and multiple ways of solving design briefs. For the most part teachers were surprised at the high quality of solutions and depth of problem solving and interaction students produced during and after the technology curriculum unit. The study suggests that despite the difficulties of introducing technology education programs in primary schooling, it is possible to do so. The key features for successful implementation would seem to be an understanding of the process for implementing such a curriculum program in a classroom. The teachers confidence to engage in problem solving that may lead to a student engaging in learning activities that are beyond their current knowledge base grew during the study. Being willing to allow students to 'take risks' in order to arrive at alternate solutions. To provide for multiple solutions and be confident in providing guidance. The teachers in each of the sites each noted their changing roles, to be a facilitator of learning rather than the knowledge holder. Constructivist teaching using this model has shown that students alter their approach to learning and become active investigators who seek solutions to real work problems as active participants. Given the recent publication of a Syllabus for Technology 1 to 10 in Queensland, (Queensland School Curriculum Council, August 2001) and the upcoming implementation of the syllabus and support documents in 2003 it is timely that this study should look at methods of promoting an awareness of the principles that informed this document.
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Hindmarsh, Patricia, and res cand@acu edu au. "Towards an Ecologically Sustainable Catholic Primary School." Australian Catholic University. School of Religious Education, 2008. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp233.18052010.
Full textAbstract:
The research intention is to identify the characteristics of an ecologically sustainable contemporary Catholic primary school and the conditions that support the development of such a school community. The literature review showed there is a clear mandate from the Catholic Church to consider ecological conversion as integral to its evangelising mission, a mission that is at the heart of Catholic education, including the school. An extensive body of educational literature, including philosophy of education and curriculum frameworks, identified environmental awareness and responsibility as mandatory outcomes for all students. The literature study defined and described ecological conversion, sustainable education, environmental education and related conceptual understandings. The literature study also provided examples of strategies to guide the strategic implementation of these understandings within the total learning program of a school. From examples found in the literature, a framework, Steps in Becoming an Environmentally Active Catholic Primary School, incorporating the specifically Catholic religious dimension, was developed by the researcher to provide benchmarks and indicators against which a school’s progress in journeying towards ecological sustainability could be evaluated. This qualitative, constructionist study incorporated some elements of Grounded Theory in gathering and analysing data from within two Australian Catholic primary case study schools recognised for their commitment and good practice in sustainable education. From the analysis of the data gathered through interviews, focus groups and participant observation, the distinctive characteristics of the two schools were identified and their stage of development evaluated against the framework Steps in Becoming an Environmentally Active Catholic Primary School. In addition, the factors that had supported school development and the factors that were barriers to that development were named. From the study, conclusions about the nature of an ecologically sustainable Catholic primary school were drawn and recommendations made about how best to support the development of such a school.
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Rooney, Barbara A., and n/a. "The teaching of science in a primary school : a case study." University of Canberra. Education, 1995. http://erl.canberra.edu.au./public/adt-AUC20061107.155337.
Full textAbstract:
The 'Discipline Review of Teacher Education in Mathematics and Science' (Department
of Employment, Education and Training, 1989, p 81) concludes that science in primary
schools is in a state of crisis. This finding is not new as there have been concerns about
primary school science for many years. It is likely that one of the reasons why the
problem remains could relate to the attitudes and beliefs that teachers hold about the
subject and its importance in the primary school curriculum.
Another reason put forward relates to the limited background experiences in science of
many primary school teachers. In particular, their knowledge of content matter and
strategies for teaching the subject is limited. As a consequence, many primary teachers
do not feel confident to teach science so they avoid it or teach only units with which they
are familiar. This leads to inconsistent science teaching and an ineffective science
curriculum in many primary schools.
The research question, What factors influence the teaching of science in a primary
school?' is investigated through a case study of a primary school. Teachers' attitudes to,
and beliefs about, the subject are explored in relation to their background experiences,
teacher education and knowledge of science. How these factors influence their
classroom teaching is explored through the context of the physical environment and
culture of the school, the culture of teaching and the instructional leadership of the
principal.
The case study is based on information obtained from teacher surveys and interviews,
journal entries and school documents. A typology which helps clarify factors influencing
the teaching of science is developed. It provides insight into the problems of teaching
the subject and how they may be addressed. A case study of the principal adds to the
typology by providing the principal's perspective of science in the school.
It is likely that the school featured in the case study is representative of many primary
schools. The findings and recommendations may therefore have wider implications and
may contribute to more effective teaching of science in many primary schools.
26
Armstead, Terra. "The Opioid Epidemic: Assessment of Primary Prevention Interventions in Muskingum County Public Schools." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596204955483026.
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Al-Shaibani, Hama. "Leadership behaviour of public primary school principals in selected schools in the UAE." Thesis, University of Exeter, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.312420.
Full textAbstract:
This is primarily a study of the leadership behaviour of women principals in primary schools in the UAE. Differences between principal's views of their own behaviour and teacher's perceptions of the principals leadership behaviour were analysed. Data was collected through a demographic Questionnaire and the use of the Leader Behaviour Descriptive Questionnaire (LBDQ), Form XII. The sample consisted of 60 elementary school Principals and 425 teachers. Women principals face problems peculiar to their situation as working women in a deeply conservative society and this is put into the wider context of the educational system within which they work. The major findings and conclusions were that Principals perceived themselves as exhibiting leadership behaviour, in most of the 12 leadership behaviour categories, more often than their teaching staff. In particular Principals perceived their leadership behaviour to be significantly higher than did their teachers in the areas of : 1. Demand Reconciliation 2. Initiating Structure, 3. Tolerance of Freedom, 4. Role Assumption, 5. Production Emphasis and 6. Integration And lower than teachers in Predictive Accuracy. No significant differences existed in the other 5 dimensions. Principals' leadership behaviour was perceived by teachers to be more related to consideration of their staff, than to issues surrounding the initiating of structure in the school. There were significant differences between non-trained and trained Principals in leadership behaviour in the following areas : 1. Tolerance of Uncertainty and 2. Superior Orientation No significant differences were found between teacher's perceptions of their principals' behaviour regarding the demographic variables being investigation except for years of experience. However, significant differences were perceived in principals' leadership behaviour based on different school size, in terms of : 1. Persuasiveness and 2. Integration. Finally major recommendation and implication include: 1.The re-design of training programmes to improve principals' technical, human relations and conceptual skills. 2.The Ministry of Education should consider upgrading the criteria by which Principals are selected, and encourage higher education to participate more actively in preparing school administrators. Efforts to improve performance among the Principals starts with the recruitment, selection and training of both teachers and administrators. It is also hoped that in the future Principals and Administrators in schools will be given a greater role in the decision making process.
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Williamson, Janet, and n/a. "Teachers and the use of computers in four ACT non-government primary schools." University of Canberra. Education, 1994. http://erl.canberra.edu.au./public/adt-AUC20050816.150827.
Full textAbstract:
The case studies carried out in four non-government
primary schools in the ACT aimed to look at the way
teachers were using computers in classrooms in order to
shed light on the factors which may determine how
teachers chose to use computers to enhance learning. The
case study method allowed the researcher to use
triangulation to provide in-depth information about the
processes involved in the delivery of a lesson using a
computer.
The findings were positive in that more than half of the
teachers were found to be using computers at a high level
of adoption, predominantly running simulation programs.
In most schools, this was in spite of either hardware or
software constraints, inadequate professional development
opportunities or administrative obstacles. Whether the
teachers taught in a laboratory or had one computer in
the classroom did not seem to retard their enthusiasm for
finding the best strategies to effectively integrate
computer use.
Cooperative learning strategies had been adopted by most
of the teachers so their transition to computer use was
made easier since their students had already been
'routinised'.The data also pointed to formal Computer Education as a
possible determinant of a high level computer user.
However, research on a wider scale would be needed to
validate the result.
Differences in the way classes were managed in a onecomputer
classroom and a laboratory were evident.
Teachers spent most time with those students working away
from the computer in the one-computer classroom and most
time with those working at the computer in the laboratory
setting. Methods of evaluation were shown to be
necessarily different depending on whether work was
carried out in a laboratory or a one-computer classroom.
Finally, the study pointed to the need for non-government
schools and system managers to begin long-term planning
for hardware and software purchase and resource
management in order to provide teachers with the tools
needed to integrate computer use effectively. Such
planning would need to include provision for professional
development.
29
Doolan, T. J., and n/a. "Observations of a regional education officer for catholic primary schools : implications for administrators." University of Canberra. Education, 1990. http://erl.canberra.edu.au./public/adt-AUC20060705.122459.
Full textAbstract:
The study's primary purpose was, through the recorded
observations of a Regional Education Officer (REO) working in Catholic
primary schools over eighteen months, to draw out implications for local
and central administrators for the maintenance and improvement of the
schools' quality. Of particular interest was the question that since the
schools were Catholic schools, would or should this make any
significant difference to these implications. A secondary purpose of the
study was the clarification and articulation for myself of what the main
elements of the REO role might best be in practice.
Analysis of diary entries and relevant Catholic Education Office
documents was based on the writer's fundamental assumption that the
merits of educational administrative decisions and actions should be
judged in relation to the benefit these are to teachers and their students.
The main conclusions of the study were:
i) that the recognition by administrators of the special qualities of
the personal and interpersonal relationships existing in schools would
assist administrators in maintaining and developing the schools'
quality;
ii) that the religious faith aspect of the ideals of a Catholic school
adds a deeper dimension to the special qualities of the personal and
interpersonal relationships which are common to schools;
iii) that such are the demands by staffs of schools for support and
assistance, that the only ones who can realistically meet the bulk of such
demands are staffs themselves, supporting and assisting each other
through some form of regular collegial system;
iv) that schools are more non-rational than rational
organizations, and hence an emphasis on bureaucratic administrative
processes will be detrimental to schools' effectiveness.
30
Cetinkaya, Yalcin. "Information And Communication Technology Education In Primary Schools: Students." Master's thesis, METU, 2008. http://etd.lib.metu.edu.tr/upload/12610180/index.pdf.
Full textAbstract:
This study aimed to provide a general picture of ICT education in primary schools. Through this aim, students&rsquoperceived ICT competencies, their attitudes towards the ICT course, the characteristics of the teaching-learning process in the ICT course, the deficiencies of the IT classrooms and the effectiveness of the ICT Student Workbook were analyzed. This study was designed as a cross-sectional survey study. In order to collect the data, a self-reported questionnaire consisted of 63 items was developed by the researcher. The sample consisted of 442 Grade 8 students in 11 primary schools located in the metropolitan area of Izmit. Both descriptive and inferential statistics were utilized to analyze the data. Multivariate Analysis of Variances with Pillai&rsquo
s Trace test was employed to investigate whether the significant differences among dependent variables across independent variables existed. Results of the study indicated that primary school students generally perceived themselves competent in ICT tasks and they had favorable attitudes towards the ICT course. Significant differences were found in students&rsquo
perceived ICT competencies and attitudes with respect to gender, educational background of parents, computer ownership and availability of home assistance related to the ICT course. This study also revealed several obstacles which prevent taking full benefits of IT classrooms, and problems with the implementation of the new ICT program.
31
Dwyer, Michael, and n/a. "Discipline policies and practices in the primary school." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060706.162852.
Full textAbstract:
The study attempts to investigate discipline policies
and practices in primary schools since the abolition of
corporal punishment. The purposes of the study were to
find out who is involved in the formulation of a
policy; how this procedure takes place from the
initial stages to fruition; the contents of a
completed policy document and to canvass opinions of
teachers and students about their school policy.
Information was obtained from twenty-two completed
questionnaires received from public primary schools in
the Belconnen region of the ACT and a more detailed
case study of three of these schools.
A search of the literature revealed a number of key
elements of a whole school discipline policy. These
included: formulation of policy; recognition of
appropriate student behaviour; rules and consequences;
policy procedures; responsibility for policy
implementation; the abolition of corporal punishment.
The study showed that there is a growing awareness of
the democratic decision-making process within
classrooms and that schools are producing comprehensive
discipline policies, many of which are now more
accurately titled 'Management of Student Behaviour'.
Schools are encouraging appropriate behaviour from the
students, endeavouring to develop student
self-discipline and self-esteem, and are using agreed
logical consequences when rule violations occur.
The case study concludes with comments on the ACT
Schools Authority Discussion Paper 'Policy and
Procedures for the Management of Student Behaviour in
ACT Public Schools' issued during 1988.
32
Dixon, Dalma, and n/a. "Continuous enrolment policy : a study of transition from preschool to primary school in the ACT." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060705.094737.
Full textAbstract:
Since its inception the A.C.T. Schools Authority has
implemented a number of changes in attempts to meet its
aim to provide high quality programmes for children.
In the case of enrolment policy the decision to change
to continuous enrolment was made in many schools less on
educational grounds than as a result of economic and
political pressures. However, any policy which has an
impact on children's learning in schools must be
examined in the light of its educational implications.
This study attempts to do this. It attempts to assess
the policy on educational grounds with a particular
focus on the programmes offered to individual children
and the day to day problems encountered by teachers who
attempt to implement the policy.
33
Shaba, Chester B. K. "Establishing a new teachership through interactive radio instruction : evaluating the impact of IRI on teachers' practices in Malawian primary schools." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/2242.
Full textAbstract:
This evaluation research study is concerned with the quality of support and in-service development for Malawian primary teachers through the medium of radio. The study aims to evaluate the influence that the current United States Agency for International Development (USAID)-funded interactive radio instruction (IRI) programme has on teachers’ behaviours, with the aim of proposing some guidelines for the development of a model of continuing professional development (CPD), appropriate to the Malawian context, using IRI. It identifies the teacher as a critical entity in raising levels of learners’ achievement within the primary school and posits that through improved teacher support and development, higher levels of learner achievement can be attained. The study identifies the potential that communication technology in the form of interactive radio instruction (IRI) offers in improving CPD of teachers at a cost that could be affordable to disadvantaged school communities in the country. The study takes place in a context where the Malawi government has been challenged to provide quality universal primary education after introducing free primary education (FPE) in 1994, which resulted in a massive expansion of primary schools, resulting in acute shortages of teachers. The study has drawn on aspects of practice theory and in particular the work of Giddens (1984), Bourdieu (1977, 1978), Shatzki et al (2001) and Reckwitz (2002a) in an attempt to emphasise the role of artefacts, such as interactive radio, as part of social practice. A practice theoretic perspective has been used to highlight the contentious role played by learning-objects in teacher practice and the need for flexibility and innovation in employing learning-objects like interactive radio as part of teaching practice. To carry out a critical exploration of the issues of teacher learning and practice, a longitudinal qualitative research approach was proposed for the evaluation of the existing IRI programme in Malawi. As the researcher was also actively involved in the planning of the Malawi IRI programme from onset, he therefore maintained a dual role of researcher and co-founder throughout the research process. The empirical evidence employed within this research was elicited through three main processes: interview survey, participant observation and focus groups in order to achieve validity through methodical triangulation. The analysis of this evidence shows the considerable difficulties faced by classroom teachers in attempting to adopt interactive radio and therefore be able to use interactive/active learner-centred instruction as part of their ongoing teaching practice. The analysis, however, also highlights the possibility of exploiting interactive radio for provision of an integrated, sustainable CPD of teachers in educationally deprived school communities. Overall, the research study puts emphasis on the need for paying attention to the social practices (contextually specific) within which the use of educational technologies (such as interactive radio), are enmeshed. There is need to explicate the details of such practices (instead of adopting a narrow, technical, focus on attributes of interactive radio itself) in order to improve the efficacy of using interactive radio.
34
Kyriakou, Nansia. "Investigating teachers' and language learners' use of language in public primary schools in Cyprus." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/19708.
Full textAbstract:
The current research investigated the ways language was used by mainstream primary school teachers and language learners whose native language was other than the official language of instruction. The setting of the study was the island of Cyprus, where the mainstream population’s language, Standard Modern Greek, is taught as the educational first language to native speakers of the Greek Cypriot dialect. At the same time, Standard Modern Greek is taught as an additional language to non-native Greek speakers. The main aim of the study was the investigation of the teachers’ and language learners’ use of language in the multilingual schools, to provide information regarding the way participants managed to ‘get along’ socially and academically. Upon examination of this use, the existence of the sociolinguistic phenomenon of bidialectism (the coexistence of two varieties), presented a further complication. The investigation was set within a sociocultural framework, following a neo-Vygotskyan perspective. The investigation was approached through a multiple case study conducted in three first grade primary school classrooms in Cyprus, in which ten language learners and three mainstream teachers were observed for more than 1500 minutes in the classroom and in the playground area. The study was also supported by interviews with the teachers and the GAL learners. In addition, interviews using the young learners’ drawings and persona dolls were conducted to investigate the perspectives of the children. The originality of the study was reflected in the variety of the research methods used, the inclusion of young children in the research, the consideration of bidialectism, the reflection upon both socialising and educational purposes through the use of language and, finally, the different settings where the participants were observed. The results of the study revealed that the instructors used the various linguistic varieties to achieve educational goals through the communication process, in that way prioritising communication over a preferred language. It also became clear that the teachers’ use of language was shown to prioritise communication rather than language learners’ socialisation in a preferred language culture. Moreover, teachers seemed to use the unofficial variety more often than any other linguistic variety as one of the most powerful means of communication they had with the language learners. Similarly, language learners were observed using the unofficial variety almost exclusively while the official variety use was observed only inside the classroom and only in activities that were related to written texts. Also, the playground area was observed to allow young learners to use language more freely, without worrying about mistakes and thus a much more extensive use of verbal speech was noticed. Finally, language learners seemed to use the language first and foremost to become equal members of their school and their class, while their use of language for educational purposes through communication was not a priority as it was for the teachers. None of the previous studies reviewed in the field managed to apply such a rich methodological design, include young students’ voices and examine the language use taking into account the bidialectal phenomenon.
35
Chiphanda, Paul Ellimelech Kankhumbwa. "The change of medium of instruction from Chichewa to English in primary schools in Malawi and its impact on pupils' academic performance." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/7485.
Full textAbstract:
Includes bibliographical references (leaves 80-84).Malawi adopted a Free Primary Education Policy in 1994 with the ushering in of a multi-party system of government. Since then primary schools have been flooded with many pupils. The current language policy in Malawi. allows learners to be taught through local languages from Standards 1 to 4 and through English from Standard 5 upwards (Mtenje 2002). Teachers' guides for all subjects from STD 1 to 8 are written in English except for Chichewa as a subject. Teachers write their lesson plans for all subjects in English except those of Chichewa as a subject (Mchazime 1996). However, classroom observation suggests that teachers use Chichewa as a medium of instruction even in classes where they are expected to use English (Standard 5 onwards). Similarly. pupils fail to express themselves in English and they answer questions in Chichewa (Mtenje 2002). As a result. learners fail to participate and contribute fully during lessons. This scenario makes the teachers talk more than the learners: hence the lessons become teacher-centred. Pupils are largely passive in class. Many pupils are absent from school they fail examinations and some drop out from school mainly when they reach the upper classes (Standard 5 to 8) of primary education. This dissertation examines what effect the change of medium of instruction made in Standard 5 from Chichewa to English has on the academic achievement of the learners of Standard 5 pupils in primary schools in Malawi. Specifically. the study examines whether or not the use of English results in better academic performance of pupils and whether this change contributes to pupil attrition (the drop-out rate). To investigate how the change of language of instruction affects the academic performance of Standard 5 learners, I used a case study methodology, with both qualitative and quantitative methods of data analysis. Then data were collected through questionnaires administered to teachers and Standard 5 learners respectively: by comparing tests results in Mathematics and Social Studies of pupils who learnt through Chichewa in Standard 4 and through English in Standard 5. respectively; through classroom observations; and by interviewing teachers in two primary schools. This work is based on the theory developed by Jim Cummins (1991) which states that learners should acquire a conceptual foundation in their first language to facilitate the acquisition of the second language to positively achieve academic performance. The research came up with the following findings: Firstly, Standard 5 pupils in Malawi performed better in Mathematics and Social Studies when they learnt through the medium of Chichewa than through the medium of English. Secondly, Standard 5 learners lacked the necessary English proficiency to cope with the cognitive demands of Mathematics and Social Studies. As a result the lessons observed were teacher-centred and pupils became passive participants in the learning process. Teachers agreed that pupils participated less in class when they were learning through the medium of English than when the same pupils were learning through the medium of Chichewa. In addition, teachers and learners are not motivated to learn through the medium of English. Furthermore. teachers are not sufficiently trained in how to start teaching Standard 5 learners through English. As a consequence, Standard 5 pupils perform poorly in Mathematics and Social Studies. In comparison, Standard 5 pupils perform at a lower level in Mathematics than in Social Studies when they learnt through the medium of English. From these findings it was concluded that Standard 5 learners, who are taught through the medium of English, are not sufficiently proficient in English to cope with the cognitive academic demands of learning content subjects like Mathematics and Social Studies in Malawi. These results confirm my hypothesis. The results are also congruent with other studies already done in Malawi (Mchazime 2004, Kachaso 1988).
36
Kaphesi, Elias S. "The use of language in mathematics teaching in primary schools in Malawi : bringing language to the surface as an explicit feature in the teaching of mathematics." Thesis, University of Nottingham, 2002. http://eprints.nottingham.ac.uk/14002/.
Full textAbstract:
The aim of this study was to explore how teachers use language in Chichewa medium and English medium mathematics teaching in standards 3 and 4 of selected primary schools in Zomba, Malawi. Chichewa is a local and national language whereas English is a foreign language yet the official language in Malawi. Chichewa is a language of instruction in standards 1to 4 whereas English is used from standard 5. Both Chichewa and English are subjects of study from standard 1. Issues investigated included: teacher understanding of the use of Chichewa or English in mathematics teaching; teachers' knowledge and use of mathematics vocabulary in Chichewa and in English; and teacher use of language in mathematics lessons. In this thesis, I develop a sociolinguistic approach to a study of teachers' perceptions and uses of language in mathematics teaching. I demonstrate how we can represent these perceptual structures using sociolinguistic tools and principles, which I use to study how 40 mathematics teachers linguistically organise and structure their teaching of mathematics. I adopt the position that teaching is fundamentally a language activity based on classroom communication activities which are fundamentally sociolinguistic in character, that sociolinguistic structures are dynamic and rational, yet exhibit a level of stability which results in diverse teacher dispositions gelling into conflicting tensions. I develop a theoretical base and iteratively explore this, evolving a description of how we might model what I call the sociolinguistic orientation of mathematics teachers. I construct theoretical, conceptual and methodological frameworks to enable me to study some of the underlying relationships among the tensions, teacher predispositions and the sociolinguistic environment in the classroom. I draw on a constructivist approach to mathematics education founded in Piagetian and Vygotskian theories and in particular draw on the concepts of coping strategies (Edwards and Furlong, 1987) to deal with the dynamics of classroom communications (Hills, 1969) which result in tensions in the use of language in mathematics teaching Pimm, 1987; Adler, 2001}. I begin by educationally, professionally and linguistically locating myself before moving on to looking at how we can understand communication in the mathematics classroom, the role of language in mathematics education with emphasis on bilingual mathematics education. I examine theories for understanding the interplay and interrelationship among teaching, communication, language use, and mathematics and bilingual classroom. Thereafter I look at the sociolinguistic roots of mathematics education in the Malawi Education System, identifying those areas where the current language policy in education does not consider the role of language in mathematics education. I draw heavily on sequential focus group discussion, interviews, tests and classroom observations and construct a perceptual model for the sociolinguistic orientation of 40 mathematics teachers towards use of Chichewa or English, and explore how these perceptions relate to the actual use of language in bilingual mathematics classrooms. To increase the validity of the data and findings, I used methodological and data triangulation. The findings of the study suggest that the sociolinguistic orientation of mathematics teachers relates to the linguistic nature of mathematics (the desire to teach the technical language as opposed to the ordinary language that pupils will easily understand), mystifying language policy in education (the inconsistency of language policy), dynamic classroom discourse (the multi-functions of language in the classroom) and inconsistent source of language for use in mathematics teaching (different competencies in language for teaching and learning among teachers, pupils and instructional materials). In addition, I illustrate how the teacher sociolinguistic orientation depends on whether the language of instruction is L1 or L2 which rest ideologically on code switching between Chichewa and English as well as marked difference in the patterns of language use between Chichewa and English medium mathematics lessons. The findings of the study can increase our understanding of the dynamics of mathematics classroom discourse by not only identifying more tensions in the use of language hut also the sources of these tensions. These might pave the way to find remedies to reduce the linguistic tensions in mathematics education. These findings imply that teachers need to be trained and supported in the use of language if they are to improve the teaching of mathematics. It is recommended that a programme he developed to train and orient teachers in the use of language in mathematics teaching, and to produce appropriate instructional materials that would assist teachers and pupils to use language effectively in mathematics.
37
Withnell, Helen Margaret, and n/a. "Describing and assessing the culture of a primary school : an ethnographic study." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.163842.
Full textAbstract:
This study describes and assesses the organisational culture of a particular primary school
in the Northern Territory through examination of two research questions: 1. To what extent
is the organisational culture of the school cohesive, strong and concentrated? 2. To what
extent can the organisational culture of the school be described as a particular type(s) of
culture?
The development of the concept of organisational culture is outlined through a survey and
analysis of the literature. This study takes the view of culture as 'root metaphor'. The
relationship between cultural strength and effectiveness, particularly in the school context,
is examined to provide a rationale for the study.
From the literature review the study develops a number of methodological, analytical and
interpretative frameworks to provide an underlying structure to address the research
questions.
The research methodology is qualitative, drawing largely on ethnographic approaches. The
researcher spent extensive time in the school under study as 'participant observer'. Data
gathering was carried out in four ways 1. Collection of written material.2. Researcher's
observational notes. 3. Interviewing, both informal and semi-structured 4. Administration
to school teaching staff of the Owens and Steinhoff (1989) Organisational Culture
Assessment Inventory.
The findings are presented under seven themes or sets of themes, seen to be indicative of
the core operating values of the school:
Stability, Tradition and Formality
Caring
Co-operation, Support and Sharing
Commitment and Participation
High Standards
Recognition and Pride
Flexibility.
The strength and inter-relationship of the seven themes is explored via a conceptual map.
The study concludes that the organisational culture of the school under study can be
considered to be cohesive, strong and concentrated to a significant extent but that it is
difficult to conclude that the culture can be described as any particular type. Rather, it is
concluded that it could be described as a number of particular types.
Finally, what emerges of particular significance from this study is the role played by the
principal of the school in forming, shaping and modelling its values system. It is
concluded that educational leaders must also be cultural leaders, be aware of the need for all
members of the school community to be involved in this process and engage, encourage
and reward their participation.
38
Hyde, Brendan, and res cand@acu edu au. "Identifying Some Characteristics of Children’s Spirituality in Australian Catholic Primary Schools: A study within hermeneutic phenomenology." Australian Catholic University. School of Religious Education, 2005. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp82.04092006.
Full textAbstract:
This qualitative research study aimed to identify, through classroom observation and conversation, some characteristics of children’s spirituality in Australian Catholic primary schools. In the context of this study, spirituality was described as an essential human trait. While much of the recent literature in the field describes spirituality in terms of connectedness and relationality, in this study spirituality was described as a movement towards Ultimate Unity (de Souza, 2004a, 2004b), whereby at the deepest and widest levels of connectedness, an individual’s true Self may experience unity with Other. Spirituality was also described as the outward expression of such unity in terms of how one acts towards Other. Located within the constructionist epistemology, and in taking its philosophical stance from interpretivism, this qualitative study took its theoretical impetus from that stream of human science known as hermeneutic phenomenology. The videotaped life expressions of two groups of approximately six children in Year three (8-years-olds) and Year five (10-years-olds) in each of three Australian Catholic primary schools formed the texts that were reflected upon in order to gain insight into the spirituality of these children. The researcher met with each group on three occasions. Each group meeting, consisting of a semi-structured interview (conversation) and an activity (observation) was structured around the three categories of spiritual sensitivity – awareness sensing, mystery sensing and value sensing – as proposed by Hay and Nye (1998). van Manen’s (1990) lifeworld existentials were drawn upon as guides to reflection upon the life expressions of these children. Hermeneutic phenomenological reflection upon the texts of this present study identified four characteristics of these children’s spirituality – the felt sense, integrating awareness, weaving the threads of meaning, and spiritual questing. As well, two factors which appeared to inhibit these children’s expression of their spirituality were also identified – material pursuit and trivialising. Each of the four characteristics identified reflected the descriptions of spirituality drawn upon throughout this study, particularly the notion of spirituality as a movement towards Ultimate Unity (de Souza, 2004a, 2004b). In some instances, these characteristics also revealed the emergence of the Collective Self, in which the individual Self of each child became unified with every other Self among the group of children. It was argued then, that a movement towards Ultimate Unity may entail the emergence of a Collective Self, in which, at the deepest and widest levels of connectedness, Self and Other become one and the same. The two inhibiting factors indicated that such a movement was thwarted in that these factors prevented the children from moving beyond their superficial self towards deeper levels of connectedness. As the result of this investigation, this present study proposed some recommendations for learning and teaching in the primary religious education classroom which may nurture spirituality. These include the creation of appropriate spaces for nurturing spirituality, allowing children time to engage in the present moment of their experience, the use of tactile experiences in religious education, and the need to begin with the children’s personally created frameworks of meaning. A learning model for addressing the spiritual, affective and cognitive dimensions of the curriculum has also been offered as a means by which to realise these recommendations for learning and teaching. As well, recommendations for the personal and professional learning of teachers and leaders in Catholic primary schools who seek to nurture the spirituality of their students have also been proposed in light of the characteristics of children’s spirituality that were identified. These include the formation and professional learning for teachers of religious education, and the possibility of revisioning the curriculum to explore where spiritual development might be addressed across the curriculum.
39
Bourke, Margaret, and n/a. "An exploratory study of children with learning difficulties in mainstream classes in ACT primary schools." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20060609.143034.
Full textAbstract:
There were four aims identified for the study. Firstly,
to become familiar with current research concerning
children with learning difficulties in mainstream classes
in primary schools. Secondly, to ascertain teachers'
attitudes towards, and experience of, these children.
Thirdly, to interview a sample of children identified by
their teachers as performing in all academic areas at
least 18 months behind the rest of the class. The purpose
of the interview was to examine how they perceived their
performance in reading and mathematics compared with the
rest of the class, and to investigate their self-concepts.
The final aim was to gain an understanding of the nature
of the interaction between teachers and children with
learning difficulties by observing a small sample of
them, and a Control group, in class.
Field work was conducted in three A.C.T. primary
schools in 1984-85. The field work was divided into three
stages. In Stage 1 a sample of 30 teachers volunteered to
complete a questionnaire. In Stage 2 a sample of 30
children identified by their teachers as having learning
difficulties was interviewed. In Stage 3, 6 of the
previously identified children and 6 Control children
were observed in class.
Whilst the findings of these 3 stages of field work
can only be presented tentatively due to the small sample
sizes involved, there were some findings worthy of
comment. For example, many teachers indicated a lack
of pre-service training, or even in-service course attendance
which could have provided a background to teaching
children with learning difficulties.
The childrens' responses indicated that their perception
of their performance in reading compared with their
peers was that they were "enot as good as the rest of the
class."e However, for mathematics their perception was
that their performance was more in the middle of the
class. As a group their self-concept was low, as measured
on the Coopersmith Self Esteem Inventory. From the
observation it appeared that children with learning
difficulties were on-task as much as the Control children.
The teacher was twice as likely to interact with a child
with learning difficulties than with a Control child,
and the majority of these interactions were to impart
instructions.
40
Mulraney, Rosemary Anne, and n/a. "Community and teacher attitudes toward special educational provisions for gifted students in A.C.T. primary schools." University of Canberra. Education, 1986. http://erl.canberra.edu.au./public/adt-AUC20061026.130846.
Full textAbstract:
This decade has seen an increasing awareness by
the Commonwealth Schools Commission, the ACT Schools
Authority, educators and members of the community of
students who are gifted in a diversity of areas.
A number of programs designed to meet the special
needs of gifted students have been developed in some
primary schools in the A.C.T. and it is timely that
the attitudes of principals, teachers and parents were
assessed.
To assess the attitudes of the three populations
(principals, teachers and parents) toward general
attitudes about gifted students, key aspects of planning
and organisation of gifted programs, classroom teachers
and their knowledge and need of assistance in gifted
education; and to explore whether the three populations
held different attitudes toward gifted students and the
provision of specific programs to meet their special
needs, the Field Study candidate developed and
administered a questionnaire to members of the A.C.T.
Association for Gifted and Talented Children, together
with principals, teachers and parents in nineprimary
schools in the A.C.T.
The results of the questionnaire indicated that
all three groups agreed with the proposition that every
child was entitled to an educational program that would
assist the child to develop to his / her fullest
potential. Appropriate extension programs should be run
for gifted students in the local primary school, with the
involvement of the resource teacher and the assistance
of personnel and locations outside of the local school
when it was appropriate.
Some reservations were expressed toward the level
of parent participation in the identification procedure,
program planning and program evaluation, and classroom
teachers were seen to require assistance in the areas
of identification, program planning and the evaluation
of programs designed to meet the special needs of
gifted students.
The Field Study concludes that local A.C.T.
primary schools could meet the special needs of gifted
students. This could be achieved by principals, teachers
and members of the School Board developing and
implementing special educational programs by utilising
Special Project funding, additional staff and
professional development opportunities which are
currently available in limited amounts through the
ACT Schools Authority and the Commonwealth Schools
Commission.
41
Perry-Indermaur, Astrid, University of Western Sydney, College of Social and Health Sciences, and School of Applied Social and Human Sciences. "Regimes of truth : gender, achievement and parent participation in New South Wales public schools." THESIS_CSHS_ASH_Perry-Indermaur_A.xml, 2004. http://handle.uws.edu.au:8081/1959.7/707.
Full textAbstract:
The participation of parents in the schooling of their children has become a central policy objective of the education sector in Australia as well as other parts of the developed world. The discourse of parent participation emphasises a need for parents to be involved in order to maximise the benefits of their child’s education. Parent participation includes such practices as parents and schools working as partners to improve the well-being and achievements of an individual child to formal participation of parents in decision-making forums. This thesis approaches the issue of parent participation through a study of parent advocacy bodies as they deal with policy issues and interface with parents as the school level and governments at the policy level. The policy area of gender equity is used as an illustrative example to analyse parent advocacy bodies’ structures and ways of operating. As a result of the empirical work that involved semi-structured interviews, observation techniques and extensive use of archival material, this thesis revisits the theory of positional goods as it reflects the notion and understanding parents have broadly that education is positional in that only few can achieve the highest levels of education and hence effort is exerted in ensuring their child achieves as highly as possible. This thesis argues that gender equity is caught in this thriving to capture a positional good that is elusive for most but appears enhanced by the use of adequate gender equity strategies. The action of parents within parent advocacy bodies reflected the fight over scarce resources that were perceived to be enhancing educational outcomes for girls at the expense of boys.Doctor of Philosophy (PhD)
42
Machawira, Patricia. "Teachers living with AIDS underplaying the role of emotions in the implementation of HIV/AIDS policy in Zimbabwean primary schools /." Pretoria : [s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-04222009-111501.
Full text
43
Corish, Sylvia, and n/a. "The excellent principal - what do students think? : Perceptions of selected senior primary school students about the role of the principal in three New South Wales public primary schools." University of Canberra. Education, 1991. http://erl.canberra.edu.au./public/adt-AUC20060629.160710.
Full textAbstract:
The research outlined in this thesis explores the issue of the
effective principal through the perceptions of a sample of senior
primary aged school students. The study originated due to a concern
that too much of the current literature concerning effective schools
and effective principals relies on the views of significant adults.
Given that students are the focus of the school's and principal's
energy it is difficult to understand why their views have not been
sought more frequently. This study was initiated and conducted in an
effort to determine what is was that students expected of the
effective principal.
The research is based on content analysis of the written responses
from a sample of one hundred and ninety five senior primary aged
school students aged between ten and twelve years from an
education district in an education region of the New South Wales
Public School System and in addition one to one interviews with a
group of thirty students. The analysis resulted in the development of
two sets of descriptors. One set of descriptors outline the fourteen
most significant Behaviour Descriptors of the effective principal as
perceived by the senior primary aged students surveyed while the
other set outlines the eleven most significant Quality Descriptors of
the effective principal.
These two sets of descriptors of the effective principal have much
support in the effective schools research. One area notably different
however is the emphasis given by the students to the need for the
principal to develop positive, warm and caring relationships with
each student in the school. Although students were realistic in their
understanding of what this implied they were adamant and
consistent in their desire for such a relationship in order that the
principal be deemed effective.
The results of the study provide specific, clear, unambiguous
descriptions of behaviours and qualities expected of the effective
principal by the students surveyed. The descriptors are presented in
a manner useful to practitioners.
44
Allingham, Pauline Kay, and n/a. "Thank God it's Friday : occupational stress and coping among Catholic primary teachers." University of Canberra. Teacher Education, 1996. http://erl.canberra.edu.au./public/adt-AUC20060531.155625.
Full textAbstract:
Occupational stress among teachers is a painful, prevalent and costly
phenomenon, one which impacts on individuals, families, schools and
wider society. A growing body of evidence suggests that individuals'
susceptibility to occupational stress is not determined exclusively by
environmental or personality factors, but by the cognitive and
behavioural transactions between the individual and potentially stressful
events. Two major factors which contribute to individual stress are a
person's appraisal of events as threatening or demanding, and the
strategies they use in coping with those events.
The purpose of this study is to explore the relationship between
experience, stress levels and coping patterns in a group of primary school
teachers. Two groups of teachers were surveyed, 'Starters' who were in
their first year of teaching and 'Stayers' who had at least 10 years of
teaching experience. Stayers were divided, on the basis of their responses,
into Low-stress, Moderate-stress and High-stress groups. The aspects of
coping which were explored are:
1. The range of coping strategies used by teachers in each group,
2. The frequency of use of those coping strategies for each group, and
3. The coping styles preferred by teachers in each group.
The results of this study show no direct connexion between stress
level and any of the demographic variables (sex, age, religion, piety,
teaching experience, full-time teaching, part-time teaching and time away
from teaching). Nor are significant differences found between the coping
patterns of more or less experienced and more or less stress teachers.
A pattern is suggested by correlational analysis, wherein
inexperienced teachers (Starters) and highly-stressed experienced
teachers (High-stress Stayers) show the same preference for coping styles.
It is hypothesized that this similarity of preference relates to role of
control in reducing stress, and that these groups are examples of different
stages of adaptation to teaching. Implications for the use of these
preferences in detecting teacher stress, and for the inclusion of coping
strategies in teacher training are discussed.
45
Mwangi, Lucy. "Special Needs Education (SNE) in Kenyan public primary schools : exploring government policy and teachers' understandings." Thesis, Brunel University, 2013. http://bura.brunel.ac.uk/handle/2438/7767.
Full textAbstract:
This research focuses on Special Needs Education (SNE) in Kenyan Public Primary Schools: Exploring Government Policy and Teachers’ understandings. At a time when Kenya is introducing reforms with a view to addressing broad national objectives and providing universal primary education (UPE) after the massive enrolment increases arising from the free primary education declaration (FPE), it was important to establish teachers’ understandings on SEN. The study was undertaken in 27 primary schools in urban, municipal and rural parts of Kenya. A phenomenological qualitative approach was mainly used and data were collected from teachers through a survey comprising: (i) 159 self-administered questionnaires ii) Nine in-depth interviews. From the results of a pilot study, necessary adaptations were made for the main study. The data provided insights to teachers’ teaching strategies, impacts of mainstreaming, factors that prevent the participation of children said to have SEN, challenges in meeting the diverse needs in the classroom and the support they may require in providing more engaging and effective learning instructions. The findings show that many teachers lack a repertoire of learning and teaching strategies appropriate for addressing barriers to learning and providing individualized approaches in the classrooms. Some teachers were positive about teaching children said to have SEN but lacked the infrastructure of support and guidance, were confused by different terminologies and found the concept of SEN not to be enabling. What teachers are calling for is more training to help them develop strategies which are responsive to the identified learning difficulties. Through Documentary Analysis of the Kenya National Special Needs Education (SNE) Policy Framework, Ministry of Education (MoE, 2009), it was identified that the policy is difficult and ambiguous for teachers to implement. The policy fails to include salient definitions to facilitate a common way of addressing children said to have SEN which results in them being labelled. The recommendations of the research indicate that children’s unique needs be made transparent and addressed using effective individualized education plans to influence and maintain high expectations, positive and enriched ways of teaching in order to improve the children’s learning opportunities as well as other extracurricular activities. The national policy should be revised to include feasible targets in order to facilitate on-going evaluation and embed definitions of key words which are pivotal to planning, assessment, identification, provision and placement of children said to have SEN. Suggestions for further research have also been included.
46
Beyonyi, Eugene Y. "An assessment of funding management strategies in ‘’No Fee’’ Schools in Cape Town: with specific reference to selected primary schools." University of the Western Cape, 2021. http://hdl.handle.net/11394/8122.
Full textAbstract:
Masters in Public Administration - MPAThere is a growing body of literature on no-fee public schools in South Africa. The vision of this policy is to ensure that all citizens have equal access to quality basic education. This study, conducted an assessment of the funding-management strategies in three no-fees public primary schools within the Western Cape Education Department. This is vital as post-1996 the African National Congress embarked on the transformation of education in the country to ensure that all citizens have unfettered access to quality education as stipulated in the 1996 Constitution Section 29 (1) (a) which expresses that everyone has the right to basic education. This is also supported by the White Paper on Education, the School Act of 1996 and the policy document on School Fee Exemption and no-fee of Schools of 2007. As a follow-up to the no-fee policy, there was the creation of no- fees schools in Cape Town.
47
Howe, Peter A., and n/a. "Designing and evaluating an inservice model for mathematics education in the primary school." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060726.164520.
Full textAbstract:
The study presents a review of in-service models and a search
for an effective in-service model for mathematics education in
the primary school.
The study considers the need to improve the teaching of
mathematics in the primary school; the major reports that have
made recommendations for the improvement of primary mathematics
teaching and the opinions and findings of mathematics
educators. The study examines the state of the art of
in-service models and examines those models previously used.
The study notes the failings of the in-service models past and
present and examines elements within these models which have
proven to be beneficial albeit in part. Throughout the study
particular attention is given to recent studies concerned with
implementing and sustaining change.
The model designed for the in-service of the primary mathematics
teacher, MINC (Mathematics In-service Network Course) is based
on an examination of models past and present. Components and
provisions that have met with success in these models were
included in the design.
The in-service model developed and described in this study
includes four major components input from course leaders and
teachers, reflection, feedback and the opportunity for teachers
to work with others from the same school and neighbouring
schools (networking).
A major section of the study examines the responses of
participants to an evaluation questionnaire given at the
completion of the first in-service course, MINC 1 and the
second, MINC 2.
Data collected from the responses of participants to the
questionnaire were analysed to see if there were differences in
responses from teachers based on such factors as sex, the MINC
network, the level to which participants had studied
mathematics, the year level they taught and expressed confidence
in teaching mathematics.
In conclusion, the study reflects on the evaluation of the
in-service course and addresses considerations for future
in-service courses concerned with mathematics education for
primary teachers.
48
Jarzabkowski, Lucy M., and n/a. "The primary school as an emotional arena : a case study in collegial relationships." University of Canberra. Teacher Education, 2001. http://erl.canberra.edu.au./public/adt-AUC20060801.160123.
Full textAbstract:
The thesis is an exploratory and descriptive study focusing on the emotional
dimensions of collegial relationships in a primary school. The research is timely given
the current pressures to develop cultures of collaboration and shared leadership in
schools today. The study concentrates on the non-classroom work of teachers and
investigates three particular areas of school life: the collegial practices of staff; the
emotional milieu of teachers' work; and the contributions of members towards an
emotionally healthy staff community.
An interpretive tradition has been used in conducting the research, thus giving voice to
the perceptions of research participants about their work. The research was conducted
as an ethnographic case study. Data were gathered largely through participant
observation and interviews. The researcher visited the school on a regular basis
through the course of one school year, averaging over one day per week working in the
school. Eighteen staff members were formally interviewed, the principal and assistant
principal on several occasions. Extensive fieldnotes and interview transcripts were
created and, aided by NVivo, a computer package for the analysis of non-statistical data,
data were broken down into categories and resynthesised to bring to life a picture of the
lived reality of collegiality for staff members in a primary school.
The study adds to new knowledge in several important ways. First, it allows for a
reconceptualisation of teachers' work. It shows how many different practices
contribute to a collegial culture within a primary school and demonstrates how the
social and emotional dimensions of collegiality are significant in the development of
professional relationships. Second, the study develops an understanding of emotional
labour for school personnel and contributes importantly to a broader picture of how
emotional labour can be practiced, particularly for the sake of collegiality. It is posited
that different kinds of emotional labour exist within the school setting, and that
emotional labour in schools may be different from that in some other service
organisations. The study explores bounded emotionality as a cultural practice among
staff, suggesting that it allows expression of emotions about classroom work while at
the same time constrains negative emotional displays so as to build and maintain
community. The study suggests that the principles of bounded emotionality, as they
operate within the primary school, present both benefits and burdens for a collegial
staff, but may encourage an emotionally healthy workplace.
49
O'Regan, David, and n/a. "A comparison of factors affecting the establishment and implementation of a gifted and talented programme in a rural primary and secondary school." University of Canberra. Education, 1989. http://erl.canberra.edu.au./public/adt-AUC20060822.155237.
Full textAbstract:
This research reports on the factors that a sample
of teachers in a rural Primary and Secondary School
perceive as being influential on the initiation
and implementation of a curricular innovation. The
innovation herein is the creation of a Gifted and
Talented Programme to cater for identified students
in this school, an area of current interest amongst
educators and researchers in New South Wales and
Australia. A methodology is outlined for the
collection and interpretation of data on the factors
involved, that may be employed by coordinators and
researchers interested in curricular provision for
Gifted and Talented children. In this case study
school, it was found that the factors were many and
varied, that they differed in their supportive or
inhibitive nature in the Primary and Secondary
Schools. These findings provided a foundation for
subsequent planning in the initiation stages of the
implementation of this innovation. This research had
important implications for this School that may be
of interest for future research in other schools.
50
Jaroenkornburi, Sumonchat. "The changing role of home economics education in primary schools in contemporary Thai society /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030627.104911/index.html.
Full textAbstract:
Thesis (Ph.D.) -- University of Western Sydney, Nepean, 2000."A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy ... School of Teaching and Educational Studies, University of Western Sydney, Nepean, August, 2000" Bibliography : leaves 196-207.