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Dissertations / Theses on the topic 'Teachers’ perspectives on the child'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 February 2022

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1

Quinn, Fenella. "Primary school-based mental health services : head-teachers' perspectives." Thesis, Regent's University, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.646044.

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It is generally reported that around one in 10 children in the UK today suffer from some kind of mental health problem. It is of course compulsory for all children between the ages of five and 16 to partake in a certain amount of education, which in the vast majority of cases means school. Head teachers are statutorily obliged to safeguard the children in their care, which also means addressing their physical and mental health. Therefore schools are growing in their importance as sites of mental health care interventions. There is little or no published research which explores the phenomenon o
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2

Bashman, Lindelwa Edna. "Perspectives of teachers on the problem of child sexual abuse in a squatter camp." Thesis, Nelson Mandela Metropolitan University, 2008. http://hdl.handle.net/10948/684.

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Child sexual abuse is a worldwide phenomenon that takes a major toll in squatter camps in South Africa. The conditions under which the squatters live promote and aggravate the abuse. Sadly, the victims hit hardest by the abuse are the children. The negative effects caused by the abuse lead to problems in the educational tasks of these children. This study proposes that teachers can play a significant role in assisting them to overcome their problem. The aim of this study was to: • investigate the perceptions of teachers of the problem of the sexual abuse of children coming from squatter camps;
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3

Proctor, Michelle Jhonette. "Listen to the teachers critical perspectives on teaching and the testing policy of the 2001 No Child Left Behind Act /." Connect to resource, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1116601690.

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4

Jonsson, Agneta. "Att skapa läroplan för de yngsta barnen i förskolan : barns perspektiv och nuets didaktik." Doctoral thesis, Högskolan Kristianstad, Avdelningen för Pedagogik, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-11340.

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This thesis takes as one point of departure the concept of the expanded curriculum where curricula encompass both the formal steering documents, as well as that which goes on within the framework of preschool education and through the actors in preschools. The overarching purpose is therefore to generate knowledge about what conditions for learning the work of teachers make possible when curricula are created in preschool settings for children aged between 1 and 3. The purpose is also to contribute with knowledge about what these created curricula would mean for children’s agency, and the impo
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5

Mahoney, Margaret A. "The Relation between Parent Involvement and Student Academic Achievement: Parent, Teacher, and Child Perspectives." Ohio University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1285798165.

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6

Okongo, Benson Charles Odongo. "Promoting child development through music: A comparision of preschool teachers' perspective in Kenya and United States." Thesis, Wichita State University, 2009. http://hdl.handle.net/10057/2503.

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This qualitative study examined teachers' perceptions on their use of music as a medium for enhancing development in all early childhood domains/areas (e.g., cognitive, communication, physical/motor, social-emotional and self help). Eight early childhood teachers, four drawn from Kenya and four from the United States, responded to open ended interview questions about their experiences of teaching and using music in their classrooms and personal preparation for use of music in teaching young children. Observations in preschool classrooms were also conducted by the researcher to document the use
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7

Straub, Rachel N. "Child safety a comparison of teacher and parent perspectives on the safety needs of children with autism spectrum disorder /." Diss., Online access via UMI:, 2009.

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8

Barbosa, Meirilene dos Santos AraÃjo. "O cuidado na educaÃÃo infantil: perspectivas e significados." Universidade Federal do CearÃ, 2017. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=20231.

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nÃo hÃ<br>Esta dissertaÃÃo objetivou compreender como as professoras de uma turma de Infantil V da rede municipal de Fortaleza estÃo significando o cuidado em suas prÃticas pedagÃgicas com as crianÃas. As discussÃes teÃricas sobre o tema envolveram um diÃlogo entre a pedagogia e a filosofia da educaÃÃo a partir das contribuiÃÃes de Saviani (2011, 2012), Kuhlmann Jr. (2015), Arroyo (2008, 2012, 2014), Kramer (2007, 2011), Oliveira-Formosinho (2007a, 2007b), RanciÃre (2015), Larrosa (2013, 2015), Kohan (2007, 2008, 2011) e Boff (2005, 2014). Tratou-se de uma pesquisa qualitativa de inspiraÃÃo fe
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9

Alsuhail, Saffa Z. A. J. Zaid. "The Use of Technology in Early Childhood Schools and Homes and Its Impact on the Social and Language Development of Children: Perspectives of Parents and Teachers in Kuwait." Thesis, University of North Texas, 2018. https://digital.library.unt.edu/ark:/67531/metadc1248415/.

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This study was aimed at understanding the use of technology in early childhood school and home settings as well as its impact on students' social and language development, specifically with children aged four to seven from two schools (Kindergarten and elementary) in Kuwait. The study followed a qualitative design in which the interpretative approach was applied. Non-participant observations were conducted to gather data concerning the actual use of technology in the classrooms, they were followed by interviews with teachers and a group of parents from each classroom. The study used Vygotsky's
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10

Seruhungo, Désiré. "Les formes d'accompagnement et de médiation dans le système éducatif congolais : réalités et perspectives." Thesis, Strasbourg, 2018. http://www.theses.fr/2018STRAG035/document.

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L’enseignement en RDC, favorise une partie des élèves et en désavantage d’autres, parce qu’elle propose à tous les élèves une seule et même voie d’apprentissage, sans tenir compte du style d’apprentissage de chacun. Ce qui explique les échecs et les abandons. C’est le cas des enfants de la rue et des enfants-soldats démobilisés qui, suite au manque d’encadrement, risqueront d’être un danger social. Or ces jeunes, s’ils avaient été orientés vers les structures scolaires correspondant à leurs rythmes et styles d’apprentissage pourraient s’intégrer dans la société. Malheureusement, elles n’existe
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11

Andersson, Ida. "Fysisk aktiv lek i förskolans utemiljö : En kvalitativ studie om barns perspektiv på fysisk aktiv lek i förskolans utemiljö." Thesis, Linnéuniversitetet, Institutionen för didaktik och lärares praktik (DLP), 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-100574.

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Syftet med denna studie är att bidra med kunskap kring fysisk aktiv lek i förskolans utemiljö utifrån barns perspektiv. Studien är relevant för förskolan då den kan ge kunskaper som kan påverka planering av verksamheten på ett sådant sätt att de bidrar till barns fysiskt aktiva lek och barns framtida hälsa. Baserat på tidigare forskning framkom faktorer som eventuellt kan påverka barns fysiska aktivitet och motoriska utveckling. I dessa studier har förskollärare intervjuats och barn har endast observerats. Utifrån det formulerades två forskningsfrågor där syftet blev att undersöka hur barn utt
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12

Gamba, Lane Mary Faulin [UNESP]. "Formação continuada de professores na perspectiva histórico-cultural: reflexões a partir de uma experiência na educação infantil." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/91261.

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Made available in DSpace on 2014-06-11T19:24:57Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-03-02Bitstream added on 2014-06-13T18:53:06Z : No. of bitstreams: 1 gamba_lmf_me_mar.pdf: 841123 bytes, checksum: 2fa66eac47326ab99caf0d4d2d098c8e (MD5)<br>A presente pesquisa buscou compreender a teoria histórico-cultural e suas contribuições para o processo de formação de professores de educação infantil, tendo como motivador uma experiência de formação continuada com professoras, no período de 1995 a 2004, coordenada por esta pesquisadora. Os dados foram coletados em documentos das profe
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Gamba, Lane Mary Faulin. "Formação continuada de professores na perspectiva histórico-cultural : reflexões a partir de uma experiência na educação infantil /." Marília : [s.n.], 2009. http://hdl.handle.net/11449/91261.

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Orientador: Suely Amaral Mello<br>Banca: Marisa Eugênia Melilo Meira<br>Banca: Stela Miller<br>Resumo: A presente pesquisa buscou compreender a teoria histórico-cultural e suas contribuições para o processo de formação de professores de educação infantil, tendo como motivador uma experiência de formação continuada com professoras, no período de 1995 a 2004, coordenada por esta pesquisadora. Os dados foram coletados em documentos das professoras intitulados Cadernos de planejamento diário. Neles estão contidos os relatos diários das professoras quanto às atividades propostas para as crianças, c
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Souza, Ana Paula Gestoso de. "Contribuições da ACIEPE histórias infantis e matemática na perspectiva de egressas do curso de pedagogia." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2283.

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Made available in DSpace on 2016-06-02T19:35:45Z (GMT). No. of bitstreams: 1 4605.pdf: 2296873 bytes, checksum: 41d124088517bbd4a1ccc650316bb39b (MD5) Previous issue date: 2012-09-26<br>In the literature related to the area of teacher formation, currently recommends the formation of reflective practitioners and researchers of their own practice embedded in a social, historical and political context. Besides, we emphasize the demand for formation environments that maintain the idea of unity between theory and practice and between teaching and research, which prioritize the development of refl
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15

Gonçalves, Cristina Rosa Ferreira da Costa Vieira. "Por detrás do quadro: A realidade dos maus tratos infantis na perspectiva dos professores do primeiro ciclo." Bachelor's thesis, Instituto Superior de Psicologia Aplicada, 2006. http://hdl.handle.net/10400.12/560.

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Dissertação de Mestrado em Psicologia Educacional<br>Os maus tratos infligidos às crianças, apresentam-se como um problema de natureza multidisciplinar, com diversas implicações, as quais trespassam pelos diferentes aspectos que compõe o ser humano, sendo várias as disciplinas e os profissionais, a quem esta temática surge como possivelmente presente no seu dia a dia. Um dos grupos com maior possibilidade de relacionamento com possíveis situações de maus tratos e com competências acrescidas é o composto pelos professores. Este trabalho debruça-se sobre o envolvimento que estes profissionais
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Kjulin, Urban. "Economic perspectives on child care /." Göteborg : Nationalekonomiska institutionen, Handelshögsk, 1995. http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&doc_number=007056634&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA.

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17

Cullen, Carol. "Teachers' perspectives on accountability /." The Ohio State University, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487777901660406.

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18

Kapera, Sylwia. ""Jag ser och lyssnar på barnen" : En kvalitativ studie om pedagogens uppfattningar om barns inflytande på förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-37435.

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The purpose of this scientific study is to investigate how educators interpret their democratic mission to work with the children's influence on activities they do at the preschool. The study also aims to contribute to an increased knowledge about how educators can work with children's influence at preschool. The study asks two questions: What does influence mean according to teachers? and How does the teacher create opportunities for pupils to have an influence in the activities they do at pre-school? A qualitative research method is used with a phenomenological research effort. The theoretic
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Rodrigues, Laudinéa de Souza. "Xíxìhra Ikólóéhj : a criança na perspectiva da formação de professores indígenas Gavião." Universidade Federal de Mato Grosso, 2014. http://ri.ufmt.br/handle/1/411.

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Submitted by Valquíria Barbieri (kikibarbi@hotmail.com) on 2017-07-31T19:48:32Z No. of bitstreams: 1 _DISS_2014_Laudinéa de Souza Rodrigues.pdf: 4447991 bytes, checksum: 2dd343509a92a6e656a8511ab61f6299 (MD5)<br>Approved for entry into archive by Jordan (jordanbiblio@gmail.com) on 2017-08-07T16:33:50Z (GMT) No. of bitstreams: 1 _DISS_2014_Laudinéa de Souza Rodrigues.pdf: 4447991 bytes, checksum: 2dd343509a92a6e656a8511ab61f6299 (MD5)<br>Made available in DSpace on 2017-08-07T16:33:50Z (GMT). No. of bitstreams: 1 _DISS_2014_Laudinéa de Souza Rodrigues.pdf: 4447991 bytes, checksum: 2dd34350
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Dahl, Susanne, and Tova Johansson. "”Att tända eller släcka barns stjärnögon” : En kvalitativ studie om förskollärares resonemang kring barns inflytande i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-45480.

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The aim of this study is to adress how preschool teachers reason about children's opportunities and difficulties for influence in preschool and how preschool teachers describe that this is shown in the preschool pedagogical environment. The questions that this study is based on are, how preschool teachers reason about children's opportunities for influence in preschool, in what way preschool teachers describe that they work with children's influence in everyday life at preschool and what difficulties and obstacles preschool teachers experience when it comes to working with children's influence
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21

Ahrreman, Jonna, and Johanna Näsberg. "Inflytande och delaktighet i förskolan : en studie om yngre barns möjligheter och rättigheter." Thesis, Högskolan i Gävle, Utbildningsvetenskap, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-23144.

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The purpose of this study is to investigate young children’s possibility to participation and influence in preschool settings. The specific questions were:  If and how do preschool teachers work with young children's influence and participation? In what way is the preschool teachers approach closely related to young children's opportunity to influence and participate? The results show that preschool teachers do work with young children’s influence and participation by keeping them involved in the preschool settings and considering their interest when planning the activities. The teachers also
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Susanto, Steffenie. "Pediatric venipuncture| Child Life specialists' perspectives." Thesis, Mills College, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=1538411.

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<p> During procedures like venipuncture, Child Life Specialists are able to incorporate non-pharmacological measures when most medical staff focused on pharmacological measures. There is little research about what types of interventions Child Life Specialists believe are effective at minimizing children's pain and increasing coping skills during venipuncture. The purpose of the current study was to examine Child Life Specialists' perspectives on the different techniques available in the hospital setting. An online survey of 75 Certified Child Life Specialists asked about the types of techni
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Hollstein, Matthew S. "Critical pedagogy preservice teachers' perspectives /." Ohio : Ohio University, 2006. http://www.ohiolink.edu/etd/view.cgi?ohiou1155328467.

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McDowell, Craig R. "Exemplary teachers' perspectives on performance." Thesis, University of Canterbury. School of Educational Studies and Human Development, 2004. http://hdl.handle.net/10092/2846.

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This study investigated exemplary teachers' perspectives on performance in order to understand the complex human interactions that constituted teaching and learning of the highest order. Theories explaining the complex nature of teacher excellence remain limited. The purpose of this study was to shed some light on the notion of performance from the perspective of exemplary teachers and answer key research questions: what are exemplary teachers' perspectives on the notion of performance, and how do exemplary teachers enact these perspectives? The use of a case study research design allowed for
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Branch, Michele Branch. "Teachers' Perspectives of Balanced Assessment." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2599.

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Current research indicates that when properly implemented, professional development (PD) can positively affect teaching practice and student academic achievement. However, teachers at Lincoln High School (pseudonym) questioned the effectiveness of their district's PD: Balanced Assessment. Given the paucity of research on teachers' viewpoints of PD and how it impacts implementation, the purpose of this qualitative case study was to examine teachers' perspectives of Balanced Assessment as it relates to implementation in the classroom. Guided by Knowles adult learning theory, which states that ad
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Nunes, Allison. "Inclusion Teachers' Perspectives on Coteaching." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5762.

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The coteaching classroom has grown with the influx of special needs students in general education classrooms. New state and federal laws mandated the need for collaboration when instructing special education students, and middle school teachers in a Northern New Jersey school district are experiencing challenges with the implementation of coteaching in inclusion classrooms. The purpose of this qualitative case study was to explore teachers' perceptions of collaboration challenges that resulted from coteaching in the classroom. The key research question of this study involved general and specia
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Hollstein, Matthew Scott. "CRITICAL PEDAGOGY: PRESERVICE TEACHERS’ PERSPECTIVES." Ohio University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1155328467.

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Murray, Megan Nicolle. "Associate Teachers as Successful Mentors;Associate Teachers’ and Student Teachers’ Perspectives." Thesis, University of Canterbury. School of Educational Studies and Leadership, 2013. http://hdl.handle.net/10092/7898.

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This study investigated associate teachers and student teachers perspectives of ‘successful’ mentoring. It aimed to understand how a group of associate teachers, who had been identified as being successful, viewed their role, looking at what it was that they specifically did that they felt made them successful when mentoring student teachers. It then compared these perspectives with those of a group of student teachers. The aim of the comparison was to establish any agreements or contradictions between the associate teachers’ and the student teachers’ perspectives about ‘successful’ associate
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Loneragan, Damian James. "Teachers' professional learning : perspectives and reflections of practising teachers." Thesis, Open University, 2016. http://oro.open.ac.uk/49556/.

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This thesis uses a case study to explore teachers’ professional learning in one secondary school in the south of England. An interpretive, qualitative case study approach was adopted. Data were collected using semi-structured interviews, questionnaires and staff biographies to explore the key research questions. These investigated how the teachers perceive their own learning and development, what teachers think they learn and develop and what activities impact teachers’ learning and development. A review of the conceptual frameworks focused on three different areas. Firstly, a consideration of
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He, Ya-Nan. "Motivational Strategies: Teachers' and Students' Perspectives." [Kent, Ohio] : Kent State University, 2009. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1255706519.

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Thesis (M.A.)--Kent State University, 2009.<br>Title from PDF t.p. (viewed April 9, 2010). Advisor: Kristen Precht. Keywords: Motivation; motivational strategy; ESL; EFL; TESL; Taiwanese; English learners. Includes bibliographical references (p. 50-57)
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Patel, Deepa. "SOCIAL WORKERS’ PERSPECTIVES ON CHILD AND FAMILY TEAM MEETINGS IN CHILD WELFARE." CSUSB ScholarWorks, 2019. https://scholarworks.lib.csusb.edu/etd/826.

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A Child and Family Team Meeting (CFTM) is an engagement tool utilized by child welfare agencies across the state of California to strengthen families and ensure the protection for a child in the foster care system by making decisions in a group setting. This research study examines social workers’ perspectives of CFTMs in a county child welfare agency in Southern California. The literature review supports the utilization of CFTMs as a practice to enhance engagement with families and achieve better outcomes for the organization. A constructivist research paradigm was used in conducting this stu
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Fultz, Angela S. "Perspectives on Collaboration of Elementary Classroom Teachers and ESL Teachers." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1589995530090615.

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Bourget, Sarah C. K. "Toilet Training: Parents' Perspectives." Fogler Library, University of Maine, 2005. http://www.library.umaine.edu/theses/pdf/BourgetSCK2005.pdf.

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Hofmeijer, Anna-Karin, and Liselott Johansson. "JAG SER DET KOMPETENTA BARNET! : Men vad menar jag och vad gör jag?" Thesis, Högskolan i Skövde, Institutionen för hälsa och lärande, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:his:diva-8563.

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Studien behandlar begreppet det kompetenta barnet och dess komplexitet. Denerfarenhet vi har genom att vara verksamma i förskolan innebär att vi uppleverbegreppet används utan någon större eftertanke eller notis av dess betydelse. Syfte medstudien är att förklara och förstå innebörden av begreppet det kompetenta barnet iförskolan. Studiens litteraturgenomgång berör aktuell forskning inom området,begreppet det kompetenta barnet och barnsyn. Datainsamlingen som ligger till grund förstudien består av åtta kvalitativa intervjuer med förskollärare och genomfördes med stödav fenomenografin. Resultat
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Chewang, Karma. "Continuous assessment in Bhutan, science teachers' perspectives." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape7/PQDD_0002/MQ46239.pdf.

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Muirhead, William Dewey. "Teachers' perspectives of online education in Alberta." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0035/NQ59639.pdf.

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Hung, Hui-Ying. "Teachers' perspectives about Braille literacy in Taiwan." Columbus, Ohio : Ohio State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1199310534.

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Castro, Angela Federica. "Making sense of curriculum change : teachers' perspectives." Thesis, University of Exeter, 2013. http://hdl.handle.net/10871/13102.

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This piece of research describes an exploratory case study designed to investigate the perceptions and attitudes of a group of thirteen English as a Foreign Language (EFL) teachers towards the implementation of a new Communicative English Language Curriculum at a university in the Dominican Republic (D.R.). This exploration focused on teachers’ experiences of the proposed change, the kinds of meanings they construe as they teach and learn, and the personal ways in which they interpret the worlds in which they live (Connelly & Clandinin, 1988). Three constructs were particularly relevant for th
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Brown, Sareta Valdez. "Middle School Teachers' Perspectives of Classroom Bullying." ScholarWorks, 2014. https://scholarworks.waldenu.edu/dissertations/135.

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Teachers are faced with numerous interruptive bullying behaviors in middle school classrooms, which brought the quality of education into question. Bullying victims have shown decreased rates of academic success, measured by lower grades, compared to those not involved in bullying. The purpose of this basic interpretative qualitative study was to explore the phenomenon of classroom bullying from the perspectives and experiences of 10 middle school teachers. The research questions examined teachers' experiences in witnessing bullying in their classrooms and the strategies they used to identify
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Baker, Jane McEver. "Exploring technological literacy: Middle school teachers' perspectives." ScholarWorks, 2008. https://scholarworks.waldenu.edu/dissertations/651.

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The No Child Left Behind (NCLB) Act of 2001 mandates that middle school students be technologically literate by the end of 8th grade, but teachers need more information on how to make this outcome a reality. This qualitative phenomenological study used a constructivist theoretical framework to investigate teachers' descriptions of technological literacy outcomes, instructional practice, and challenges influencing middle school student technological literacy. Twelve teachers at 1 public middle school in a large urban area of Georgia were interviewed. Data were analyzed using the typological met
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Simmons, Alyssa. "Second Grade Teachers' Perspectives on Differentiated Instruction." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5591.

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Despite various instructional efforts, the second grade students in a mid-sized Southwestern school district failed to progress in reading. Although differentiated instruction has been shown to improve literacy skills for young readers, many teachers at the study site did not differentiate instruction for all students. Grounded in theories of social constructivism and differentiated instruction, the purpose of this study was to investigate second grade teachers' perspectives about using differentiated literacy instruction and the effect of their teaching experience and participation in profess
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Fulcher, Veronica Katherine. "Nurse teachers - hidden perspectives : a narrative discovery." Thesis, University of East Anglia, 2004. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.423703.

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O'Boyle, Ailish. "St. Colman's : a case study in teachers' perspectives : history teachers in context." Thesis, n.p, 2000. http://oro.open.ac.uk/18853.

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O'Keefe, Maree Frances. "Maternal perspectives of child health consultations by medical students." Title page, contents and abstract only, 2002. http://web4.library.adelaide.edu.au/theses/09PH/09pho4121.pdf.

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"June 2002" Errata inside back cover. Bibliography: leaves 244-256. The first aim of this thesis was to determine the relationship between medical student clinical competence and patient-centredness, and maternal satisfaction and subsequent recall of information in child health consultations. The second aim was to test the application of this knowledge in medical student teaching programmes. The study demonstrated the ability of mothers to assess the clinical competence and patient-centredness of medical students in videotaped consultations. Applications in medical student learning were also d
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Nurhadi, Nurhadi. "Child labour in rural Indonesia : children and parents' perspectives." Thesis, University of York, 2015. http://etheses.whiterose.ac.uk/9691/.

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This thesis provides a valuable new contribution for understanding the nature of child labour within the agricultural sector in Indonesia. It presents new empirical evidence and interpretation of child work in rural Java from both a parental and a child perspective and it raises important implications for child labour policy. This purpose is in line with efforts to solve the problems of child labour in Indonesia. It is also designed to contribute to address current theoretical problems of child work and of childhood studies. The empirical element involved a detailed qualitative case study of 2
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Cossar, Jeanette. "Service users' perspectives in child protection and adoption research." Thesis, University of East Anglia, 2015. https://ueaeprints.uea.ac.uk/53470/.

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This critical commentary is based on four research studies and associated publications. The studies are all concerned with researching service users’ perspectives and with service user involvement in the research process. Two of the studies examined adults’ perspectives on adoption, focusing on support for birth relatives and on post-adoption contact. Two of the studies focused on the perspectives of children and young people on seeking help with abuse and neglect, and on their experiences of child protection services. The commentary begins with a literature review which sets the context for t
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Guidry, Marian Caye. "Connecting With Students| Perspectives of Middle Grades Teachers." Thesis, Piedmont College, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3722952.

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<p> The purpose of this qualitative study was to examine the teaching practice and educational beliefs of four middle grades teachers who were identified as effective in forging relationships with their students. In this study, relational expertise is defined as the ability to create a positive connection with students, one in which students feel recognized and valued as individuals. This research answers questions concerning (a) how the teachers define teacher-student relationships, (b) how and why they use relational skills in classrooms, (c) the strategies they use for developing and mai
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Wong, Lop-sun, and 王立新. "Implications of the direct subsidy scheme: teachers' perspectives." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1993. http://hub.hku.hk/bib/B31956920.

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Kruger, Martha Margaretha. "Bullying in secondary schools : teachers' perspectives and experiences." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/17929.

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Thesis (MEd(Psych) --Stellenbosch University, 2011.<br>ENGLISH ABSTRACT: Bullying seems to be a pervasive problem in most secondary schools and teachers have the daily task of dealing with it. Not only do teachers have to unravel the complex dynamics of bullying, they also often have to navigate a school climate and culture that is not conducive to addressing bullying. In South Africa, there are many unique contextual factors which impact on teachers’ management of bullying, such as community violence overflowing into the school, increased administrative load and limited support from sch
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Wong, Lop-sun. "Implications of the direct subsidy scheme : teachers' perspectives /." [Hong Kong] : University of Hong Kong, 1993. http://sunzi.lib.hku.hk/hkuto/record.jsp?B13553781.

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