Gotowe bibliografie tematyczne / Preprimary schools

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Gotowa bibliografia na temat „Preprimary schools”

Autor: Grafiati

Data publikacji: 3 czerwca 2025

Data aktualizacji: 31 lipca 2025

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Artykuły w czasopismach na temat "Preprimary schools"

Manzoor, Misbah, Rukhsana Durrani, and Sajid Manzoor. "Conflict Management Strategies used by Early Grade Teachers: A Qualitative Approach." ANNALS OF SOCIAL SCIENCES AND PERSPECTIVE 5, no. 1 (2024): 31–39. http://dx.doi.org/10.52700/assap.v5i1.359.

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This study presents the perceptions of teachers and head teachers toward the causes of conflict and effective strategies to resolve the conflict at preprimary schools. The research examined how conflicts are resolved by head teachers and teachers of preprimary schools. Primary data was collected through interviews with 6 head teachers and 20 teachers from purposively sampled preprimary schools. The results of the study revealed that conflicts are healthy for the institutes. Findings show that differences in beliefs between head teachers and teachers, management style, workload, dissatisfaction

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Victoria Ihekerenma, Iroegbu. "Teachers’ and Proprietors’ perception of pre-primary school curriculum process in Ife-East Local Government Area of Osun State, Nigeria." Advances in Social Sciences Research Journal 6, no. 9 (2019): 39–47. http://dx.doi.org/10.14738/assrj.69.7066.

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This study investigated preprimary school teachers’ and proprietors’ perception of curriculum process in preprimary education in Nigeria. 140 teachers/proprietors from private preprimary schools were purposively selected for the study. The research instrument was a 32 item researcher constructed curriculum process questionnaire in the Likert format with Cronbach’s Alpha of .852. The items were distributed into five sections: impending curriculum sensitization; curriculum objectives; contentment; methods and strategies; and methods of evaluation. The instrument was administered on the teachers

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Nzwala, Kenneth. "The Preprimary Grade as a Complete Learning Ecosystem: A Case of Two Schools in Zambezi Region, Namibia." Preschool Education: Global Trends 7 (June 30, 2025): 96–112. https://doi.org/10.31470/2786-703x-2025-7-96-112.

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Objective. This qualitative paper investigated ‘The Preprimary Grade as a Complete Learning Ecosystem’ in Zambezi region of Namibia. This is a loaded clause which is unpacked as the study unfolds. The crux of the matter is that if teachers work to view the preprimary grades they teach as complete learning ecosystems, their teaching will be effective as learners will benefit substantially from variables that build and constitute learning as an ecosystem. Materials and Methods. The study used Bronfenbrenner’s Learning Ecosystem Theory (EST) as the lens and collected data using interviews and les

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Kondale, Teshome, and Yigzaw Haile. "The Implementation Fidelity, Contributions, and Challenges of Augmented Reality in Some Selected Pre-Primary Schools of Addis Ababa City Administration." Ethiopian Journal Of Behavioural Studies 7, no. 2 (2024): 1–42. https://doi.org/10.63990/ejobs.v7i2.10609.

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This study aimed to investigate preprimary school teachers' perspectives on the fidelity, contributions, and challenges of Augmented Reality and 3D visualization in the preprimary education program. Quantitative and qualitative approaches with concurrent triangulation designs were employed to address the purpose of the study. The participants of the study were seventeen preprimary education teachers, two preprimary education principals, one Augmented Reality designer, and four staff members from Plan International, selected by employing purposive sampling techniques. A survey questionnaire, in

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Khanal, Hota Raj. "Critical Art of Teaching Writing: Nepali Educators' Insights into Crafting Young Minds." Education and Development 33, no. 1 (2024): 1–16. http://dx.doi.org/10.3126/ed.v33i1.66565.

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This study is based on the perception and understanding of preprimary level teachers of Nepal. The study was based on the narrative inquiry of the qualitative paradigm. The objective of this study was to explore the freedom in teaching writing to enhance writing skill in preprimary level learners. Based on the objective as well as through the eyes of participants, the collected information was interpreted and concluded that innovative techniques are lacking at preprimary level for effective learning. The study also used social literacy as a lens for the interpretation and description of inform

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Gedefa, Walelign Admasu, and Dawit Mekonnen Mehirete. "Teacher Education Program Contribution to Ensuring Appropriate Practice at Preprimary Schools of Ethiopia." Indonesian Journal of Early Childhood Education Studies 12, no. 2 (2023): 139–52. http://dx.doi.org/10.15294/ijeces.v12i2.66508.

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Teacher education programs are essential components in providing quality education for children. This study attempted to explore the contribution of Teacher Education programs in acquainting preprimary school teachers with the guiding principles, relevant curriculum, the learning cycles of children, and fit instruction and assessment methods for children in practicing curricular activities at preprimary schools. A descriptive survey approach was used in the study. Data were collected from 221 randomly selected graduating class trainees and five purposively selected trainers using questionnaire

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Davies, Frances, and Janet Fletcher. "Repetition of the preprimary year: Why is it done, and what is its effect?" Australian Educational and Developmental Psychologist 18, no. 1 (2001): 42–60. http://dx.doi.org/10.1017/s0816512200028285.

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AbstractA three-phase study examined preprimary grade repetition in Western Australian schools. The purpose was to identify factors that influence teacher recommendations to repeat and to investigate outcomes of repeating. Focus group discussions with 24 preprimary teachers in the first phase identified three categories of factors: child, home, and school. Child factors that teachers considered important for coping in Year I were language, motor, and social skills. In the second phase of the study, 54 children were assessed on these three skills using the Early Screening Profiles (Harrison, 19

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Agre, Sharayu, and Ronika Agrawal. "“At-Job” Exercise Program versus Ergonomic Brochure on Pain and Disability in Preprimary School Teachers with Low Back Pain." Indian journal of physical therapy and research 5, no. 2 (2023): 176–81. http://dx.doi.org/10.4103/ijptr.ijptr_112_22.

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Context: The incidence and prevalence of work-related low back pain (LBP) in preprimary teachers are high due to job profile. Interventions that will address this multifaceted problem are strength training, mobility, and preventive measures. These interventions should be admissible during work. Hence, the objective of this study was to compare the effect of “At-Job” exercises and ergonomic brochures on pain and disability in preprimary school teachers suffering from LBP, since both can be administered at work. Subjects and Methods: An interventional study was conducted in schools of Pune on 12

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Nzwala, Kenneth. "Does the Expected Teaching and Learning Take Place in Preprimary Grades in Zambezi Region, Namibia?" Preschool Education: Global Trends 6 (December 28, 2024): 88–107. https://doi.org/10.31470/2786-703x-2024-6-88-107.

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Objective. This paper investigated the occurrence of teaching and learning in preprimary grades in Zambezi region of Namibia. This understanding is crucial as a lack thereof may have negative effects on the country’s future possibly as a result of a weak human capital generated by the foundational phase of the country’s education system. The researcher’s belief therefore is that a weak human capital due to teaching and learning not happening in the foundation grade, in this case preprimary, where children are expected to be empowered with basic skills on which all future learning will be based

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Cantisano, Gabriela Topa, J. Francisco Morales Domínguez, and J. Luis Caeiro García. "Social Comparison and Perceived Breach of Psychological Contract: Their Effects on Burnout in a Multigroup Analysis." Spanish Journal of Psychology 10, no. 1 (2007): 122–30. http://dx.doi.org/10.1017/s1138741600006387.

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This study focuses on the mediator role of social comparison in the relationship between perceived breach of psychological contract and burnout. A previous model showing the hypothesized effects of perceived breach on burnout, both direct and mediated, is proposed. The final model reached an optimal fit to the data and was confirmed through multigroup analysis using a sample of Spanish teachers (N = 401) belonging to preprimary, primary, and secondary schools. Multigroup analyses showed that the model fit all groups adequately.

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Rozprawy doktorskie na temat "Preprimary schools"

Stamopoulos, Elizabeth. "The Professional Background And Perceptions Of Principals On Their Leadership Role In Preprimary." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1459.

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The incorporation of pre-primary centres into Western Australian government primary schools has shifted the responsibility for administrative, managerial and educational leadership from the kindergarten director to the primary school principal. Several pre-primary teachers and specialists in Early Childhood Education have expressed concern that principals lack theoretical and practical background in early childhood, have not been provided with professional development assistance, are providing inadequate educational leadership to pre-primary teachers, and yet a responsible for appraisal of pre

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Grobler, Riekie. "Bestuurstaak van die hoof van 'n preprimêre skool." Thesis, 1992. http://hdl.handle.net/10500/18566.

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Afrikaans text<br>Die bestuurstaak van die hoof van 'n preprimere skoal word gekenmerk aan die eie aard en struktuur van preprimere onderwys. Die doel van hierdie studie is die identifisering en omskrywing van die aard en omvang van die besondere bestuurstaak. Die diversiteit en kompleksiteit van hierdie bestuurstaak word vergestalt in die huidige beleid oor preprimere onderwys wat meebring dat verskeie staatsdepartemente, provinsiale- en plaaslike owerhede, gemeenskaps- en privaatinstansies by die beheer en voorsiening van preprimere onderwys betrokke is. Hierbenewensmoet die doelstel

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Pečinková, Simona. "Vzdělávání učitelů preprimární, primární a sekundární školy - historie, současnost, perspektivy." Master's thesis, 2011. http://www.nusl.cz/ntk/nusl-379590.

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The thesis is a theorethical study with the main theme of teachers' education. It is divided into five chapters. The first chapter describes world trends in the area of teachers' education which are being adopted in the Czech Republic. Next three chapters are focused on the education of each teachers' group - preprimary, primary, secondary school. Each of these chapters includes the historic context of teachers' education and the content of their education. Today's conception of school education is considered as the key faktor which should be reflected in present teachers' education. The fifth

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Kumm, Dawn. "The role of the teacher in the education of the learning disabled child in the preprimary school." Diss., 1998. http://hdl.handle.net/10500/17151.

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This dissertation was initiated to investigate the preprimary teacher's role in identifying and assisting learning disabled preprimars. The literature section consists of a study of the normal process of child development and the phenomenon of learning disability and its manifestation in preprimars. The philosophy of inclusion and a number of existing programmes for learners with learning disabilities were examined. The empirical research assessed the responses of preprimary teachers from the Eastern Cape to a questionnaire, their experiences in dealing with preprimars with learning di

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Raubenheimer, Lorinda Riana. "Implementering van spel in die Gr R klas in die preprimere en primere skool." Diss., 2012. http://hdl.handle.net/10500/6034.

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Play can be seen as a very important component in the learning programme of pre-school children. The question arises whether the Gr R teacher has adequate play incorporated into the daily schedule? The research question was answered as follows. Although it was revealed in the study that the teachers who had pre-primary and Bed qualifications, possessed more (play) knowledge of all the teachers, the rest of the Gr R teachers indicated that they did have a need to gather more knowledge in childrens’ play, as well as implementing it into the day programme. The third part of the research questio

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Hrudková, Anna. "Vliv aktuálních změn školské legislativy na management preprimárního vzdělávání." Master's thesis, 2018. http://www.nusl.cz/ntk/nusl-380829.

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OF THE THESIS Author: Bc. Anna Hrudková The diploma thesis deals with the topic The impact of changes in school legislation on management of pre-primary education. The theoretical part deals with the explanation and definition of concepts in the field of management, management of educational institutions (pre-primary education) and school legislation and its amendments. In the practical part, the work deals with the analysis of the collected data from the questionnaire, data were collected from the directors of nursery schools in the Central Bohemia organized by the municipalities. There is a

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Myburg, Hannah-Marie Magaretha. "Klasmusieksillabus vir onderwysersopleiding in die junior primêre fase : 'n eksemplariese analiese." Diss., 1994. http://hdl.handle.net/10500/17549.

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Hierdie studie handel oor die Klasmusiekopleiding van die Junior Primereonderwysstudent. Studente wat vir Junior Primere opleiding aan onderwyskolleges registreer, is verplig om opleiding in Klasmusiek vir een van die vier studiejare te deurloop. Navorsingsbevindinge toon egter dat die opleiding nie die gewenste resultate in die praktyk fewer nie. Om probleme en tekortkominge voortspruitend uit die opleiding te identifiseer is 'n literatuurstudie aan die hand van die volgende aspekte gedoen: (1) 'n Besinning oor die struktuur van die kurrikulum en formulering van kurrikulumkriteria vir

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Helmbold, Erika Geertruida. "Teacher-directed play as a tool to develop emergent mathematics concepts : a neuro-psychological perspective." Diss., 2014. http://hdl.handle.net/10500/18490.

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Recent research has elucidated the sustained benefits of early mathematics instruction. With growing concern about the performance of South Africa’s senior learners in mathematics, it is imperative to look at long-term solutions within the education process. One such solution may be to focus on improved mathematics instruction as early as preprimary school. However, children at this young age are not typically suited to formal teaching. Alternative methods of mathematics instruction must be considered for maximum and effective impact. The study was conducted to test the notion that not all ea

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Książki na temat "Preprimary schools"

Regan, Ellen M. Case studies of selected preprimary centres in Ontario. Ministry of Education, 1986.

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Regan, Ellen Mary. Case studies of selected preprimary centres in Ontario: Ellen M. Regan, principal investigator ; Ada Schermann. Ontario Ministry of Education, 1986.

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Grobler, Riekie. Music in the Preprimary School. Butterworth-Heinemann, 1990.

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Części książek na temat "Preprimary schools"

Vande-Guma, Clara D. S., Mercy T. Lan, and Anthony Amonjenu. "A Sociosemiotic Analysis of Projections of Environmental Awareness in Selected Nigerian Preprimary School Children’s Eco-Drawings." In International Explorations in Outdoor and Environmental Education. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-59910-1_5.

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Estrada Chichón, José Luis. "Parental Involvement in EFL Learning With Preprimary Children." In Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8405-7.ch022.

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A lockdown occurred in Spain in 2019-20 arising from COVID-19. This implied an adaptation from face-to-face to virtual teaching. Parents had to cope with their children's needs as for many learning areas (e.g., foreign languages). Taking into consideration children's English as a foreign language (EFL) learning, this work examines parents' (n=80) involvement by determining their familiarity with EFL, finding out whether they use tools for that purpose, and identifying their preferences about the features video tutorials should have. This is an exploratory mixed-methods research in which data w

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Raporty organizacyjne na temat "Preprimary schools"

Cristia, Julian P., Nicolas L. Bottan, and Paulo Bastos. Access to Preprimary Education and Progression in Primary School: Evidence from Rural Guatemala. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0011437.

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Evidence on the impacts of a large-scale expansion in public preprimary education is limited and mostly circumscribed to high and middle-income countries. This paper estimates the effects of such an expansion on progression in primary school in rural communities of Guatemala. Combining administrative and population census data in a difference-in-difference framework, the paper examines a large-scale construction program that increased the number of preprimaries from around 5,300 to 11,500 between 1998 and 2005. The results indicate that the program increased by 2. 1 percentage points the fract

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Hernández Agramonte, Juan Manuel, Armando Loera Varela, Emma Näslund-Hadley, and Ernesto Martínez. Leading the Way to Math and Science Success: Challenges and Triumphs in Paraguay: New research from the Inter-American Development Bank on the promotion of critical thinking in preprimary and primary. Inter-American Development Bank, 2012. http://dx.doi.org/10.18235/0005977.

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In Paraguay, for the past three years the Ministry of Education and Culture and the IDB have jointly studied what works in math and science education in Paraguay. During this time we have been fortunate to develop meaningful partnerships with hundreds of school districts, as well as with the Japan International Cooperation Agency and the Organization of Ibero-American States. With this publication we hope to invite other actors from the private and nongovernmental sectors and from the donor community to partner with us in promoting math and science learning for all Paraguayan children.

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