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Дисертації з теми "Multigrade teaching"

Автор: Grafiati

Опубліковано: 23 серпня 2023

Оновлено: 25 липня 2025

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1

Suzuki, Takako. "Multigrade teaching in primary schools in Nepal : practice and training." Thesis, University College London (University of London), 2003. http://discovery.ucl.ac.uk/10007484/.

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Анотація:

One or the most significant unsolved issues in achieving Education for All is increasing the quality of education, especially among the most disadvantaged groups. In remote areas, where many of these groups live, primary schools are often organised as multigrade schools. In these schools. teachers are simultaneously responsible for two or more grades during one lesson period. However, multigrade teaching is often overlooked by both policy makers and researchers. Multigrade teachers are unsupported because mono grade teaching predominates. There is a very limited corpus of research on multigrad

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2

Vu, Thi Son. "Improving teaching and learning for health in multigrade schools in Vietnam." Thesis, Institute of Education (University of London), 2005. http://eprints.ioe.ac.uk/19261/.

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This thesis presents a study of teaching in multigrade classes in primary schools in Vietnam. In a multigrade class a teacher teaches a number of students at different grade levels at the same time. The study focused on the following research questions: 1. What is the extent of multigrade teaching in Vietnam and associated problems? 2. How do teachers currently organise and manage teaching in multigrade classes in North Vietnam? 3. What factors hinder students' active participation in learning for health in multigrade schools? 4. How can the teaching of health in multigrade classrooms be impro

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3

Vithanapathirana, Manjula Vibhasini. "Improving multigrade teaching : action research with teachers in rural Sri Lanka." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020487/.

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The study focuses on prevalence, problems and effective strategies for multigrade teaching. Through an intervention, planned and implemented collaboratively with teachers, the study contributes to the improvement of multigrade teaching and status of primary education in Sri Lanka. The five research questions addressed by the field study were as follows: (i) What are the contextual characteristics of multigrade teaching rural schools? (ii) What are the current practices of multigrade teaching and the challenges faced by these multigrade teachers? (iii) What innovations could be planned to impro

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4

Muthayan, Saloshini. "A case study of multigrade teaching in Canada: implications for South Africa." Thesis, Rhodes University, 2000. http://hdl.handle.net/10962/d1003319.

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This study examines multigrade teaching in selected schools in Canada and its implications for improving multigrade teaching in South Africa, where over 50 % of primary schools are multigrade and the teachers have not received preparation in multigrade teaching. The case study method was adopted because it allowed for 'an intensive, holistic description and analysis' of the multigrade classroom. The approach is interpretivist, based on the assumption that social phenomena are 'socially constituted' and 'valuationally based'. Research techniques included a literature review, interviews and obse

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5

Ali, Aniyath. "Investigating multigrade teaching (MGT) and learning practices in Maldives: Developing a framework for MGT." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2023. https://ro.ecu.edu.au/theses/2677.

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Multigrade teaching (MGT) is a feature of schooling widely practised in many countries. MGT is typically instigated to provide education for socially disadvantaged groups of children, which can bring considerable benefit to all concerned. The literature shows that there is a paucity of research into MGT, particularly into pedagogical practices and teaching strategies. The previous researchers who have advocated the adoption of MGT, lack discussion on the pedagogical applications and contextual considerations for remote schools. This research explores how MGT is operationalised in the island na

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6

Haingura, Steven Shindimba. "An investigation of multigrade teaching at three primary schools in the Kavango region, Namibia." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95830.

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Thesis (MEd)--Stellenbosch University, 2014.<br>ENGLISH ABSTRACT: Multigrade teaching has been used in Namibia since the introduction of formal education; however, it became more prominent after independence, when the government proposed it to be the norm. Yet, regardless of its prevalence in rural schools – as high as 40% – qualified teachers are still not trained to teach multigrade classes. The primary aim of the research study therefore was to investigate multigrade teaching at three rural primary schools in the Ncuncuni circuit in the Kavango region. By employing a phenomenological method

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7

Arriagada, Cruces Melissa. "L2 teaching strategies used by teachers in multigrade rural schools in Chile: a case study." Tesis, Universidad de Chile, 2015. http://repositorio.uchile.cl/handle/2250/132542.

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8

Ganqa, Ncumisa Hazel. "Training of teachers in multigrade teaching: integration of vertical and horizontal knowledge in post -training." Thesis, University of Fort Hare, 2014. http://hdl.handle.net/10353/6158.

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Анотація:

The purpose of this study was to examine the training and development of teachers in multi-grade teaching in selected Eastern Cape primary schools with a particular focus on the integration of vertical and horizontal knowledge in post-training. Multigrade teaching is the combining of learners of different grade levels in one classroom taught by one teacher. To gain better understanding of the construct of vertical and horizontal integration of knowledge within post-training environment, this qualitative case study design sampled eight teachers, four school principals and three trainers, purpos

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9

Blease, Bernita. "Exploring writing practices in two foundation phase rural multigrade classes." Thesis, Cape Peninsula University of Technology, 2014. http://hdl.handle.net/20.500.11838/1848.

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A full dissertation submitted in fulfilment of the requirements for the degree of Master in Education Presented to the Faculty of Education and Social Sciences at the Cape Peninsula University of Technology 2014<br>Writing in rural multigrade Foundation Phase schools is a largely negelected area for research and teacher development. Even those teaching multigrade classes are not sure how to approach it. There are almost no regulations or guidelines in PIRLS or government documents and reports. Nevertheless multigrade rural schooling is prevalant throughout South Africa. This gap betwee

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10

Kapenda, Loide Ndakondjelwa. "The teaching of mathematics in multigrade classrooms at the upper primary phase in selected Namibian schools." Thesis, Rhodes University, 2011. http://hdl.handle.net/10962/d1003681.

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The Namibian curriculum favours knowledge with understanding and application of knowledge and skills, because facts that are learned with understanding are easier to remember. This made learners to be able to represent mathematical situations in different ways and for different purposes. It also motivates teachers to contextualise the content to make mathematics teaching and learning more interesting and enjoyable to teachers and learners. However, some mathematics teachers are challenged by being required to teach multigrade classes, due to a massive response to improved access to education.M

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11

Titus, David Petrus. "The implementation of multigrade teaching in rural schools in the Keetmanshoop education region : leadership and management challenges /." Thesis, Rhodes University, 2004. http://eprints.ru.ac.za/40/.

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12

Lopes, Wiama de Jesus Freitas. "Profissionalidade docente na educação do campo." Universidade Federal de São Carlos, 2013. https://repositorio.ufscar.br/handle/ufscar/2295.

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Made available in DSpace on 2016-06-02T19:35:48Z (GMT). No. of bitstreams: 1 4959.pdf: 10308984 bytes, checksum: e2033d7b11f298cd6cd6904dc84e6c3b (MD5) Previous issue date: 2013-02-22<br>Universidade Federal de Sao Carlos<br>This thesis entitled "Professionalism in Teacher Rural Education analyzes the process of formation of the teaching profession of educators in the field of Breves riversidemultigrade classes on the island of Marajó, state of Pará, through the subject matter of teaching based on its implications professional educators in in rural areas in multigrade classesriverside. This

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13

Souza, José Edimar de. "Trajetórias de professores de classes multisseriadas: memórias do Ensino Rural em Novo Hamburgo/RS (1940 a 2009)." Universidade do Vale do Rio dos Sinos, 2011. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3505.

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Submitted by Mariana Dornelles Vargas (marianadv) on 2015-05-12T14:17:30Z No. of bitstreams: 1 trajetorias_professores.pdf: 19200962 bytes, checksum: d7148390fed2924ec7d01a9988f1656e (MD5)<br>Made available in DSpace on 2015-05-12T14:17:30Z (GMT). No. of bitstreams: 1 trajetorias_professores.pdf: 19200962 bytes, checksum: d7148390fed2924ec7d01a9988f1656e (MD5) Previous issue date: 2011<br>Milton Valente<br>Este estudo trata da história do ensino rural no período de 1940 a 2009, a partir da memória de oito professoras e dois professores que atuaram em classes multisseriadas da rede públic

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14

Rocha, Vitoria Garcia. "Estratégias de ensino nas salas multisseriadas de italiano dos Centros de Estudos de Línguas (CELs) da capital e da grande São Paulo." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/8/8148/tde-06122016-120945/.

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Анотація:

O Centro de Estudos de Línguas (CEL) é um projeto da Secretaria da Educação do governo do estado de São Paulo que oferece aos alunos da rede estadual e, em alguns casos da rede municipal, cursos gratuitos de línguas estrangeiras. Devido à evasão de alunos e ao baixo número de matrículas em alguns idiomas, a cada estágio as turmas ficam menores, exigindo a formação de salas multisseriadas para garantir ao estudante a continuação e a conclusão do curso. As classes multisseriadas dos CEL são compostas por discentes de várias idades e que possuem diferentes níveis de conhecimento da língua estrang

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15

Nunes, Klivia de Cássia Silva. "Escolas multisseriadas e os ideários pedagógicos: um estudo sobre as escolas do e no campo na região do Bico do Papagaio." Universidade Federal de São Carlos, 2018. http://hdl.handle.net/11612/1037.

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Esta tese teve como objetivo geral analisar as concepções pedagógicas que se materializam na prática dos professores das escolas multisseriadas e se expressam o ideário Por uma Educação do Campo conforme está posto nas políticas educacionais para essa modalidade de ensino. Tem-se como referência teórica o ideário da pedagogia histórico-crítica, cujas bases epistemológicas estão alicerçadas na concepção marxista, o que possibilita a apreensão dos processos pedagógicos sob os aspectos da finalidade e objetivo da educação. A problemática da pesquisa parte da indagação: Em que medida as práticas p

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16

Godoy, Lilian Paula Martins. "Juntar ou separar? Reflexões sobre o contexto multisserial de ensino de francês como língua estrangeira nos centros de estudos de línguas." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-28062013-163344/.

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Este trabalho de pesquisa objetiva promover o reconhecimento do contexto de ensino dos Centros de Estudos de Línguas (CEL), instituições mantidas pelo Governo do Estado de São Paulo por meio de um projeto que busca promover o acesso a jovens vinculados à rede estadual de ensino ao estudo de uma língua estrangeira, no contraturno do seu horário de estudo regular. Dessa forma, propomos verificar o percurso do ensino do Francês como Língua Estrangeira (FLE) nessas instituições e refletir sobre a adequação das estratégias de ensino utilizadas pelo professor ao contexto de ensino e de aprendizagem

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17

Chen, Tzu-Yu, and 陳姿妤. "Is Multigrade Teaching Progressing or Retrograding？－A Study on the Implemental Process of a Rural Remote School." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/9pg285.

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碩士<br>國立嘉義大學<br>教育學系研究所<br>106<br>On the trend of the miniaturization scale of rural remote school, multigrade teaching system becomes an important method for the small school to manage innovatively. How the rural remote school imports into and implements multigrade teaching system, and in the early age of implementation, getting the result and evaluation will be the key problems in this study.The study used the qualitative case study method. Purposive sampling was used to select a rural remote school of central Taiwan, which had implemented "multigrade and mutiage teaching project" of K-12 Ed

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