The purpose of this study was to investigate the effects of different types of curricula in transitional first-grade classrooms on a composite of achievement measures at the end of a year of instruction. In particular, the effects of a shared book experience approach to instruction were compared to more traditional instructional strategies.The subjects in the study were 50 students from central Indiana who were enrolled in four intact transitional classrooms. Two classrooms used "traditional" (TR) instructional strategies, a third used the Success (SC) curriculum, and the fourth used the shared book experience (SBE) approach. The Peabody Picture Vocabulary Test-Revised (PPVT-R) and the Developmental Test of Visual-Motor Integration (VMI) were administered to the subjects prior to the onset of the study. Four subtests of the Comprehensive Test of Basic Skills (CTBS) were given to the subjects in late spring 1985.Multivariate analyses of covariance with a priori and computer determined weightings of the four CTBS subscales and the PPVT-R and VMI as covariates were conducted for three a priori contrasts. No significant differences between the two TR classrooms or between the TR and SC classrooms were obtained. There was also no significant difference between the SBE and the three other classes combined when the subscales were weighted equally. However, a significant difference was obtained on a dimension created to maximize the difference between these groups, F (4,41) = 2.62, p <.05.The groups were separated primarily on the basis of the vocabulary, oral comprehension, and language subscales of the CTBS with the SBE students scoring higher on oral comprehension and language subtests but lower on the vocabulary subtest than other students. Since the vocabulary scale loaded in the direction opposite to the other achievement measures, the dimension was difficult to explain. Although the results do not clearly support the SBE curriculum as superior in enhancing achievement in transitional students, this method of instruction promoted achievement at least as well as more traditional methods.

Using the 1990, 1994 and 1998 Congressional mid-term elections, this study looks at whether the type of primary system in a person's state has an effect on whether or not that person will vote in the general election. The five types of primary systems (closed, semi-closed, semiopen, open and blanket) are explained as well as traditional factors for likelihood of voting. It is hypothesized that the more closed the primary system, the less likely a person is to vote. Data analysis shows that when significant, living in an open primary state does significantly increase the likelihood that a person will vote. However, primary type was significant in only six of the nine models studied here.

Thesis (M. Soc. Sc.)--University of Hong Kong, 1984.

Thesis (Ed. D.)--University of Toronto, 2006. / Source: Dissertation Abstracts International, Volume: 67-06, Section: A, page: 2118. Includes bibliographical references (leaves 162-171).

The purpose of this research study was to explore and describe the experience of primary school educators of inclusive education. Educators experience inclusive education with dissimilar attitudes and perceptions. Educators constantly have to cope with large numbers of learners in the classroom, an inflexible curriculum and a lot of administration work. All these things make implementation of inclusive education difficult. I perceive that there is a need to re-evaluate the existing curriculum and come up with new teaching methods to assist the educators to cope with their dilemma. The objectives of this study were to explore and describe the experience of educators in a primary school of inclusive education and to describe guidelines to assist educators to facilitate a positive experience of inclusive education. The study was qualitative, explorative, descriptive and contextual in approach and it therefore became necessary to use phenomenological semi-structured interviews with educators involved in inclusive education. Before the interviews, trust was build through a written request of permission to the principal of the school concerned to conduct the research study. The participating educators were also informed of what the research is all about before the main interview. Data were collected through semi-structured interviews focusing on the experience of primary school educators of inclusive education. Data were analysed utilising Tesch’s (Cresswell 2004:192) method of open coding. Trustworthiness was ensured throughout the study by applying Guba’s approach (Lincoln and Guba 1995:15) including the service of an independent coder. Results were recontextualised within the literature. Most educators view inclusive education as beneficial to the educators, the parents, the school and the learners as a whole; “a tool to make every learner a winner.” There are challenges that make inclusive education difficult to implement and are voiced by educators through a feeling of disempowerment. Support systems presently implemented by educators are met with varying opinions about the efficiency in inclusive education. There is an increased need for support systems for educators involved in inclusive education. Guidelines to assist educators to facilitate a positive experience of inclusive education were developed based on the above theme. / Prof. C.P.H. Myburgh Prof. M. Poggenpoel

Primary teachers are constantly required to make changes in their teaching practice. This thesis reports on a year in the professional life of two experienced primary school teachers as they engage in implementing a new science program called Primary Investigations (Australian Academy of Science, 1994). The study examined the issues that arose as the two adapted the strategies and philosophies of the new program into their pre-existing pedagogical frameworks. The study used qualitative methods of data collection and analysis. Over ten months of participant observation several stories or narrative vignettes were created to highlight the major issues faced by the two teachers. These stories were then analysed to identify several propositions about curriculum implementation and primary science. The narrative vignettes provide descriptive accounts around several implementation issues. The two teachers experienced some problems with the supply of equipment to support their teaching and lacked the subject knowledge to identify when the equipment was inadequate. The teachers had high expectations of the teachers' resource book but a lack of science content knowledge hindered their ability to use the document with confidence. While the teachers believed that science is important for children they lacked the confidence and questioning skill to engage the students in 'science talk'. 10 teachers were able to transfer pedagogical knowledge from other disciplines 0 overcome some of the dilemmas they faced in science lessons. Both teachers displayed a strong 'ethic of care’ for the children in their class that covered gaining knowledge, behaviour towards others and safety during science lessons. / There was evidence that the past experience of both teachers in their childhood and educational years had been influential in their beliefs about their interest and ability to teach science. The two teachers' personal and professional lives interacted in complex ways as they adjusted to the demands of the school year and the impact of implementing the new science program. Finally the two teachers lacked certainty in science teaching - they experienced epistemological confusion in their understanding of the nature of science. These issues lead to several implications for primary teachers of science, teacher educators, school leaders and curriculum developers.

Thesis (M.S. in Education)--Shenandoah University, 2002. / Includes bibliographical references.

<p>Eritreans have been subjected to limited and unequal education provision. throughout their hundred years of colonial history. It was expected that in post-independence Eritrea education provision would be equitably provided to all the regions and ethnic groups in the country. The focus of the thesis is on understanding disparities in provision in primary schooling with particular emphasis on ethno-regional disparities and what precipitate these inequalities. This thesis presents an account of the state of primary schooling in Eritrea between 1992 and 2001.</p>

<p>Eritreans have been subjected to limited and unequal education provision. throughout their hundred years of colonial history. It was expected that in post-independence Eritrea education provision would be equitably provided to all the regions and ethnic groups in the country. The focus of the thesis is on understanding disparities in provision in primary schooling with particular emphasis on ethno-regional disparities and what precipitate these inequalities. This thesis presents an account of the state of primary schooling in Eritrea between 1992 and 2001.</p>

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