Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ed.D.)--University of Central Florida, 2008. / Adviser: Barbara A. Murray. Includes bibliographical references (p. 82-85).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 1999. / Includes bibliographical references.

Theses (Ed.S.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains v, 29 pages. Bibliography: p. 26-27.

The purpose of this study is to determine the perceptions of parents of Grade R children regarding teaching and learning. This will be compared to relevant education theories and the Foundation Phase curriculum and assessment policies to establish whether parents’ perceptions of Grade R teaching and learning differ from prescribed policy, and that which is age-appropriate. This study is based on qualitative methodology and uses a single case study approach. The case identified is located in the suburb of Westville in the Pinetown School District. Open-ended questionnaires, semi-structured interviews, and document analysis were used for data collection. Ten parents of Grade R children from two ECD centres were purposively selected to respond to the questionnaire. The two Grade R teachers from each centre were also interviewed. A document analysis of the Mathematics, English Home Language, and Life Skills curriculum and assessment policies was also conducted. The findings revealed that parents’ perceptions regarding Grade R teaching and learning significantly differed in relation to current literature and prescribed curriculum policies. Parents’ expectations of the curriculum also exerted pressure on teachers and children, thus it is recommended that parents become au fait with the use of play as an appropriate teaching and learning strategy in the informal Grade R year. / Curriculum and Instructional Studies

Thesis advisor: Irwin Blumer / The transition from eighth grade to ninth grade is a critical time in a young person's educational career. Ninth grade programs and separate buildings for ninth graders have grown over the last ten years in an effort to meet their distinct needs. Research in this area reveals very little documentation of the teachers' voices on this subject. This researcher sought to add their perspective in identifying the salient features of effective ninth grade programs which make for a smooth transition to high school. More specifically, the researcher wanted to learn if teachers of only ninth graders believed that a separate facility eased the transition to high school. / Thesis (PhD) — Boston College, 2004. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

This study was concerned with making a comparative analysis of reading skills development resulting from two different approaches to reading instruction at the seventh-grade level. The two approaches were: (a) instruction emphasizing specifically the reading skills, Approach A, and (b) instruction using the regular classroom activities approach, Approach B.

Students who fail to achieve in school are frequently retained in grade to remediate their lack of satisfactory progress. In this study, elementary school principals, kindergarten, and first grade teachers were interviewed to explore their perceptions of the decision making processes used in recommending retention. The belief systems which underlie their reliance on retention as a remedial option were also examined. Three research questions were addressed: 1. What is the relationship between the written retention policy of a selected school district and the actual decision making process used by its schools? 2. What are the influences by district socio-economic level which impact the decision making process used in student retention? 3. What are the perceptions across district socioeconomic level of teachers and principals regarding the use of retention as an intervention for students? Some additional questions related to the three research questions were also explored in the study. The primary method of data collection consisted of interviews with nine participants. In addition, principals, kindergarten, and first grade teachers from 12 schools, representing three socio-economic levels, were surveyed. Data were integrated to develop a more complete narrative of retention practice as perceived by these practitioners. The results of this study indicate several factors influence retention decision making and practice: 1. expectations of other teachers 2. pressure of curriculum standards 3. the availability of alternatives 4. the perceived needs of students 5. the belief systems of teachers 6. knowledge of retention research. Recommendations are presented for encouraging practice more aligned with current research and to assist district policy makers in developing alternatives for retention. The research suggests that future study be conducted to further explore teacher belief systems underlying retention practice.

Thesis (Ph. D.)--North Texas State University, 1984. / Leaves 132-134 not reproduced. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 145-160).

Thesis (Ph. D.)--North Texas State University, 1984. / Leaves 132-134 not reproduced. Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 145-160).