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What is 'pretend play'? : investigating the perceptions of young children and other key stakeholders in three Irish primary school settingsStokes, Triona January 2016 (has links)
The aim of this study was to investigate how pretend play is conceived and enacted within Irish primary school contexts. Of particular interest was the extent to which children exercised choice and control in pretend play and the factors which enable it in a school setting.
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An exploration of the demand for Irish within the primary controlled sector in Northern IrelandGault, Graham January 2017 (has links)
This study sought to explore the demand for access to the Irish language within the parent body of the primary controlled education sector in Northern Ireland; a de-facto Protestant sector of a divided education system in which little or no access to Irish is currently provided. Following a mixed methodological approach, this project employed an online survey which was delivered to every controlled primary school in Northern Ireland to distribute to parents. The resulting sample size was 374, representing schools from across all 6 counties and all 5 education boards. Quantitative analysis of the data sought to identify if a demand for Irish exists and, if so, what other factors, which are already in the public domain, might correlate significantly with it. Regression analysis facilitated the exploration of whether other such factors could accurately predict any demand for Irish amongst the sample group. Qualitative data was also obtained through the instrument which elaborated some of the perceptions of respondents to wider language issues within the Northern Ireland context. This study identifies the existence of a demand for Irish within the sample, correlating significantly to wider contextual issues, such as the political and religious affiliations of parents and their sense of national identity. It also points to some of the significant difficulties which must be considered in seeking to address issues of the Irish language in the controlled primary sector in a meaningful way. Whilst no identifiable structured provision is currently made within the primary controlled sector in Northern Ireland, this study identifies that a demand for access to Irish is present within the sample and concludes that further research must now be conducted across all controlled primary schools. Given that both the British and local governments have legally committed themselves to promoting Irish and to removing obstacles which prevent its development, this study is of particular importance.
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Open plan primary schoolsMcNicholas, John January 1973 (has links)
No description available.
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Les directeurs d'école primaire de Polynésie française face aux situations qu'ils jugent complexes : une approche compréhensive des stratégies doubles / Primary school principals face situations that they find complex : a comprehensive approach to dual strategiesVilliers-Bouthéon, Laurence 06 February 2019 (has links)
L’étude menée en Polynésie française s’intéresse à la manière dont les directeurs d’école primaire font face aux situations qu’ils jugent complexes. Nous portons notre attention sur ce qu’ils disent de ces situations au moyen d’enquêtes par entretien. La situation jugée complexe est étudiée à travers la contrainte convoquée par l’agir d’un Autre (enseignant, parent, maire, etc.) laquelle s’oppose à la contrainte induite par l’une des attributions définissant le rôle du directeur. Cette double contrainte établit les niveaux logiques de la situation (le système) et constitue des infra-systèmes qui entretiennent des relations de fusion-séparation (Barel, 1989). Alors, les contraintes en opposition délivrent un sens contradictoire et, le directeur perçoit le paradoxe de la situation. Pour le maîtriser, il met en œuvre une ou plusieurs stratégies doubles (Barel, 1989) par la triangulation des relations qui nous permet de saisir le processus de production de sens. En effet, le tiers (sujet/objet) n’est pas lié au hasard. Prélevé dans le contexte, il est le fruit d’un choix non conscientisé du directeur en fonction de la figure de la critique analysée au travers de principes supérieurs communs (Boltanski et Thévenot, 1991). Les combinaisons entre acteurs engagées par le tiers procèdent par actualisation/potentialisation de relations et forment la stratégie double de compartimentage, compromis ou double bind. Ainsi, cette recherche permet de comprendre la manière dont les directeurs maîtrisent les situations jugées complexes par un jeu de visibilisation/invisibilisation des relations pour faire « comme si » le paradoxe n’existait pas. / The study conducted in French Polynesia focuses on how primary school principals deal with situations they consider complex. We focus on what they say about these situations through interview surveys. The situation considered complex is studied through the constraint convened by the action of an Other (teacher, parent, mayor, etc.) which opposes the constraint induced by one of the attributions defining the role of the primary school principal. This double constraint establishes the logical levels of the situation (the system) and constitutes infra-systems that maintain fusion-separation relations (Barel, 1989). Then, the constraints in opposition deliver a contrary meaning and, the primary school principal perceives the paradox of the situation. To master it, he implements one or more double strategies (Barel, 1989) through the triangulation of relationships that allows us to grasp the process of producing meaning. Indeed, the third party (subject/object) is not random. Taken in context, it is the fruit of an unconscious choice by the primary school principal according to the figure of criticism analysed through common superior principles (Boltanski and Thévenot, 1991). The combinations between actors engaged by the third party proceed by actualization/potentiation of relations and form the double strategy of compartmentalisation, compromise or double bind. Thus, this research makes it possible to understand the way in which the primary school principals master the situations judged complex by a game of visibilization/invisibilization of the relations to make "as if" the paradox did not exist.
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The assessment of comprehension skills and development of a programme for enhancing comprehension skills for fourth grade students in the State of QatarAl-Suwaidi, Amna Ali January 2001 (has links)
This study aimed to explore the reading comprehension learning needs of fourth grade pupils in Qatar; to identify and test assessment techniques that may be helpful in studying reading comprehension; and to investigate the effects on reading comprehension of a metacognitive teaching programme. Exploratory interviews with fourth grade teachers showed that they focus on pronunciation, word-recognition and grammar. Pupils are not taught the strategies of comprehension and thinking while they read. A need was identified for innovative assessment activities and interventions to enhance reading comprehension skills. A quasi-experimental research design was chosen to investigate the effect of a metacognitive teaching programme in which two groups of pupils were compared on various measures of comprehension performance, including reading self-awareness and strategy use before and after a three month teaching programme: the standard Qatar reading programme for the control group and the Reading and Thinking Strategy programme for the experimental group. Reading comprehension was measured by a comprehension test and cloze test developed by the researcher. Strategy use and reading awareness were assessed by think-aloud tasks, the Index of Reading Awareness (Paris, Cross and Lipson, 1984), a Self-perception scale (Henk and Melrick, 1998) and metacognitive interviews. The reliability and validity of all measures were tested with classes of 4th grade pupils from three randomly selected schools in Qatar. The reading strategy programme was applied in a single school selected from among the three that had been involved in piloting the instruments. Valid, usable data was collected from 64 pupils: 31 in the control and 33 in the experimental group. The experimental group made significantly greater gains over all measures than the control group in association with the intervention showing the effectiveness of the metacognitive approach. The significant gains in reading awareness experienced by the experimental group extended to individual strategies: evaluation, planning, regulation and conditional knowledge. The metacognitive interviews and think-aloud protocols supported these findings. Following the intervention, the experimental group made more use than the control group of evaluation, self-questioning, monitoring and planning, and unlike the control group, used strategies in combination. It is concluded that, by training pupils in metacognitive skills, teachers can improve reading comprehension and help them to become active learners in the reading process.
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Pedagogy in school context : an intercultural study of the quality of learning, teaching and teacher education in lower primary classes in Southern MalawiCroft, Alison Mary January 2002 (has links)
Calls to improve basic education, such as those made at the Dakar conference on 'Education for All' , now stress the need for increased quality and not only increased enrolment in education. Within primary education, many governments and donors suggest that teacher education to introduce new pedagogy will lead to this increased quality. Within the' school effectiveness' discourse dominant in international development, teacher education and qualified teachers are viewed as inputs to education. The quality of education is also narrowly defined by quantitative indicators. The thesis addresses the limitations of this perspective by looking in detail at the processes of education and educational reform. It also challenges the frequent reliance on universal recommendations on pedagogy that do not seem to take account of local contexts. The thesis raises several issues concerning the definition and development of appropriate pedagogy for rural lower primary classes in sub-Saharan Africa. The standard definition of learner-centred teaching is questioned by case studies of some experienced lower primary teachers and student teachers. These teachers work in challenging school conditions in Southern Malawi and the strategies they use within this context are described. The thesis suggests that indicators and interpretations of leamer-centred teaching that derive from Western cultures are not so relevant in Malawi, particularly in rural areas. Teachers' use of songs, and other aspects of oral culture, in their lessons show how they take account of the physical and socio-cultural context of the learners. The thesis argues for the need to broaden and localise conceptions of learner-centred education to take account of the cultural context. The strong focus on individual learners that has developed in individualistic Western societies is less useful in large classes in more collective cultures. Attention then turns to the processes that develop and define appropriate pedagogy for educational reform in countries struggling to include more children in formal schooling. The thesis argues that some teaching strategies that work well in these Malawian classrooms are omitted from, or even viewed negatively, in current teacher education reform in developing countries. The way different people's knowledge about pedagogy is used in Malawian teacher education programmes is described. Programmes with structures that allow local teacher knowledge to be shared and developed are contrasted with programmes that favour more universal prescriptions of the 'right way to teach'. The thesis concludes with a discussion of how intercultural analysis could help make explicit the assumptions and default decisions that are being made about pedagogy. Volet's work on pedagogical transfer is adapted to suggest a model of the dynamics of donor technical advice to teacher education reform in developing countries. This would enable the pedagogy of teacher education reform to take more account of local contexts, and hence make its contribution to improving teaching and learning in schools.
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Classroom explorations of mathematical writing with nine- and ten-year-oldsPhillips, Marilyn Eileen January 2002 (has links)
In this dissertation, writing as a teacher-researcher, I present my longitudinal explorations (1992-2002) of the area of mathematical and paramathematical writing with grade four pupils (nine- and ten-yearolds) who have been members of my classroom (a public elementary school in Vancouver, British Columbia, Canada). Five main writing sites were used: mathematical journal writing, computer research journal writing, pen-pal letter writing (in conjunction with university pre-service students), different forms of in-class extended writing including reports of mathematical investigations undertaken by the pupils and (most significantly in terms of this dissertation) pupil textbook writing. The pupil writing from the last two sites came from one year, 1997-1998. The `writing debate' in English language concerning issues of teaching writing through `creative process' or through explicitly teaching specific `genre features' has a particular connection with this work, although my study is not formulated precisely within those terms. Certainly, during 1997-1998, my pupils were exposed to a variety of mathematical writing genres which contributed to their ability to produce the sophisticated textbook writing they did (even if it took me considerable time and effort in order to appreciate its nature). My analysis of their writing focuses on aspects of five key and interrelated features of writing: audience, purpose, form (genre), content and voice. Within these (increasingly overlapping and blurring) categories, l use certain tools of discourse analysis (in particular, attention to pronouns and general verb tense and mood) to identify and discuss specific features of their writing. In addition, l employ Eco's notion of model reader and Bakhtin's concept of addressivity in order to examine larger-scale features of my pupils' writing. These connect to conventional textbook forms and work reported in the research and professional literature, under the heading `writing to learn mathematics'. I coin the term paramathematical writing, in order to discuss writing that supports mathematics even though it is not directly mathematical by itself. I identify two forms of paramathematical writing: explicit personal text alongside more overtly mathematical writing and certain syntactic choices (allied to `voice') when writing text with the explicit intent of helping another pupil learn some mathematics. Finally, at a meta-level, throughout this dissertation, genuineness, caring and trust are themes that arise and interleave themselves through the discussion. Teacher research is examined as a generative process that produces, along with its particular products, seeds for on-going research.
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The financial impact of the Structural Adjustment Programme (SAP) on parental capabilities to support their children in six primary schools in GhanaNimoh, Felix Geoffrey January 2002 (has links)
No description available.
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Learning to read and spell single words : a case study of a Slavic languageSzczerbinski, Marcin January 2001 (has links)
No description available.
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On going school based inset for Ghanaian primary teachersDogbe, David Duncan January 2002 (has links)
No description available.
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