This thesis investigates the views of Greek teachers anticipating the introduction of computers within the primary curriculum. Teachers' attitudes are explored in relation to the potential of computers in the primary education. The role of computer technology in learning is reviewed focusing on psychological theories of learning which have informed developments in the field of computer-based learning. Constructivist and social-constructivist approaches are explored and issues of cognitive development, computer software design and pupils' talk whilst children working collaboratively with computers are addressed. Important issues considering the anticipated implementation of computers in the primary classroom are emerged. These issues emphasise the importance of interactivity within the computer learning environment, gender equity and the role of the teacher in learning with computers. The research analysis reports on the factors accounting for teachers' views in relation to the above issues. The thesis concludes with a discussion of the factors that determine Greek teachers' views about learning with computers postulating possible changes which could occur.

The two essential properties of a virtual reality (VR) experience, especially in entertainment and in formal learning applications, are immersion and interactivity---each of which is advertised widely to attract and motivate participants. In particular, it is commonly considered that a learning environment is more effective if it is interactive. However, little systematic research has been available to substantiate this assumption and no clear evidence has existed that interactive virtual environments (VEs) can bring "added value" to learning, especially in children. This research investigates user interaction in virtual reality learning environments, focusing on the role and the effect of interactivity on learning and change in conceptual understanding. The goal has been to examine whether children learn by interacting in an immersive VE, i.e. exploring, reacting to, and acting upon events. In this research, empirical studies were carried out with 60 primary school students (ages 8 -12), in a number of different studies. An exploratory study was carried out to test the methodology and prepare for the main study. The main study, a large scale experiment, was conducted with a VE designed to simu late a 'virtual playground', which focused on a presentation of problems in mathematical fractions (such as ordering fractions). Three conditions---an interactive VR, a passive (or guided) VR, and a non-VR condition using LEGO bricks---each with different levels of activity and interactivity, were designed to evaluate how children accomplish the various conceptual tasks. Pre-tests, post-tests, interviews, video, and computer activity logs were collected for each participant, and analysed both quantitatively and qualitatively. Qualitatively, the descriptive framework of Activity Theory was used to analyse user be haviour in the immersive VR environments and to identify conceptual contradictions, i.e. the occurrence of critical incidents, focus shifts or breaks in the elements of the learner's activity that led to indications of the learner's construction of meaning. The results indicate that activity based on the cues or feedback provided by the VE led participants to complete the tasks successfully in the interactive VR condition compared to the non-VR condition. Interactivity aided in promoting skill and problem solving and provided opportunities for contradictions to emerge. However, interactivity did not necessarily lead to resolution of these contradictions nor did it ensure that, if resolution was made, this was at the conceptual level. On the other hand, the passive VR form of experience, where the tasks were performed by a virtual robot observed throughout by the participant, showed the potential to support resolution of contradictions in a way that encouraged reflection of the underlying conceptual learning problems. This guided form of interaction, rather than the fully interactive condition, provided evidence of sustained conceptual change.

Studies of Singapore’s education system have largely focused on the challenges the system faces in terms of ability-driven education and various educational policies. Some studies have focused on creativity and innovation in teaching, national education and teachers’ professional development. However, few studies have considered exploring student motivation. Motivation is an important aspect in the field of education. Knowledge of student motivation may help teachers optimise the learning experience and thereby foster a lifelong enjoyment of learning in their students. If a student’s level of motivation can be measured early on in his or her primary years of education, it may provide insight into how it affects his or her learning. Using organismic integration theory, which is a branch of self-determination theory, as its theoretical background, this study measured the shift in motivation as students progressed through their primary school years. It specifically measured the shifts in external, introjected, identified and integrated regulations of 179 students at a primary school in Singapore over three years. The students were asked to complete a set of self-regulation questionnaires adopted from a study by Ryan et al. (1989) to measure the shift in their external, introjected, identified and integrated regulations as they moved from Primary 3 to 5. The results of the study revealed a significant shift in the students’ external, introjected and integrated regulations albeit with a small effect size. However, no significant shift was found for the students’ identified regulations, and the effect sizes for both measures were small. Although the students’ needs for reward and self-worth decreased as they went through their primary school years, the importance they placed on their schoolwork and their integration of these needs into a self-determined extrinsic motivation remained relatively unchanged over the years. The implications of these results for classroom teaching are discussed in detail.

This classroom based research project examines the introduction of critical literacy through popular culture texts in my third grade Cypriot classroom during the 2012–2013 academic year. My main aim was to illuminate the issues and dilemmas that arise when this is put into practice. It was based on an action research methodology and a qualitative research approach and lasted four months (January 2013 – April 2013). The research participants were my fifteen third grade primary students (8–9 years old), eight parents, the school headteacher, the school inspector and I (the classroom teacher). As research methods I used journal entries (by parents and me), interviews (with the headteacher, the inspector and the parents) and transcripts of classroom discussions. This project made me realise the great impact of popular culture on young people’s lives. My students were highly motivated and participated enthusiastically in the critical literacy lessons. By the end of the research projects their literacy competences were developed holistically. Parents also showed great enthusiasm as their children were working on issues they were very interested in and eagerly shared with their families. Parents also praised the fact that they were given the opportunity to see texts differently. However parents were concerned whether traditional literacy issues like spelling and grammar were neglected. I realised that even though I was the main decision maker, my students influenced my decisions. Besides being a teacher I was also a learner as my students were more knowledgeable on popular culture issues. The school managerial team praised the uniqueness and outcomes of my students’ learning experiences and the importance of critical literacy for the citizen of today. However they appeared to be sceptical about the introduction of popular culture within elementary education and the future of critical literacy in Cypriot schools.

To design a digital educational game (DEG) for children aged 7-11, it is necessary to know which game features are powerful for motivating them to play and learn. In the Pilot Study of my research project, playability heuristics of the GameFlow model were employed as an analytic tool. The heuristics, which were translated into a set of understandable statements for children, were useful for identifying preferable as well as less preferable game features. Based on the reviews of relevant theoretical frameworks from psychology, pedagogy and design, gaps of the GameFlow model were analysed. This led to the development of a set of eight design heuristics named DEG-7-11 v1. The heuristics were then applied to guide the creation of two new DEGs: FoodGroups-A following all the eight heuristics whereas FoodGroups-B following only two of them. To verify the hypotheses that FoodGroups-A was more educationally effective and enjoyable than FoodGroups-B, the Main Study involving two methods was conducted. For the first method, 182 participating children were randomly assigned to play FoodGroups-A or FoodGroups-B on an individual basis. By comparing the results of pre-tests and post-tests, the educational effect of FoodGroups-A was found to be higher than that of FoodGroups-B. Similarly, based on the results of the validated questionnaire KidsGEQ and the child-friendly statements derived from the GameFlow model, the experiential value of FoodGroups-A was perceived to be higher than that of FoodGroups-B. For the second method, the participating children were asked to rate their agreement with a set of child-friendly statements converted from the heuristics of DEG-7-11 v1, and the children agreed with most of them. The method of producing a child-friendly version of design heuristics originally meant for professional users was shown to be an alternative useful evaluation approach. Furthermore, Heuristic Evaluation was also employed to evaluate fifteen existing DEGs. The results implied that if game designers considered DEG-7-11 v1 in designing DEGs, the games could have a higher level of user acceptance. Finally, the wording of some DEG-7-11 v1 heuristics was modified to improve their understandability, resulting in DEG-7-11 v2.

No description available.

The purpose of this thesis is to examine primary school teachers' behaviour management and classroom setting strategies in the Turkish and English contexts. In order to accomplish this purpose, the present research was carried out in the 1997-98 academic year in Turkey and England. Two research methods, structured observation and semi-structured depth interview, were used in order to collect data. Structured classroom observation was used to collect quantitative data related to teachers' and students' managerial interaction. Semi-structured in-depth interviews were used to obtain deep and rich first hand information about teachers' classroom management and setting strategies in the primary classroom context. The sample consisted of 12 Turkish and 8 English primary classroom teachers. The study showed that the most common misbehaviours in the classrooms of both countries were speaking loudly and excessively, and inappropriate movement. The majority of misbehaviours involved distraction rather than severe disruption. Teachers reported that students' misbehaviour was usually caused by pupils' social and cultural background, particularly the home. However, in particular, the type and frequency of misbehaviour were also changed depending on pupils' gender and age, the time of day, seating arrangement and subject matter. Teacher strategies were investigated under the heading of preventive and reactive behaviour management. Some differences were found between Turkish and English teachers regarding preventive strategies particularly in their ability to anticipate misbehaviour before it occurred. There were also differences in the use of reactive strategies based on teachers' experience. These mainly concerned the balance between verbal and non-verbal interactions. Furthermore, although punishment was not observed during observation, both Turkish and English teachers reported using punishment on certain occasions. Although the majority of Turkish classrooms were arranged in rows and aisles, most of the English pupils sat around tables. Turkish teachers reported that where pupils sat (front, wall or near window sides) affected learning and interaction with teacher. A classroom management model was developed for primary school classrooms. Several recommendations, in particular for Turkish primary classrooms, such as provision for initial and inservice teacher training courses, whole school classroom management policies were put forward based on the model and the results of this research.

Work-related stress amongst teachers and other occupational groups, is a significant problem in terms of its prevalence and costs. Reduction of work-related stress has been attempted by a variety of intervention programmes. Most published, work-related stress programmes appear to have resulted in minimal stress reduction and this thesis is broadly concerned with the reasons for this apparent lack of success. Responsibility in the workplace for addressing stress usually lies with managers who appear willing to deal with work-related stress, but mis-direct stress programmes at the individual rather than the organizational level. A question arises about what accounts for this apparent contradiction. Part of the problem seems to be that managers and staff have different perceptions, beliefs and values in relation to stress. Managers may not have an accurate view of what is causing stress in their staff and so the 'real' stress issues are not targeted by the stress management programmes which managers provide. Another part of the problem centres on the informal communications between managers and staff around issues to do with work-related stress. If they were better able to communicate and identify the real stress problems, then more effective interventions could be developed. If managers and staff hold differing beliefs on work-related stress, can any differing manager-staff views be observed by direct observation This thesis attempted to discover whether any differing views on work-related stress were observable in the talk of teachers and teacher managers in a primary school. When teachers and their managers are not agreed on the nature of the stress problem to be addressed, there would appear to be little likelihood that a stress management programme would be effective in alleviating teachers' stress.

This research considers the role and design of digital technologies in play therapy settings with young children. Through an aggregation of academic and practitioner literature, and the results of focus group and individual interviews with therapists and counsellors, a set of design requirements for digital technologies that support non-directive play within a play therapy context is proposed. The study explores how these complex requirements could support non-directive play therapy principles through the development and evaluation of Magic Land, a set of four play therapy applications for an interactive tabletop. On the basis of the qualitative research evidence, it is suggested that the design guidelines should be deeply rooted in the theoretical foundations of non-directive play therapy and reflect a number of psychoanalytic and child social development theories. The concepts developed in two opposing schools of thought by Piaget and Vygotsky are used to guide the design and map the research findings. Taking into account the children’s interest in technology, the therapists’ skills, the affordances of the technology and the design guidelines aligned with the core theories of play therapy, it was found that the Magic Land application on an interactive tabletop could support such non-directive play therapy principles as the development of a trusting therapeutic relationship, a child’s creative expression and the gradual nature of the therapeutic process. It created opportunities for children to practise exercising a feeling of mastery and taking the initiative, as well as allowing for joyful and non-goal oriented free play.

This study explores the early educational experiences of a small group of Irish Traveller children as they transitioned into the first year of their formal primary school education in a rural primary school in Northern Ireland. Informed in part by some theoretical concepts associated with the work of Bourdieu, Jenkins and the sociology of childhood, the study aimed to better understand how young Traveller children lived out and experienced their first days of school. Using an ethnographic approach that involved some classroom observations of and interviews with Traveller children, the study highlights the interface between the school culture and aspects of the Traveller children’s culture and the challenges and complexities for both them and their teachers in finding an accommodation between the two. Through specific examples in the school setting the study shows the challenges and complexities for teachers as they strive to meet organisational imperatives while also attempting to attend to the individual needs presented by some Traveller children. The study also shows how normative school teacher practices, the school culture and ethos aim to support Traveller children and yet, sometimes in practice, can have unintended less positive impacts. The indicates a concern that the twin aims of inclusion, which is perceived and practiced as integration, versus respect for diversity and difference may appear incompatible and yet there are a number of small changes that could be made within the school setting to bridge the gap between these two positions. The thesis ends by outlining these suggested changes to policy and practice.