Spelling suggestions: "subject:"educationization (drimary)"" "subject:"educationization (aprimary)""
41 |
Enhancing the teaching of drama : school-based, needs-driven professional learningPerry, Rachel Unknown Date (has links)
This thesis examines how the teaching of drama can be enhanced through needs-driven, school-based professional learning. It was motivated by a personal ‘living contradiction’, involving the frustration that can result when beliefs and actions do not correspond. My learning journey continued through literature searches and preliminary work with teachers that resulted in an effective process of professional learning with five teachers. The research design draws on elements of action research, situated, and action learning theories, to develop a process of ‘facilitated action research’. Informed, but not limited by existing models of action research, this collaborative process was responsive to teacher preferences in addressing the three research aims. Evolving over two phases with eleven teachers, the bulk of the study followed the stories of five teachers and their professional learning. Data collection tools included the use of semi-structured interviews, conversations, a questionnaire, survey and reflective journals. The findings demonstrated that professional learning, responsive to context and self-identified needs, positively enhanced the teaching of drama. Teacher confidence and awareness of drama gradually increased, as did teacher ability to self-direct learning. Areas of skill development, integration and time management were initially identified as a focus for professional learning, with classroom and behaviour management added as school-based issues arose. Establishing a ‘common understanding of drama’ was acknowledged as critical for effective collaborative learning to take place. Personal factors including confidence, experience and belief, and the contextual factors of parental expectation, outcomes, time, space and past professional learning were found to facilitate or constrain drama use. The research found that professional learning, characterised by a respect for past experiences, assisted in the creation of a ‘safe space’ for learning. Tailoring professional learning to needs and the school context was also found to motivate teachers and was effective in enhancing the teaching of drama. My role as ‘facilitator’ became embedded in the collaborative process, adding to a personal understanding of role and school-based learning. This study is significant for teachers, professional learning facilitators and those working in drama education. It contributes to the minimal research emphasising professional learning for drama, and strengthens existing arguments for needs-driven, school-based teacher development.
|
42 |
Art and crafts education in Sierra Leone primary schools a curriculum guide for teachers /Margai, Edward Francis Milton. January 1973 (has links)
Thesis (M.A.)--University of Wisconsin, 1973. / Title from title screen (viewed Nov. 15, 2007). Includes bibliographical references (leaves 151-155). Online version of the print original.
|
43 |
Learning about right and wrong : perspectives of primary students of Class 1 in a private school in Pakistan.Vazir, Nilofar Aziz, January 2004 (has links)
Thesis (Ph. D.)--University of Toronto, 2004. / Adviser: Dennis Thiessen.
|
44 |
Relative truths regarding children's learning difficulties in a Queensland regional primary school adult stakeholder's positions /Arizmendi, Wayne C. January 2005 (has links)
Thesis (PhD) -- School of Education and Innovation, Central Queensland University, 2005. / Title from opening screen ; viewed 1 June 2006. Includes bibliographical references (leaves 351-367). Also available in print format.
|
45 |
An investigation into the relationships between concepts of force attained and maturity as indicated by grade levelsHelgeson, Stanley L. January 1967 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliography.
|
46 |
Art and crafts education in Sierra Leone primary schools a curriculum guide for teachers /Margai, Edward Francis Milton. January 1973 (has links)
Thesis (M.A.)--University of Wisconsin, 1973. / Includes bibliographical references (leaves 151-155).
|
47 |
Financing education in China its impacts on the development of some primary and secondary schools /Woo, Shin-wai, Edward. January 1987 (has links)
Thesis (M.Ed.)--University of Hong Kong, 1987. / Also available in print.
|
48 |
Impact of character education on a third grade inclusion classroom /Barbato, Christina M. January 1900 (has links)
Thesis (M.S.)--Rowan University, 2007. / Typescript. Includes bibliographical references.
|
49 |
How implementing social programs with first grade students to improve their existing emotional and behavioral issues affects a new teacher's outlook on her classroom and students /Trussler, Rachel. January 2008 (has links)
Thesis (M.S.)--Rowan University, 2008. / Typescript. Includes bibliographical references.
|
50 |
Children culture of the visual to what extent can the HK art curriculum address the intercultural diversity in art acquisition? /Cheung, Ngar-wing, Anita. January 2005 (has links)
Thesis (M. Ed.)--University of Hong Kong, 2005. / Title proper from title frame. Also available in printed format.
|
Page generated in 0.1327 seconds