Thesis (Ph. D.)--Virginia Commonwealth University, 2006. / Title from title-page of electronic thesis. Prepared for: Center for Public Policy. Bibliography: leaves 120-129.

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 152-155).

Thesis (M. Ed.)--University of Hong Kong, 2001. / Includes bibliographical references (leaves 76-81).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2000. / Bibliography: p. 52-57.

No description available.

The intention of this research was to gather and document qualitative data regarding young children's intuitive solution strategies with regard to multiplication and division word problems. In 1994, nineteen pupils from the Junior Primary Phase (i.e. Grade 1 and Grade 2), from a Durban school participated in this study, in which the instruction was generally compatible with the principles of the Problem-Centered mathematics approach proposed by Human et al (1993) and Murray et al (1992; 1993). Its basic premise is that learning is a social as well as an individual activity. The researcher's pragmatic framework has been greatly influenced by the views of Human et al (1993) and Murray et al (1992; 1993), on Socio-Constructivism and Problem-Centered mathematics. Ten problem structures, five in multiplication and five in division which were adopted from research carried out by Mulligan (1992), were presented to the pupils to solve. The children were observed while solving the problems and probing questions were asked to obtain information about their solution strategies. From an indepth analysis of the children's solution strategies conclusions on the following issues were drawn: 1. the relationship between the semantic structure of the word problems and the children's intuitive strategies, and 2. the intuitive models used by the children to solve these problems. The following major conclusions were drawn from the evidence: 1. Of the sample, 76% were able to solve the ten problem structures using a range of strategies without having received any formal instruction on these concepts and related algorithms. 2. There were few differences in the children's performance between the multiplication and division word problems, with the exception of the Factor problem type for the Grade 2 Higher Ability pupils. 3. The semantic structure of the problems had a greater impact on the children's choice of strategies than on their performance, with the exception of the Factor problems. 4. The children used a number of intuitive models. For multiplication, three models were identified, i.e. repeated addition, array, cartesian product with and without many-to-many correspondence. For division, four models were identified, i.e. sharing one-by-one, building-up (additive), building-down (subtractive), and a model for sub-dividing wholes. / Thesis (M.Ed.) - University of Durban-Westville, 1997

The United Nations Declaration of Human Rights has as one of its components and the world call to achieve education for all has led to a number of countries' introduction of Free Education. In Lesotho the call was heeded with the introduction of the Free Primary Education Programme in phases as from the year 2000. It was with the advent of the Free Primary Education Programme that a number of adults who never had formal schooling and or who had very little schooling took advantage and enrolled in the mainstream of primary education. This study therefore investigates the teaching and learning processes of adult learners in the mainstream of primary education where the curriculum is designed for the school age learners. It consists of the in-depth investigations of three primary schools in the Southern districts of Lesotho namely Moyeni Primary and Zibandayo Primary in the district of Quthing; and Naleli Primary in the district of Mohales'hoek; This study also investigates how these schools handled the education of adult learners while still not compromising the tuition of the school age learners. It also tried to find solutions as to how best the tuition of the adult learners could be handled so as to benefit them and the country as a whole. / Thesis (M.Ed.)-University of Natal, 2002.

This study examines managerial challenges of Novice Primary School Principals and their coping strategies in the face of these demands. In the absence of comparative studies it can be concluded that there are gaps and silences in the literature. A comprehensive questionnaire to novice primary school principals was the main source of data complemented by a detailed case study and a semi-structured interview with the superintendent of education. An analysis of the findings suggest that the Novice Primary School Principals are under considerable pressure from various quarters. The results are not conclusive whether these beginning incumbents are discharging their managerial responsibilities adequately. Coping strategies employed by these Novice Primary School Principals appear routine. The recommendation made in the study will initiate further investigations into the Novice Primary School Principal. It is possible that quality and excellence will be compromised in the primary schools unless "novice or beginning" managers are adequately prepared and provided with comprehensive on-going support. / Thesis (M.Ed.) - University of Durban-Westville, 2001.

This research presents an understanding of the experiences of school managers and teachers who manage evaluate teaching and learning in rural primary schools. In documenting their experiences I composed an analytical description which explores managers' leadership choices and teachers instructional decisions (the support and accountability) measures, which characterize the responsibilities managers and school teachers engage with in their positions within the context of rural schools. In collecting data from the rural primary schools in KZN within the case study approach I employed a diverse range of research instruments and data production process. Through an analysis of selected documents, questionnaires administered to teachers and interviews conducted with a small sample of school managers and teachers I was able to make school meaning of how teachers and school managers manage teaching and learning in three rural primary schools. Emerging along two levels, leadership support and teacher accountability this research identifies particular interests and practices both teachers and managers enact out in their daily responsibility as educators. In particular I show what happens beyond accountability and support, within spaces where power relations between managers and teachers are exercised in different ways to create an educational climate appropriate for better ways of teaching and learning. Managing teaching and learning by school managers and teachers lies in their ability to engage collectively in particular practices within the rural schooling context. While teachers and managers occupied specific responsibility in their respective positions within the hierachical structures prevelant in schools, teachers and managers in these rural schools are able to move beyond' the levels creating spaces where different possibilities for change can happen personal, professional and communal. In this study creating more spaces for professional, personal and communal relations is what enables a better cultural climate conducive to school through which better ways for teaching and learning in rural schools can happen. / Thesis (M.Ed.)-University of KwaZulu-Natal, Westville, 2004.

This is a case study that investigated the Pitseng Primary School stakeholders' understanding of the purpose and objectives of Free Primary Education (FPE), the strategies that they have developed and adopted for the implementation of this programme, the challenges they encountered in their efforts to implement FPE, and how they addressed these challenges. Pitseng Primary School is located in the Leribe district in Lesotho. The study used the questionnaires which were administered to teachers and the governing body of Pitseng Primary School. Group interviews were conducted with 8 teachers and 3 members of the governing body. Individual interviews were conducted with 10 parents and the researcher used observations to collect and verify the data. This study was informed by critical, pragmatic and positivistic approaches to policy implementation. The findings of this study have revealed that the Pitseng Primary School's stakeholders understand the purpose of FPE as a vehicle to make all Basotho children get basic education, provide jobs for the needy Basotho people, eliminate hunger and malnutrition among the Basotho children, and reduce teenage and juvenile crime. The study has also found that there are no formally developed and adopted strategies for FPE implementation at Pisteng Primary. The government determines all the strategies, and the actions that various stakeholders take at the school/community level are an ad hoc response to the pressing demands of FPE implementation. Lack of resources, massive enrolment of pupils, lack of co-operation among stakeholders, and HIV/AIDS are some of the challenges that impede the effective implementation of FPE at Pitseng Primary School. The information that the government relayed to parents lacked insight of the practical implications for FPE implementation at Pitseng Primary and this has created a conflict between various stakeholders at the school regarding the implementation of this programme. To facilitate the school's efforts towards effective implementation of FPE and resource mobilisation, the study recommended that the stakeholders at Pitseng Primary School should hold regular meetings wherein they clarify the role and responsibilities that all parties have to play for the implementation of FPE. The government of Lesotho should give the school autonomy to develop appropriate strategies for the implementation of this programme. / Thesis (M.A.) - University of KwaZulu-Natal, 2004.