This study investigated the effects of a cross-age tutoring programme on the tutors' self-esteem. The study also examined the effects of the programme on the tutors' attitudes to computers. A case study approach was used to answer the following questions: 1. Does the self-esteem of tutors increase when they tutor in a nonacademic subject area e.g. teaching others to use computer games? 2. Do the changes in self-esteem generalise to other areas or are the changes specific to the subject area of the tutoring? 3. Do the tutors' attitudes to computers change when they teach younger children how to use computer games? Twelve tutors, from three A.C.T. primary schools, were trained as tutors. Girls from Years 5 and 6, with low self-esteem (measured using the Coopersmith Self-esteem Inventory), were selected to teach girls from Years 1 and 2 how to use computer programmes. Self-esteem was assessed pre- and post- tutoring using the Coopersmith Self-esteem Inventory, concept maps and teacher's ratings. Computer attitudes were assessed pre- and post- tutoring using the Bath County Computer Attitudes Survey and concept maps. A post-tutoring questionnaire provided information, from the tutors, about the tutoring programme. The case study approach allowed analysis of each student's experience in the programme. The criteria used to evaluate the effectiveness of the programme were the differences in the pre- and post- tutoring measures of self-esteem and computer attitudes and the tutors' responses in interviews. Self-esteem increased for eleven of the tutors. Making a contribution, feelings of increased competence, a sense of belonging and positive feedback were the factors that appeared to enhance the tutors' self-esteem. All tutors were more confident with the computer at the end of the programme, and in six cases there were increases in the computer attitude survey scores.

This thesis examines the play of children in three Melbourne primary school playgrounds, in diverse socio-economic areas. Play categories were developed and data was collected using qualitative methods. The influence of school policy, teacher supervision styles, playspace design and provision of play equipment was explored and compared for each school. The voices of principals, teachers and children, in conjunction with playground observations and questionnaire response were compiled in order to develop a clear picture of each school playground. Findings showed that children in each school participated in a full range of play categories and were prepared to break school rules in order to do so.

Tongan migrants migrated to New Zealand with specific purposes in mind. One purpose is for Tongan children to gain the benefits of good education that New Zealand has to offer. However, there is a growing concern for Tongan parents and New Zealand teachers and schools about the quality and impact of education Tongan children receive. The study is titled, “Talanoa: A contribution to the teaching and learning of Tongan Primary School children in New Zealand” centres on Tongan parents who are recent migrants from Tonga and have primary school children. The research focuses on alternative approach in teaching and learning pedagogies of Tongan children in New Zealand. The research approach is drawn from Tongan language and cultural practices called talanoa, a communal act of social, political and critical dialogue for a purpose. The methodology is qualitative in design, drawing extensively from Tongan language and culture to research the koloa (values) of talanoa that Tongan parents practise at home. The method of data collection employed is talanoa (critical dialogue) conducted in groups with Tongan parents to capture their perceptions, views and experiences of talanoa in their various homes. In examining this unique context, data is analysed using the Tongan concept koloa. The values of talanoa when explored from the participant’s perspective are more clearly understood. The findings of the study indicate that Tongan migrants’ home practice of talanoa offers a teaching and learning pedagogy which is valued as a best approach in teaching their children. The findings further indicate that talanoa can be extended beyond the homes and into many classroom environments.

<p>Syftet med studien var att undersöka hur pedagoger förhåller sig till konflikter mellan elever och vilka modeller de använder sig av för att förebygga och lösa konflikter. Som bakgrund till studien har vi genomfört en litteraturstudie som behandlar ämnet konflikt och orsaker till varför de uppstår. Det är viktigt att som lärare ha grundläggande kunskaper inom konflikter och konfliktlösning, eftersom de dagligen uppstår tvister i skolan. Den undersökningsmetod vi använt oss av består av kvalitativa intervjuer. Vi intervjuade sju pedagoger på två olika grundskolor i mellersta Sverige. Resultatet visade att pedagogerna i stort hade samma synsätt på konflikter och konfliktlösning. Det visade likaså att de båda skolorna arbetar förebyggande mot konflikter.</p>

Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007.

Syftet med studien var att undersöka hur pedagoger förhåller sig till konflikter mellan elever och vilka modeller de använder sig av för att förebygga och lösa konflikter. Som bakgrund till studien har vi genomfört en litteraturstudie som behandlar ämnet konflikt och orsaker till varför de uppstår. Det är viktigt att som lärare ha grundläggande kunskaper inom konflikter och konfliktlösning, eftersom de dagligen uppstår tvister i skolan. Den undersökningsmetod vi använt oss av består av kvalitativa intervjuer. Vi intervjuade sju pedagoger på två olika grundskolor i mellersta Sverige. Resultatet visade att pedagogerna i stort hade samma synsätt på konflikter och konfliktlösning. Det visade likaså att de båda skolorna arbetar förebyggande mot konflikter.

The process of introducing compulsory ICT education at primary school level in the Czech Republic should be completed next year. Programming and Information, two topics from the basics of computer science have been included in a new textbook. The question is whether the new chapters of the textbook are comprehensible for primary school teachers, who have undergone no training in computer science. The paper reports on a pilot verification project in which pre-service primary school teachers were trained to teach these informatics topics.

The purpose of this study is to discuss the relationship among educational reform stress, working values, and organizational commitment perceived by primary school teachers. First, relevant literature on educational reform, job stress of teachers, working values, and organizational commitment is collected, investigated, and analyzed. Next, the framework of the research is devised, the questionnaire is edited and pre-tested, and the research instrument of this study¡X¡§Questionnaire of Education Reforms and the Work Attitude of Primary School Teachers¡¨¡Xis developed accordingly. Then, primary school teachers of Kaohsiung county are used as research population, from which 810 teachers in 67 schools are randomly sampled as research subjects. 761 copies of the 810 questionnaires issued are returned, among which 750 copies are valid. The returning ratio is 92%. After questionnaires are collected, statistics methods, such as descriptive analysis, t-test, one way MANOVA, Pearson's product-moment correlation, canonical correlation, and stepwise multiple regression, are used to analyze them. Finally, results of this study are discussed. Conclusions of this study are as follows: a) The greatest education reform pressure primary school teachers feel is ¡§workload¡¨, and the second greatest is ¡§curriculum reform¡¨. b) The highest value primary school teachers emphasize is ¡§organizational security¡¨, and the second greatest is ¡§interpersonal relationship¡¨. c) Primary school teachers are mostly content with organizational commitments which are ¡§a hard-working attitude¡¨, ¡§the inclination to keep the job¡¨ and ¡§organizational identity¡¨. d) Primary school teachers have different educational reform pressure, work values, and organizational commitment due to their different backgrounds. e) The less educational reform pressure primary school teachers feel the higher commitment they make. f) The higher work value primary school teachers emphasize the higher commitment they make. g) For most of primary school teachers, education reform pressure and organizational commitment are related in a negative way. h) For primary school teachers, work values and organizational commitment are related in a positive way. i) The relationship among education reform pressure, work values and organizational commitment of primary school teachers. j) Education reform pressure and work values can predict organizational commitment. And interpersonal relationship is a major predicator variable. According to the above conclusions, this study brings about the following results: A. For educational administrative organization: a) Education reform should include complete complementary packages, increase the number of teachers to reduce teacher's workload. b) Raise work values and strengthen teacher's organizational commitment. c) Accredit and support elementary teachers¡¦ highly positive hard-working attitude. B. For School Administrative: a) Encourage elementary teachers attending educational workshops, acquiring future knowledge, and adapting changes. b) Set reasonable work goals, improve the work environment and reduce teacher's work pressure. c) Strengthen teacher's ability to manage pressure and improve their mental and physical health. d) Build excellent interpersonal relationship and interactive patterns. e) Establish a rotation mechanism of teacher's holding concurrent administrative jobs and increase the opportunities of teachers' participation in the decision-making of school affairs. f) Guide and show concerns for young and inexperienced teachers in order to solidify their sense of cohesion. C. For teachers: a) Actively attend workshops and conferences to increase professional knowledge. b) Seize any opportunities to participate in administrative work. c) Expand social circles to improve interpersonal interactive relationship. D. Submit suggestions to object of study, research methods, research variables, and research instruments respectively, as some people of interest might pursue the topic of this study further.

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

Thesis (EdD)--Open University.