This small-scale study sought to investigate “Teacher experiences and practices of Integrated Quality Management System (IQMS) at a primary school in KwaZulu-Natal”. This qualitative study gathered data through the case study approach guided by the following key questions: 1. What are the teachers’ understanding of how IQMS evaluation process works? 2. What are the teachers’ perceptions of the shortcomings of the IQMS? 3. How do teachers perceive the support that they may have received or not received as a result of IQMS interventions? The study entailed interviewing the principal of a school, deputy principal, three heads of department and four level one educators; providing and administering questionnaires to ten level one educators; and doing documents analysis. The findings of the study revealed that the teachers understand the purpose of the IQMS policy but this policy is challenged when coming to its implementation. It emerged from the findings that one factor contributing to the unfairness of the system, was the tendency to give high scores on educator’s performance when the performance is not up to the standard. Level one educators argue that the system allows educators to appoint their friends to act as DSG members, and that in their minds, this presents some flaws which undermine good intentions of the policy. It was also fond that the National Department of Education made assumption that the educators have skills to evaluate themselves and that all educators are honest and trustworthy people and this in their view, contributes to ineffective implementation of the IQMS policy. The teachers feel that they needed training on self- iv evaluation prior to the implementation of this policy. The issue of the lack of physical resources in schools was also raised. These physical resources need to be used in the classroom during the teacher evaluation in class and during the professional development of educators in order to assist them to grasp the new concepts easily. It also emerged from the findings that the Teacher Unions who represented the educators during the initial stages of the introduction of the IQMS policy, did not express all the teachers’ concerns regarding the policy and as a result the educators still do not have the ownership of the policy. In the light of what has been said above, I recommended that the National Department of Education must review this policy and change some of its aspects where the teachers have concerns, for example, an expert in the subject/learning area in which the teacher is evaluated, must be appointed and serve in the DSG instead of a friend appointed by the teacher. This will eliminate the awarding of undeservedly high marks and dishonesty. The expert may be appointed within the school or from a neighbouring school or district office. I further recommended that the educators need to be trained in a workshop on how to do self-evaluation or self-reflection in preparation for their appraisal. These are the important skills that the teachers need to acquire so that they will be honest to themselves and effectively determine their real strengths and areas of development. Another recommendation is that the Department of Education must equip all the schools with support materials to facilitate learning at all levels. The professional growth of educators must be supported by the physical resources or learning materials. On the whole the IQMS policy needs to be reviewed and revised by the National Department of Education. / Thesis (M.Ed.)-University of KwaZulu-Natal, Edgewood, 2010.

This research seeks to understand what it means to be a teacher and the experiences that shape what teachers do in the context of a primary school. In asking the question, What’s a teacher anyway? I produced data of teachers’ daily practices and social realities within their lived experiences. Located within an interpretive paradigm, I documented various identities and meanings of teachers which helped me to understand how teachers negotiate the multiple forces within the setting of a primary school. The research looked at teachers in their social context, since teachers do not work in isolation but are subject to particular social influences. Using the participatory approach, I produced data of the lives of two experienced teachers who work in a primary school in the eThekweni region of KwaZulu-Natal. The participatory methodology was most appropriate to gather the necessary data, as it allowed for the teachers’ voices to be heard. Against the social, institutional, contextual and programmatic contexts, data were sourced by means of career life-history interviews and photovoice. Through narrative analysis, the teachers’ stories were reconstructed and represented as identity categories through which they were able to construct their professional selves and their professional work. The findings that were generated from the two experienced primary school teachers were analysed and represented under the key themes of professional self and professional work. The findings offer an understanding of how practising teachers manage their work and themselves against all the changes and challenges of the South African educational landscape specifically in the schooling situation. Through the reconstructed stories by the teachers, the study makes visible how teacher identity shapes teachers and their work in the school. The data reveals that teachers have multiple identities of who they are and how they respond from their position as teachers, which clash with what is expected of them in the school. The findings show that teachers are unhappy with the curriculum and political shifts, as these are imposed on them in an arbitrary manner. The study contributes to a nuanced understanding of the relationship between teacher identity and teacher work. The study revolves around the teacher who tries to build an interesting relationship between the identities of “mother”, “teacher” and “caregiver”. Being a teacher, innovative ways are created to manage the administrative work and the curriculum work. The iii second teacher, an Indian male, as a person and an activist, growing up in a poor community, negotiates between the forces to make sense of what it means to be a teacher in the present shift, given the diversity of pupils and the various issues that accompany it. The teachers are working in a social reality and have to manage a range of challenges, difficulties and struggles. They find creative ways to negotiate the multiple roles and responsibilities and make sense of what it means to be a teacher. Due to excessive administrative and curricular demands being made on them, teachers are found to be experiencing tension and undue stress in their work while negotiating the multiple forces that surround them in the context of the school. To answer my research question, What’s a teacher anyway, I considered how they moved beyond their conventional roles and responsibilities as teachers, and how they endeavoured to make meaning and sense of themselves as successful teachers within the four dimensions of Samuel’s (2008) framework. / Thesis (M.Ed.)-University of KwaZulu-Natal, 2010.

Research suggests that pro-social skills and self-regulatory abilities are necessary for healthy child development and are prerequisites for interacting in the school classroom in ways that avoid disruption and distress. Children without pro-social skills struggle to engage in positive social interaction with peers and may respond disruptively to classroom challenges. Increasing concerns in schools regarding problem behaviour displayed by students such as kicking, hitting and talking out of turn have been reported in the research. These behaviours often lead to a disruptive classroom environment, negative peer interaction and, according to teachers, remain the most challenging aspect of classroom management. Schools typically deal with problem behaviour by implementing rules and expectations for desired student behaviour. While these expectation-focused approaches have shown some positive effects, they do not directly teach skills for positive interaction and effective self-management of emotions. Conflict resolution education and mindfulness programmes have shown positive effects for improved pro-social skills and self-regulatory abilities in children. This thesis describes a combined conflict resolution-mindfulness group intervention that was implemented in one primary school classroom with children aged between six and seven years. The intervention involved teaching children four skills for effective conflict resolution and self-regulation over a period of four weeks. Repeated measures and teacher ratings of positive and negative peer interaction were used to assess programme effects. A single case AB replication design was used. The repeated measures findings indicated no change in positive or negative peer interactions for all nine focus children. Teacher reports of behaviour related to positive and negative peer interaction for all children in the classroom showed good effects. Possible reasons for the lack of change in the repeated measures findings include the young age of the children and an insufficient number of sessions and skill practice opportunities.

This study investigated a local aspect of theSwedish elementary school modernization process between the years 1871-1882.Previous studies have been drawn from the school inspectors own reports andshow that the schoolboards housed a negative and resentful attitude towardsreforms and the school inspectors often felt that the parish priests were moreinclined to changes than the schoolboards themselves.  Other research on elementary schoolmodernization has stressed the matching grants as a major cause of developmentand further establishment. In this study, however, a schoolboards own notes inthe form of meeting protocols during an eleven year period as well as a letterby a priest Erik Lundberg, Redogörelseför skolhusfrågan i Tierp dated 6 October 1880 were analyzed to see if theprevious explanation of school modernization, in particular with regard to thereluctance to change by the schoolboards goes to demonstrate and confirm. Theresults of this study have shown that even if the schoolboards do notimmediately follow the school inspectors instructions, it seems not primarilybeen due to resentment. Reforms within the school world are well known forbeing time-consuming but for the current period, as this study concerns andwithin this specific parish there were conflicts of interest which are notshown when only the inspector’s accounts and reports are examined. The late 1900thcentury was a time with a great deal of overwhelming and overthrowingreformations and changes witch challenged its previous social structuresthrough industrialization, urbanization and new political currents. Developmentand change occurs faster than news of it could travel, and it has been aninteresting journey to study these documents and to get a glimpse into how aschoolboard in a rural parish dealt with expansion and change.

Key words: reading comprehension, primary school, reading strategies, instruction techniques, gender. Research indicated that the reading ability of Grade 3 to 7 learners is insufficient for them to successfully complete their grades. This is an issue which needs attention very seriously, because it is clear that many students who have problems with reading comprehension and don't use reading strategies optimally and strategically are unprepared for the academic literacy requirements that typically characterise all levels of education, and that may very well be a part of their upcoming job responsibilities. For students to become mindful, motivated strategy users, they need systematically orchestrated instruction. Good instruction is the most powerful means of developing proficient comprehenders and preventing reading comprehension problems. The purpose of the study was to determine whether: • Grade 3, 5 and 7 learners use reading comprehension strategies and, if they do, which strategies are they using during which phase (pre-reading phase, during reading phase and post-reading phase). • There is a difference in boys' and girls' use of reading-comprehension strategies. • There is a difference in the use of reading comprehension strategies and the reading comprehension between Grade 3,5 and 7 learners. • The teachers of Grade 3, 5 and 7 learners are teaching reading strategies and, if so, which reading strategies are they teaching and how are they teaching them. A single cross-section survey design was used in the study. A total of 240 Grade 3, 5 and 7 learners attending two primary schools in Pietersburg, as well as six teachers (one for each grade in each of the two schools), participated in this study. Results showed that Grade 3, 5 and 7 learners differ regarding their use of reading strategies during the before reading, during reading and after reading phases. Results further showed that girls, in their use of reading strategies, differed statistically from boys, but the difference only revealed a small effect size. Pearson product moment correlations indicated that there was a relationship between reading strategy use and reading comprehension of Grade 3, 5 and 7 learners. The results of the ANOVA and the post hoc Tukey test showed that there were statistically, as well as practically, significant differences in the use of reading strategies and reading comprehension between Grade 3, 5 and 7 learners. The results also indicated that, although teachers sometimes teach reading strategies, the teaching does not seem to be explicit. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

The main aim of this research was to investigate the conditions that influence and shape the occupational perceptions of principals; systematically observe primary school principals in the islands of Malta, and to contrast these findings with the perceptions of a group of deputy principals. To achieve this aim three studies were conducted. The first study employed a self-administered questionnaire survey method employed with all principals in primary schools (i. e. state, church and private). 'Discussions with parents', 'discussions with staff' and 'desk work' have been highlighted as the major job functions taking up most of the principals' time. Half of the respondents rated 'desk work' as their majorjob function. The Maltese principal tended to perceive his/her role as falling within the chief executive model. The principal's duties related largely to the division and allocation of work, the co-ordination and control of organisational activities, communication with parents and staff, maintaining discipline and order, and maintaining the level of resources and plant upkeep. This survey, however, shows that principals wanted to take on functions within the leading professional model. In the second study, an observational study was conducted with the aim of checking out some of the perceptions principals held towards their role and to add another dimension to the overall picture by identifying what principals actually did in their daily life at work. The study explored the work patterns of eight primary school principals in the state sector. The observational study attested to the multi-varied nature of the principal's role. The principal's day was generally hectic in pace, varied in its composition, discontinuous and superficial in any pursuit of tasks, with the unexpected always as one of the few certainties of thejob. The principal's energy was observed as being devoted to keeping the school ticking over in the short run with hardly any time being devoted to discuss matters of direct relevance to the teaching-learning process, such as classroom practice, curriculum review and update. The dominant model was that of the transactional leader who is fixing things, managing and coping in order to maintain the smooth operation of the organisation. As highlighted in the questionnaire survey principals devoted their time to administration, pastoral care and communication with parents. Little to no time was stated as being devoted to high value tasks such as strategic planning and curriculum review. The portrayal of Maltese primary school principals is that they are not so much reflective or transformational leaders, rather they are chronically busy, reactive as against proactive, and caught up in, and tied down by the unceasing demands of others for their attention. The present research seems to have identified the transactional nature of leadership as the main medium of interaction that the primary school principals opted for. Bearing in mind the present period of changes and development of school management practices in Malta, it was felt appropriate to seek feedback from deputy principals whose own role was undergoing change. A small group of twenty newly-appointed deputy principals were approached to view how they perceived the role of the principal. At the same time it sought to identify their perceptions of their own role, and get an indication of how they viewed tomorrow's principalship. This, it was felt, would provide data as to how Maltese administrators in general viewed their role. Deputy principals presented similar feedback to that presented by principals. The major difference being in the way deputy principals perceived tomorrow's principalship – one which went beyond the transactional model of principal as administrator to the transformational model of principal as leading professional. However, nothing conclusive can be drawn out. There is a strong indication that principals and deputy principals desire this move but some responses express a certain degree of inconsistency which shows that the implications behind the transformational model are not well and truly understood by the participants of this survey. The implications of the findings for today's and tomorrow's principalship were discussed.

The overall purpose of this study was to develop a model to inform the design of professional development programs and the implementation of cooperative learning within Thai primary school mathematics classrooms. Action research design, with interviews, surveys and observations, was used for this study. Survey questionnaires and classroom observations investigated the factors that influence the implementation of cooperative learning strategies and academic achievement in Thai primary school mathematics classrooms. The teachers’ interviews and classroom observation also examined the factors that need to be addressed in teacher professional development programs in order to facilitate cooperative learning in Thai mathematics classrooms. The outcome of this study was a model consisting of two sets of criteria to inform the successful implementation of cooperative learning in Thai primary schools. The first set of criteria was for proposers and developers of professional development programs. This set consists of macro- and micro-level criteria. The macro-level criteria focus on the overall structure of professional development programs and how and when the professional development programs should be implemented. The micro-level criteria focused on the specific topics that need to be included in professional development programs. The second set of criteria was for Thai principals and teachers to facilitate the introduction of cooperative learning in their classrooms. The research outcome also indicated that the attainment of these cooperative learning strategies and skills had a positive impact on the students’ learning of mathematics.

This thesis, then, is about belonging to Australia and to the world. It is about imperialism, nationalism and the quality of goodness told through the lens of primary school students in 1930’s and 1950’s Victoria. I begin by exploring in Chapter One how the joint change in psychology and politics forced profound change to the basic framework of primary school curriculum. Children’s relationship to information was reconceived, and so too were the curricular structures necessary for this new epistemology. Spatial and temporal relations between Australia, Britain and the world were thus destabilized. But we need a much finer lens, and a more subtle understanding of the mechanisms of imaginative national belonging, if we are to describe this changing relationship. I take up this question in Chapter Two by looking at the reading resources given to children, from which they learnt complex lessons about aspects of being Australian. In Chapter Three I examine the impact of nationalism – Imperial and nation-state – in defining the child’s responsibilities. I argue that the project of nation-state nationalism that I describe, forced a change from moral to civic duty, a profound change to expectations about how and for whom children should act.

Music educators are continually striving to find a comprehensive curriculum to adequately cover developments made in music. It could be argued that, at present, Victorian music curriculum places more emphasis on the aesthetics of music education rather than the learning of music concepts. This researcher firmly believes that the concepts of music are the building blocks through which children become better musicians. Researchers, music educators and curriculum designers must understand the way in which concept knowledge develops in children, so that they can use this knowledge in order to create meaningful learning experiences. The aim of this study, therefore, is to find out whether the acquisition of concepts, particularly rhythm, pitch, harmony and melody can be directly related to development in children, specifically primary aged children in State Government schools in Victoria.

This study focuses on the identification of the broad and complex factors influencing primary science program delivery within the New Zealand context. The study is divided into two phases. In the first phase, the factors influencing science program delivery are identified through (1) a questionnaire survey of 122 teachers in the Central Districts of New Zealand; (2) a questionnaire survey of 155 pre-service teachers at a New Zealand College of Education; (3) a case study of a large intermediate school in the Central Districts; and (4) a review of the research literature pertaining to curriculum, in particular primary science, delivery. Factors influencing science program delivery are identified as being both personal (intrinsic) and environmental (extrinsic). Intrinsic factors identified include teacher professional self-efficacy; interest and motivation; and multidimensional aspects of knowledge. Extrinsic factors influencing science program delivery include multidimensional aspects of time availability and resource adequacy; the availability and adequacy of professional support and leadership; and the priority placed on science as a curriculum area by the school, especially by the administration. The second phase of the study built on this initial phase by focusing on the development of an instrument, the Science Curriculum Implementation Questionnaire, which assists schools in identifying factors influencing science program delivery. The development of the SC1Q initially involved the use of a Focus Group to identify and prioritise items to include in the instrument. Statistical validation involved trialling of the SCIQ amongst 293 teachers representing 43 schools in the Central Districts of New Zealand. Using statistical procedures involving ANOVA, alpha reliability and discriminant validity, a seven-scale, 49-item instrument was developed. On the basis of the ++ / strong overlap amongst the intrinsic factors influencing science delivery, a further, shorter five scale, 35-item instrument was developed. The seven-scale SCIQ was further applied at the case study school. Quantitative data collected from the application of the instrument confirmed that several psychosocial and physical aspects of Intermediate School identified in the case study are influencing science program delivery. Implications of this study and the practical applications of the Science Curriculum Implementation Questionnaire are also presented in the context of primary science delivery both within New Zealand and internationally.