by Cheung Wai-wan Vivian. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1997. / Includes bibliographical references (leaves 131-137). / ACKNOWLEDGEMENTS --- p.ii / ABSTRACT --- p.iii / LIST OF TABLES --- p.vi i / Chapter CHAPTER 1 --- INTRODUCTION / Chapter 1.1 --- Background and problem of the study --- p.1 / Chapter 1.2 --- Purpose of the study --- p.4 / Chapter 1.3 --- Significance of the study --- p.4 / Chapter 1.4 --- Definition of terms --- p.5 / Chapter CHAPTER 2 --- REVIEW OF RELATED LITERATURE / Chapter 2.1 --- Introduction --- p.9 / Chapter 2.2 --- The changing paradigms of assessment in the past decades --- p.10 / Psychometrics --- p.11 / Educational measurement --- p.12 / Chapter 2.3 --- The nature and purposes of assessment --- p.12 / Chapter 2.4 --- Assessment in relation to different learning models --- p.14 / Traditional models of learning --- p.14 / Cognitive and constructivist models of learning --- p.15 / Chapter 2.5 --- Major forms of educational assessment --- p.16 / Norm-referenced versus cri terion-referenced assessment --- p.16 / Formative versus summative assessment --- p.18 / Performance versus authentic assessment --- p.19 / Chapter CHAPTER 3 --- FRAMEWORK OF THE STUDY / Chapter 3.1 --- The examination culture of Hong Kong --- p.21 / Chapter 3.2 --- The Target Oriented Curriculum (TOC) of Hong Kcng --- p.24 / Chapter 3.3 --- The Targe´tؤoriented Assessment (TOA) and its relation with learning and teaching --- p.26 / The Targe´tؤoriented Assessment (TOA) --- p.26 / Chapter 3.4 --- Role of teachers in Target-oriented Assessment --- p.29 / Chapter 3.5 --- Some possible factors affecting teachers' conceptions towards assessment within TOA --- p.31 / Chapter 3.6 --- Curriculum implementation and the factors affecting teachers' attitudes towards implementation --- p.32 / Chapter 3.7 --- Research on teachers' conceptions of assessment --- p.34 / Chapter CHAPTER 4 --- METHODOLOGY / Chapter 4.1 --- Research questions of the study --- p.37 / Chapter 4.2 --- Theoretical considerations of the choice of interview type and interview questions --- p.38 / On the choice of interview type --- p.38 / On the choice of interview questions --- p.39 / The ordering of interview questions --- p.41 / Considerations before and during interviews --- p.41 / Chapter 4.3 --- Subjects --- p.42 / The pilot study --- p.42 / The main study --- p.43 / Chapter 4.4 --- Procedures --- p.44 / The pi1ot study --- p.44 / The main study --- p.44 / Chapter 4.5 --- Data analysis --- p.45 / Chapter 4.6 --- Interview questions for the pilot study --- p.46 / Description of the interview questions --- p.47 / Chapter 4.7 --- The pilot study --- p.49 / The standardized open-ended interview --- p.49 / The use of controlled contexts in eliciting responses --- p.49 / The finalization of interview questions for the main study --- p.50 / Chapter 4.8 --- Interview questions for the main study --- p.51 / Chapter 4.9 --- Limitations --- p.52 / Chapter CHAPTER 5 --- RESULTS AND DISCUSSION / Chapter 5.1 --- "Teachers' perception of the purposes of educational assessment, and the relationships between teaching, learning and assessment" --- p.53 / On the purposes of educational assessment --- p.53 / On teachers' definition of educational assessment --- p.55 / On the relationships between assessment and teaching --- p.56 / On the relationships between assessment and learning --- p.58 / Sommary --- p.59 / Chapter 5.2 --- Analysis of teachers' conceptions of educational assessment --- p.59 / The focus of educational assessment --- p.59 / On the choice of assessment activities --- p.62 / Summative versus formative assessment --- p.64 / On the collection of learning evidence --- p.67 / On the reporting of assessment results --- p.69 / Summary --- p.71 / Chapter 5.3 --- Holistic categorization of teachers' conceptions towards assessment --- p.73 / The criterion-referenced-and-qualitative conception --- p.76 / The norm-referenced-and-quantitative conception --- p.77 / The pseudo-criterion-referenced-and- qualitative conception --- p.79 / Chapter 5.4 --- Self-reported factors affecting teachers' conceptions towards assessment --- p.83 / Chapter 5.5 --- Teachers' knowledge of the major forms of assessment --- p.86 / Chapter 5.6 --- Teachers' attitudes towards the implementation of TOC --- p.89 / On the necessity of implementing TOC --- p.89 / On the worthiness to implement TOC --- p.92 / On teachers' choice of the types of curriculum --- p.95 / Chapter 5.7 --- The relationship between teachers' conceptions of assessment and their views towards the implementation of TOC --- p.97 / Chapter CHAPTER 6 --- "CONCLUSIONS, IMPLICATIONS AND RECOMMENDATIONS" / Chapter 6 1 --- Conclusions --- p.102 / Chapter 6.2 --- Implications --- p.107 / Chapter 6.3 --- Recommendations --- p.111 / Chapter 6.4 --- Future research --- p.113 / APPENDICES / Chapter A. --- Questionnaire on the personal particulars of TOC teachers participated in the study --- p.115 / Chapter B. --- Questionnaire on the personal particulars of non-TOC teachers participated in the study --- p.116 / Chapter C. --- Controlled contexts used in the interview --- p.117 / Chapter D. --- Characteristics of TOC and non-TOC teachers participated in the pilot study --- p.122 / Chapter E. --- Background information of TOC and non-TOC teachers participated in the main study --- p.123 / Chapter F. --- Profiles of conceptions of assessment of TOC and non-TOC teachers participated in the main study --- p.125 / REFERENCES --- p.131

University of Macau / Faculty of Education

University of Macau / Faculty of Education

The study examined perceptions of female educators at a primary school in Durban, with regard to issues of gender equality. The literature review revealed that women educators have faced great injustices regarding past educational policies (before 1994) and the nature of gender biased practices both in society and within the school systems. The study highlights some of the main barriers, both intrinsic and extrinsic, faced by women teachers which prevented their upward mobility in the profession, thus determining their perceptions of their present career status. It also focuses on strategies that women educators perceived in helping to advance in their career as a teacher thereby achieving satisfaction. The research consisted of a quantitative phase which included the use of self-completion questionnaires to determine the perceptions of the female educators to their present career status. The data collected was used to develop strategies women teachers can use to advance their careers. The findings revealed that there were two groups of teachers each with different set of perceptions. The younger generation of teachers did not experience intrinsic barriers and displayed more satisfied perceptions of their career. The older generation of teachers seemed less satisfied with their present career status. Both, however agreed that organizational constraints (extrinsic barriers) affected their advancement in the profession. / Thesis (M.Ed.)-University of Natal, Durban, 2003.

Η ακόλουθη μελέτη επιδιώκει να φωτίσει τη δράση δύο σημαντικών φορέων δράσης του ελληνικού εκπαιδευτικού συστήματος, του υπουργείου Παιδείας και της Δ.Ο.Ε., σχετικά με την επιλογή των στελεχών της πρωτοβάθμιας εκπαίδευσης. Η προσπάθειά μας έγκειται στο να αναδείξουμε όσα συμβαίνουν ή δε συμβαίνουν τη στιγμή που η επίσημη πολιτεία και ο οργανωμένος κλάδος των εκπαιδευτικών της πρωτοβάθμιας εκπαίδευσης αλληλεπιδρούν, προκειμένου να αντιμετωπίσουν το προαναφερόμενο πρόβλημα. Το ερευνητικό μας υλικό συνίσταται από γραπτά τεκμήρια (νόμοι, προεδρικά διατάγματα, τεύχη του δημοσιογραφικού οργάνου της ΔΟΕ (Διδασκαλικό Βήμα), δελτία τύπου, ανακοινώσεις, αποφάσεις, ψηφίσματα). Για την περιγραφή και την ανάλυση αυτών των κειμένων χρησιμοποιούμε τη μέθοδο της ανάλυσης περιεχομένου. Για το σκοπό αυτό διαμορφώθηκε επαγωγικό σύστημα κατηγοριών, κατηγοριών δηλαδή που πήγασαν από τα δεδομένα των υπό ανάλυση κειμένων. Η θεωρητική προσέγγιση που υιοθετούμε αντλεί το εννοιολογικό της περιεχόμενο από τρεις περιοχές της πολιτικής επιστήμης: τις θεωρίες περί πολιτικής κυριαρχίας, τις απόψεις για τις ομάδες πίεσης, καθώς και τους κορπορατιστικούς ιδεότυπους διαμεσολάβησης συμφερόντων. Οι πρώτες μας παρέχουν μια εικόνα της λειτουργίας του κράτους. Οι δεύτερες αναλύουν τη δράση της Δ.Ο.Ε. ως ομάδας συμφερόντων, ενώ με την τρίτη θεώρηση επιδιώκουμε τη συνάρθρωση των δύο φορέων (Δ.Ο.Ε. – ΥΠ.Ε.Π.Θ.), έναν τρόπο σύνδεσης των οργανωμένων συμφερόντων ενός κοινωνικού χώρου με τις δομές του κράτους. Τα ευρήματά μας δείχνουν ότι η ισχύς του κράτους και των αποφάσεων του πολιτικού συστήματος στα ζητήματα της στελέχωσης της εκπαίδευσης είναι καταλυτική. Το πολιτικό πεδίο δύναμης διαθέτει τη νομιμοποιημένη δυνατότητα παρέμβασης στα περισσότερα από τα στάδια της επιλεκτικής διαδικασίας. Το σημαντικότερο όλων: μπορεί να καθορίζει τη νομική παραγωγή, η οποία με τη σειρά της ρυθμίζει σε μεγάλο βαθμό το συγκεκριμένο ζήτημα. Η Δ.Ο.Ε. θα παραγάγει θέσεις για το στελεχιακό (δυναμικό), οι οποίες σε αρκετές περιπτώσεις δε θα διαμορφωθούν ανταποκριτικά σε αντίστοιχες πρωτοβουλίες του υπουργείου Παιδείας. Η τελευταία διαπίστωση είναι ιδιαίτερα εμφανής μετά το 1980. Κάτι τέτοιο δεν μπορεί να λεχθεί με βεβαιότητα, τουλάχιστον για το χρονικό διάστημα πριν το 1974. Η υπαγωγή των σχέσεων των δύο φορέων σε κορπορατιστικές λογικές διαμεσολάβησης συμφερόντων εντοπίζεται σε αρκετά τμήματα των δεδομένων. Απαιτεί, όμως, περαιτέρω επεξεργασία. Τα ευρήματα την επιβεβαιώνουν μόνο εν μέρει. Η πρόταξη των επιλογών του κράτους δε συνεπάγεται κατ’ ανάγκη τον κορπορατιστικό «χειρισμό» ή την εξασφάλιση της συναίνεσης της Δ.Ο.Ε. (εκτός από τη σαφή περίπτωση της επταετίας). Η τελευταία εκδοχή προσιδιάζει περισσότερο σε λογικές κρατισμού, παρά στις κορπορατιστικές αντίστοιχες. Τέλος, το πεδίο έρευνας γίνεται περισσότερο πολύπλοκο εξαιτίας των επιβιώσεων σε κάθε περίοδο άλλων μορφών άρθρωσης συμφερόντων (συντεχνιασμός, αυταρχικός κορπορατισμός, πελατειακές σχέσεις). Η προσπάθεια διαφύλαξης του ερευνητικού εγχειρήματος απαιτεί την περαιτέρω εξέταση της πλευράς αυτής. Επιπλέον, την πιθανή συλλογή πρόσθετων δεδομένων και τη διαμόρφωση νέων / διαφορετικών αναλύσεων, προκειμένου να σχηματίσουμε μια πιο σαφή εικόνα για τα συνδικάτα των εκπαιδευτικών της χώρας μας, αλλά και για το ίδιο το εκπαιδευτικό σύστημα. / The aim of this study is to shed light on the action of two major actors of the Greek educational system; the Ministry of Education and the Hellenic Primary School Teachers' Federation (H.P.S.T.F.), during the years 1964-2004, regarding the selection of administrative executives. Our effort lies in highlighting what is happening or not happening, when the State and the organized sector of primary school teachers interact and deal with the aforementioned problem. Our research material consists of written documents (laws, decrees, Issues of the journal of the H.P.S.T.F. “Didaskaliko Vima”, press releases, announcements, decisions, resolutions). For the description and analysis of the texts we use the method of content analysis. For this purpose an inductive system of categories was formed, i.e. the categories derive from the actual content of the analyzed texts. The theoretical approach, which we adopt, draws its conceptual content from three areas of political science: the theories of sovereignty, the views on lobbying and the ideal type of corporatist mode of interest intermediation. The first area provides an insight into the function of the State. The second area analyzes the action of H.P.S.T.F as an interest group, while with the third area we seek to interlink the two stakeholders (H.P.S.T.F - Ministry of Education), thus looking for a way to relate the organized interests with the Solid State Structures. Our findings prove that the power of the state and the strength of the political system’s decisions, regarding educational staffing issues, are crucial. The political field of force has the legitimate power to intervene in most stages of the selection process. Most importantly it can determine the lawmaking, which in turn determines this matter to a large extent. The H.P.S.T.F takes a stand on staffing issues, which in many cases are not on the same line with the initiatives of the Ministry of Education. This became especially evident after 1980, whereas this was not the case before 1974. The fact that the relations between the two actors have been incorporated under the corporatist logic of interest intermediation can be traced in most of the findings. Nevertheless further processing is required because the findings only partially confirm this fact. The fact that the State’s decisions precede, does not necessarily imply the corporatist "handling" of the issue or that the consent of the H.P.S.T.F is guaranteed (apart from the clear case of the dictatorship). The last approach is more akin to the logic of Statism, rather than to the corresponding corporatist logics. Finally, the research field becomes more complicated because of the survival in each period of other forms of interest group systems (guild mentality, authoritarian corporatism, clientelism). The effort to preserve the product of the research endeavor requires further examination of this aspect. Moreover, a collection of additional data is potentially required, as well as a new / different analysis, in order to gain a clearer picture of the Teachers’ Unions in our country and of the educational system, itself.

published_or_final_version / Education / Doctoral / Doctor of Philosophy

Since the 1990’s the Swedish school system has undergone major and recurring structural reforms. Two of the most comprehensive changes has been the shift of primary schools as an integral part of the welfare state to the responsibility of the municipalities as well as the introduction of free school choice for the students. Through two months of participant observations and semi-structured interviews this thesis seeks to answer the question of how these reforms has come to effect the work of teachers in a medium sized public school in a small municipality in the outskirts of Stockholm. Earlier research has shown that public schools in socio-economically vulnerable areas are disadvantaged due to the reformation of the school system (Beach & Sernhede, 2011; Östh, Andersson, & Malmberg, 2013).  This thesis is thus seeking to find the vantage point of primary school teachers in one such school, in order to grasp how these policy changes has come to impact their perceptions of a professional self and the amount of professional autonomy in their work.     Through the theoretical concept of audit culture (Shore & Wright, 1999) I show that these reforms have changed not only the structure of the school system but also how actors within the school setting relate to their work and professional role. On the basis of my fieldwork and previous research in the topic (Apple, 2005; Shore, 2008; Karlefjärd, 2011), I argue that the reformation of the school system has brought a shift in the relations of trust within the system, where the growing amount of confidence in measurement, optimization techniques and control has resulted in a lack of trust in teachers as professionals. The voices of teachers, as actors in the educational environment, has to a great extent been missing in the public debate surrounding the Swedish schools as well as overlooked by research in the field. This thesis therefore calls for a growing anthropological attention to primary school teachers and the workings of audit culture in the lower levels of the educational system.

Submitted in partial compliance with the requirements for the Master’s Degree in Technology: Chiropractic, Durban University of Technology, Durban, South Africa, 2016. / Background: Musculoskeletal disorders (MSDs) are a significant and common occupational health concern, consequently impacting work attendance and performance. High prevalence rates of MSDs have been reported amongst school teachers. Studies have linked these higher prevalence rates to typical daily teaching activities including prolonged standing, awkward postures, heavy lifting, bending and repetitive movements. Objectives: To determine the prevalence of neck, shoulder and low back pain among primary school teachers in the Central Durban area; to identify any risk factors associated with neck, shoulder and low back pain; and to establish the relationship, if any, between the prevalence and risk factors of neck, shoulder and low back pain among primary school teachers. Methods: This was a quantitative, descriptive and cross-sectional study, conducted in 12 selected public primary schools within the Central Durban area. Volunteers who met the inclusion criteria (n = 97) were invited to complete self-administered questionnaires. Results: Of the 97 completed questionnaires 83.1 percent (%) reported neck and shoulder pain and 71.0% low back pain. Neck and shoulder pain were significantly associated with a forward-bent head posture (p = 0.001), ethnicity (p = 0.001), and history of a severe trauma/injury (p = 0.006). Similarly, significant associations were noted with regards to medical conditions (p = 0.006), a backward-bent head posture (p = 0.016), lifting of heavy loads (p = 0.045) and treatment for severe injury (p = 0.047). Associations were also noted between low back pain and prolonged standing (p = 0.000), ethnicity (p = 0.008), transportation methods (p = 0.023), medical conditions (p = 0.031) and a history of a severe trauma/injury (p = 0.049). Conclusion: This is a first South African study, to our knowledge that highlights increased prevalence rates for both neck and shoulder pain and low back pain amongst teachers, with a variety of associated risk factors. This draws attention to the urgent need for intervention programs to be implemented to prevent/reduce the development of musculoskeletal pain amongst teachers. / M

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-04-03T21:49:05Z No. of bitstreams: 1 DANIEL disserta??o final.pdf: 4325548 bytes, checksum: b4560db31ae6473c5148330591094d47 (MD5) / Made available in DSpace on 2017-04-03T21:49:05Z (GMT). No. of bitstreams: 1 DANIEL disserta??o final.pdf: 4325548 bytes, checksum: b4560db31ae6473c5148330591094d47 (MD5) Previous issue date: 2016-09-26 / In this work, we analyze the understanding of Science, Geography and Education?s teachers of S?o Miguel das Matas, Bahia, about teaching and learning process of Seasons content that has been reflected on the construction and using of a didactic material (model System Earth-Sun), developed from a workshop with teachers who teach science?s classes in elementary school. The methodology has been based in questionnaires, videos and experimental demonstrations. The results showed that many science?s teachers have difficulties regarding to the understanding of the Seasons content. As a result, we can say that a didactic workshop in Seasons concept could make better the understanding of this content. / Neste trabalho, analisamos a compreens?o dos professores de Ci?ncias, Geografia e Pedagogia da cidade de S?o Miguel das Matas, Bahia, a respeito do processo de ensino e aprendizagem do conte?do de Esta??es do Ano e refletimos sobre a constru??o e utiliza??o de um material did?tico (maquete do Sistema Terra-Sol), desenvolvido a partir de uma Oficina com os professores que ministram aulas de Ci?ncias no Ensino Fundamental. Na metodologia foram utilizados question?rios, v?deos e demonstra??es experimentais. Os resultados demonstraram que muitos professores de ci?ncias apresentam dificuldades com rela??o ao entendimento do conte?do Esta??es do Ano e que ao trabalhar com materiais did?ticos dentro da Oficina Did?tica puderam compreender este conte?do.

The purpose of this study is to examine in what extent primary school teachers, teaching children in the age of 6 to 9, choose to use digital tools in their teaching of mathematics. I also want to examine what these teachers think, in terms of advantages and disadvantages, about using digital tools on their mathematics lessons. Finally I want to examine what skills they possess about digital tools. I am using a quantitative method to collect my data. The quantitative survey consisted of a questionnaire survey of ten questions that 38 primary school teachers have answered. The results of my study show that the teachers to some extent use digital tools when they teach mathematics and that the availability of various digital tools are generally good. But it turns out that the availability of tools is not a guarantee that they are used in teaching of mathematics. There is a great desire among the teachers in my study to use digital tools with greater frequency than in the current situation because it increases students' learning and motivation. To achieve this, the teachers need more resources such as skills, time and student computers / tablet computers.