The purpose of this study was to investigate the perceptions of principals and educators of primary school libraries in implementing Outcomes Based Education (OBE) and imparting and enhancing information skills in the Ndengezi Ward, Pinetown District, KwaZulu-Natal, with a view to proposing a set of recommendations based on the findings that would contribute to more effective use of the school library. The study population consisted of 15 principals and 385 educators. The survey instrument used to elicit data was a self-administered questionnaire that was distributed to a sample population of 15 principals and 105 educators. The questionnaire sought to establish if principals and educators are aware of the role of the school library in the successful implementation of OBE. A total of 104 responded, 10 principals and 94 educators, indicating a response rate of 89.5%. The results were analyzed in terms of frequency responses and are graphically displayed in the form of tables. The study findings show that the educators used both school libraries and other libraries for their curricula needs. Other libraries were more heavily used than school libraries. In the Ndengezi Ward there are no functional and well-resourced school libraries and this has contributed to their underutilization. Principals experience problems in development and establishment of school libraries. There is a need for training educators in library and information skills and creating awareness amongst principals about the role of the school library in implementing OBE. Recommendations for action and further research, based on the conclusions of the study, are made. / Thesis (M.I.S.)-University of KwaZulu-Natal, Pietermaritzburg, 2008.

Esta pesquisa teve como objetivo investigar práticas de professoras das séries iniciais relacionadas às questões ambientais. As escolas participantes estão situadas no distrito Anhanguera, região noroeste da cidade de São Paulo. Para compreender como ocorrem estas práticas, aplicamos questionários de perguntas abertas e fechadas que versavam sobre: a) o contexto em que as escolas se inserem; b) os temas desenvolvidos relacionados às questões ambientais; c) os objetivos estabelecidos para o trabalho; d) as estratégias estabelecidas e materiais utilizados; e) avaliação. Num segundo momento, trabalhamos com a metodologia do grupo focal, buscando aprofundar aspectos surgidos a partir dos questionários. Concluímos que as professoras das séries iniciais desenvolvem projetos envolvendo as questões ambientais e que a consciência sobre a importância deste trabalho é uma realidade presente, embora existam lacunas no que se refere ao fazer pedagógico - relacionadas ao planejamento e reflexão sobre a prática - e às concepções sobre natureza e educação ambiental. Apesar destas dificuldades, o trabalho das professoras é relevante e significativo, pois se insere no movimento de construção dos saberes ambientais no ensino formal / The objective of this research was to investigate the actual work of primary school teachers on environmental issues. The participant schools are located on the Anhangüera district, northwest region of the city of São Paulo. To understand how that work is carried out, we applied a questionnaire focusing on: a) the set up in which the schools are operating; b) the themes developed within environmental issues; c) the objectives established for the work; d) the strategies established and the materials used; e) evaluation. On a second phase, we have worked with the method of focal group, aiming to deal with the emerging elements from the answered questions. We concluded that the primary school teachers do develop environmental issues projects and that the awareness on the importance of that kind of work is an actual reality, although there are some shortcoming on the pedagogical practice - related to the planning and the self-thought on the practice - and on the nature and environmental education conceptions. Inspite of those difficulties, the work of the teachers is relevant and meaningful, because it is part of the construction of the environmental knowledge at a level of formal education

The purpose of this study was to explore and describe the relationship between counselling skills and memory work with primary school children. I explored this relationship with the aim of determining the role and possible contribution of counselling skills to memory work. I followed an action research design. The study was located in a primary school situated in an informal settlement in the Nelson Mandela Metropole. Ten female educators were conveniently and purposefully selected to participate in this inquiry. I developed and facilitated an intervention programme aimed at the participants acquiring the technique of memory box making. After the intervention each participating educator was requested to implement the memory box making technique with one child. During a second field visit I facilitated a focus group discussion to determine whether or not the participating educators had used counselling skills in interacting with the children during the memory box making process. I followed both deductive and inductive frameworks to thematically analyse data thematically. I found that educators employed the following counselling skills while facilitating the memory box making technique with children: basic counselling skills (empathy skills; warmth, respect and trust; listening skills; and skills of genuineness and sincerity); and counselling skills related to pre-bereavement, bereavement and grief (support, collaboration and skills transference; skills of valuing mementoes; and skills to discover family structures and relationships). I also found that memory work was experienced as problematic by the participants in terms of the following skills: confidentiality; emotional strain on the educators; and cultural beliefs regarding death. / Dissertation (MEd (Educational Psychology))--University of Pretoria, 2006. / Educational Psychology / MEd / unrestricted

Syftet med den här uppsatsen är att undersöka hur formativ bedömning kommer till uttryck i lågstadielärares yrkesutövning i skrivundervisning samt de utmaningar och svårigheter som det kan innebära. Undersökningen bygger på data som samlades in genom semistrukturerade intervjuer om formativ bedömning i skrivundervisningen. Metoden som användes för att analysera datan var innehållsanalys. Analysen genomfördes på det transkriberade intervjumaterialet. Resultaten visar att lärare har till viss del en samstämmig syn på vissa aspekter av formativ bedömning men resultaten avslöjar också vissa skillnader i lärarnas syn på formativ bedömning. Undersökningen visar att lågstadielärare lägger stor vikt vid elevernas self-efficacy och väljer därför att inte vara alltför kritiska till formen i elevernas texter. De fokuserar istället på de innehållsliga aspekterna i bedömningen av elevtexter som producerats av elever som befinner sig i den tidiga skriftspråksutvecklingen. Fokus skiftas successivt till formen i texterna i takt med att elevernas skriftspråk utvecklas. Lågstadielärare uttrycker även att deras formativa bedömning kan förmedlas både muntligt och skriftligt, men att båda kräver stor tidsåtgång. Just tid är något som lärare upplever som en bristvara och något som utgör ett hinder för den formativa bedömningen. Kamratbedömning, att vara närvarande i klassrummet, checklistor och att stötta eleverna under tiden som deras texter växer fram ses som särskilt effektiva formativa metoder.

Sexual abuse is not being reported adequately. Teachers are in an ideal position to deal with and report sexual abuse. However, research, as well as practical experience, shows that teachers are not sufficiently trained to deal with sexual abuse. Various establishments offer training initiatives to teachers, but it is unclear what the teachers’ perceptions are of the training after completion thereof. The goal of this research was to explore the perceptions of teachers after they had been exposed to an available training programme called “Understanding the Scope of Child Abuse”. The programme forms part of the training material of Forensic Assessment Consultation Training (FACT). FACT is a training company which offers support and training to professional people on the topic of sexual abuse. The researcher followed a qualitative approach. Twenty teachers from Welkom, Odendaalsrus, Virginia, Wesselsbron and Bothaville were involved in two separate training sessions. After completion of the training sessions, two focus group interviews were conducted in order to explore the participants’ perceptions regarding the training programme. The results show clearly that the perceptions of the teachers who participated in the Understanding the Scope of Child Abuse programme were significantly positive. It is also clear that there was a certain need among teachers for information such as provided by the programme. Besides the dispensation of relevant information, which was regarded as valuable and appropriate, participants valued the group consolidation and felt confident to share experiences regarding sexual abuse. Participants cherished the information not only as teachers, but also in their capacity as parents. They agreed there was a need for such training, even before participating in the study. It was recommended that colleagues, student teachers and parents should undertake the same training, conducted in a similar way. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Sexual abuse is not being reported adequately. Teachers are in an ideal position to deal with and report sexual abuse. However, research, as well as practical experience, shows that teachers are not sufficiently trained to deal with sexual abuse. Various establishments offer training initiatives to teachers, but it is unclear what the teachers’ perceptions are of the training after completion thereof. The goal of this research was to explore the perceptions of teachers after they had been exposed to an available training programme called “Understanding the Scope of Child Abuse”. The programme forms part of the training material of Forensic Assessment Consultation Training (FACT). FACT is a training company which offers support and training to professional people on the topic of sexual abuse. The researcher followed a qualitative approach. Twenty teachers from Welkom, Odendaalsrus, Virginia, Wesselsbron and Bothaville were involved in two separate training sessions. After completion of the training sessions, two focus group interviews were conducted in order to explore the participants’ perceptions regarding the training programme. The results show clearly that the perceptions of the teachers who participated in the Understanding the Scope of Child Abuse programme were significantly positive. It is also clear that there was a certain need among teachers for information such as provided by the programme. Besides the dispensation of relevant information, which was regarded as valuable and appropriate, participants valued the group consolidation and felt confident to share experiences regarding sexual abuse. Participants cherished the information not only as teachers, but also in their capacity as parents. They agreed there was a need for such training, even before participating in the study. It was recommended that colleagues, student teachers and parents should undertake the same training, conducted in a similar way. / MSW (Forensic Practice), North-West University, Potchefstroom Campus, 2015

Name: Complex Evaluation of Primary School Ski Courses in the Czech Republic Objective: The objective of this diploma thesis is a complex evaluation of a representative primary school ski courses in the Czech Republic according to the five following criteria, which are staffing of the course, content and organisation of the course, health and safety of the pupils, methodology of the training and economic side. The crucial aspect of the evaluation is the fact whether the working hypotheses will be proved or disproved. Methodology: Our thesis has the character of a qualitative research. Data that refer to the topic are collected in the form of non anonymous survey of at random chosen primary schools in all regions of the Czech Republic. For this purpose, a non-standardized questionnaire is used. It consists of open-ended, semi close-ended and close-ended questions. The questionnaire is compiled to enable a complex evaluation of ski courses in accordance with the areas of interest, which are staffing of the course, content and organisation of the course, health and safety of the pupils, methodology of the training and economic safeguarding. Collected data are analysed in Survio and Microsoft EXCEL® programmes; they are supplemented with graphs and commentaries. Results: Primary school ski courses were...

Title: Liturgical Music as Curriculum in Primary School Author: Bc. Lenka Jelínková Supervisor: PhDr. Leona Saláková, Ph.D. Department: Department of Music Education, Charles University in Prague Abstract: This thesis speaks about the liturgical music taught in Czech primary schools. Firstly, the meaning of liturgical music is explained, we focus at the liturgy and its forms, then we present the survey results about teaching liturgical music, thirdly the textbooks are analyzed - we look for liturgical music as curriculum here, and in the end, there is our owns project for teaching the liturgical music. Project is about the Passion. The main goal of this work is to chart how is liturgical music in textbooks and at school approached and to give some ideas for working with liturgical music during music lessons in primary schools. Keywords: liturgy, liturgical music, music textbooks, liturgical music in primary school, spiritual music in primary school

The diploma thesis, entitled The Profile of a Novice Primary School Teacher, deals with the issue of young teachers starting their teaching practice. The aim of the thesis is to explore how contemporary novice teachers carry out their work, how they percieve it and to what extent they have been prepared for it by their studies. Another aim of the thesis is to compile a profile of a novice teacher which reflects the professional standard of a teacher with a diploma from a faculty of education and practice of one, two, or three years.

2008/09學年，「語常會」資助香港中、小學推行「以普通話教授中國語文科」計劃。計劃以三年為期，為學校提供資源，包括安排內地老師駐校，並提供教師學習平台及專業交流活動。學校A及學校B均於2010/11至2012/13參與了「普教中」計劃，四位研究對象也在此期間在學校成立了「普教中」小組，協助學校推展「普教中」。 / 有關計劃已完結，研究者以敘事探究(narrative study)作為研究方法，了解在「普教中」政策下，香港小學領袖教師(teacher leaders)的學習及領導歷程，進而了解教師領導(teacher leadership)在學校發展的情況。研究者將透過訪談、觀察及分析學校文件來收集研究資料，呈現四位研究對象如何與同儕及校外專家進行協作，在教學情境中持續學習，並協助學校推行有關政策，藉此加強個人的專業知識，並建立個人領袖教師的身份。 / 研究發現當教師有機會與校外專家及同儕相互接合，透過在學校建立學習平台及進行協作，彼此能夠建立相互關係，共同建立實踐社群。四位研究對象以學校作為學習基地，參與校外及校內的學習及有關教學改進的活動，在實踐的過程中提升了個人的教學技巧及領導信心，並在學校建立了學習及分享文化。在帶領同儕與校外專家進行緊密協作的過程中，獲得學習與領導的機會，從而得以發展成為領袖教師。 / 研究進一步發現，四位研究對象在校長的賦權與支持，以及在內地老師及校外專家的協助下，他們能夠建立出個人獨特的領導能力並對同儕作出強大及正面的影響。他們與校外專家及同儕一起為提升學生學習而設計課程與教學，進行課研及行動學習；就推行「普教中」政策及改進教學的工作進行討論與協商；更把共同設計的教材、教學資料及從實踐與反思中獲得的經驗與同儕分享。這些學習與領導的機會為他們提供成為領袖教師的能量，讓他們能克服困難並對新政策及各種挑戰作出回應。 / 研究又發現四位研究對象在教學及領導上的專業知識、技巧及素質，以及其個人的價值目標是影響他們建立領袖教師身份的關鍵因素。有關因素是互為影響的，不但成為了他們在學校改進及帶領團隊工作上的重要條件，更成為他們作為領袖教師的發展方向。然而有關因素會受到學校文化及領袖教師個人的意向所影響。 / 本研究對教師學習及教師領導的知識領域有三方面的貢獻：它揭示了(1)教師在學校進行情境學習時所需要的條件；(2)教師領導在學校發展的歷程及領袖教師在學習社群中的角色；(3)「以普通話教授中國語文」政策在香港小學推行及發展的進程。根據研究結果，本研究對教育當局及學校就如何培育及支援領袖教師作出建議；也就香港小學如何推行「以普通話教授中國語文」政策作出部署及施行安排與策略提出建議。 / The Standing Committee on Language Education and Research (SCOLAR) launched a support scheme in the academic year of 2008/09 to assist schools which have decided to use Putonghua to teach Chinese Language Subject. Each participating school received support for three years including on-site visits offered by mainland professionals and local consultants continued to provide on going support in subsequent years. This study aims to explore how teacher leaders learn in the context of the SCOLAR support scheme. The development of leadership capacity and identity formation in their process will also be discussed. / The study employed a narrative research method. The four primary school teachers were purposefully chosen. They were chosen by their schools. Then took part in the scheme to construct school level learning communities in order to implement the new language policy. Data collection methods include semi-structured interviews of the four participants and the key stakeholders; observation of lesson preparation meetings; and documentary analysis of school-based curriculum designs. / Findings show that mutual engagement created interpersonal relationships among the members of the learning communities. The mutual engagement also transformed the practices, relationships and all kinds of artifacts into a community of practice when the four participants, their colleagues, mainland professionals and experts from local universities worked together. Identity as teacher leader of the four participants was developed through the relationship building with other members of their community of practice. The learning and leading activities in which they participated in and new understandings that they acquired are examined. / Results show that when the four participants were empowered by their principals and external support, they could have strong and positive influence on the practice of teaching and curriculum design of a group of teachers. They engaged together with external professionals and their colleagues in the joint enterprise of working together in designing curriculum and instruction, conducting action learning, negotiating of meanings about the work and sharing repertoires. This leadership capacity building processes enhanced the competence and confidence of the teacher leaders to response the new policy and address new challenges. / The study also found that the four participants’ professional knowledge, skills, dispositions and their value goals were the crucial factors for the development of their identity as teacher leader. These factors were interrelated not only to serve as guiding principle for their decision making but also provide the essential capacity for the accomplishment. However, the factors may be affected by the of school culture and the quality of the teacher leaders themselves. / The study contributes to the discussion of knowledge of teacher learning and teacher leadership in three ways. First, it deepens the understandings of teacher learning with a situated learning perspective. Second, it reveals the processes of the development of teaher leadership and the roles of teacher leaders in the learning communities. Third, viewing the Policy implementation of Teaching Chinese in Putonghua is implementing in Hong Kong Primary School and the problems encountered. The study intends to shed light on the discussion of teacher leadership in two ways. First, policymakers and school principals should pay particular attention on the issue of teacher leadership in designing and funding support teacher development programmes. Second, suggestions for school leaders to implement the Policy of Teaching Chinese in Putonghua at primary schools are made. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 鄧瑞瑩 / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2015. / Includes bibliographical references (leaves 386-387). / Abstracts also in Chinese. / Deng Ruiying