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The purpose of my research was to determine the level of motor skills and school readiness in preschool and primary school children. The thesis consists of theoretical and practical part. Theoretical part deals with development of motor skills, school maturity and characteristics of preschool and primary school period. Practical part includes the results of testing fine motor skills and rough motor ability using the assesment of the test of the school readiness. The results for children of different age were mutually compared and then compared with professional literature. Key words: Motor skills, motor development, school readiness

Thesis (D.Ed.)--University of Delaware, 2009. / Principal faculty advisor: Fred T. Hofstetter, School of Education. Includes bibliographical references.

The aim of my diplomy work is to find out the level of motory skills 6-7 year old children. Research work ran in the sekond {--} class at Primery schoul Kubatova in České Budějovice. General set spaned 42 pupils. My task was to compare theirs efficient and co {--} ordinative abilities with supposed level, to deliminate theirs mutual relations, to compare boys and girls and sports and non-sports class.

The theme of this thesis is focused on research of social competences in vocational education. The aim of the theoretical part is to clarify the issue of social competences in various contexts. It deals with school as a social environment, general skills of a teacher and the specification of social skills needed to practice this profession. It will also describe the relationship between social skills and curricular documents and finally present expected requirements of a school management for the application of these skills. The aim of the empirical part is the research at a vocational school with regard to how the potential of social competencies of teachers is used in pedagogical activities in relation to the graduate profile. The research will take into account the results of three research methods - a document analysis, an observation and an interview. Partial objectives will focus on the learning environment, the content of the graduate profile, the work of the teacher and the view of school management on the application of social skills. Keywords competence, teacher, vocational school, social skills, social interaction

Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

The awarding of section twenty-one status to schools is seen as part of the democratisation of education in South Africa. The aim of this study is to determine the impact that the allocation of section-twenty one powers has on the functioning of School Governing Bodies in rural section 21 schools. A case study involving three schools; a moving school, stationary school and a promenading school was conducted. The SGB members in these schools were interviewed to elicit information and get their viewpoints. Non-participatory observation was also conducted to add on the information gathered from the respondents. Other stakeholders involved in education were also interviewed, for instance the Chairperson of the National Association of School Governing Bodies and the Section 21 co-ordinator. It has emerged from the findings of the study that many SGBs are not coping with the allocated functions thrust upon them because of lack of skills and involvement. This results in the bulk of the SGB duties being performed by the principal or educators. / Dissertation (MEd (Education Management))--University of Pretoria, 2006. / Education Management and Policy Studies / unrestricted

Magister Educationis - MEd / Parental involvement in their children’s schooling has been found to be an important factor with regard to children’s experience of schooling including their academic performance. This quantitative study focused on parental involvement at a school of skills in the Cape metropole, Western Cape. Epstein’s (2009) six typologies of parental involvement in their children’s schooling provided the theoretical framework of the study and guided the formulation of the research instrument and the data analysis of the study. A survey research design was used and 74 parent/caregiver participants were conveniently sampled after all ethical protocols were followed. The findings indicated that participants: (i) indicated a very positive attitude towards being involved in the education of their children at the school of skills and were inspired to be involved in the education of their children, (ii) were highly involved in the following typologies of parental involvement: learning at home, parenting and collaboration with community, (iii) communication between school and the parents as a form of parental involvement was found to be at a moderate level, (iv) participants were found to be minimally involved in decision-making as a form of parental involvement, (v) volunteering as a form of parental involvement was represented by low to moderate levels of involvement, (vi) participants’ marital status, forms of kinship relations with the learners at the school of skills (e.g. biological mother, foster parent) and levels of formal education were not found to have a significant statistical relationship with their levels of parental involvement in their children’s schooling. (vii) The challenges that participants faced with regard to their involvement in their children’s schooling included the following: a) a fair number of about 30% participants frequently found language as a barrier for them to assist their children with homework, b) about 46% of the participants indicated that they were seldom or never recruited by educators to volunteer at the School of Skills, c) about half of the participants indicated that their challenge was that they were not trained on how to offer their talents for volunteering at the school, d) participants also found it difficult to share information with the school about their child’s cultural background, talents, and needs.

No description available.

Spanning over 2 000 years, teaching languages through drama is nothing new. Despite promising international research on the topic of teaching English as a second language (ESL) through drama, few to no studies have been conducted to assess its pedagogical value in the Swedish elementary school context. The national curriculum in Sweden promotes playful learning, with drama being included as a viable teaching activity for English in grades 4-6. Through five semi-structured interviews, this study explores how teachers in Sweden employ drama and role-play-based methods, but also how they perceive these method’s impact on students’ language skills. A thematic analysis of the teacher interviews suggests that drama and role-play can have positive effects, both in terms of academic skills development and in terms of affective factors related to the English subject. However, the teachers express concern that drama can give rise to unwanted behavior and bullying, which underlines the importance of a safe and supportive classroom environment before implementing drama-based tasks. Overall, the results seem to be in line with previous research on the topic and may thus be of relevance to the Swedish educational context. This study’s main limitation is its sole reliance on teachers who have a positive attitude towards drama and role-play. Therefore, further research could involve teachers who have used drama-based methods but found dissatisfying outcomes.