Thesis (M. Ed.)--University of Adelaide, 1992? / Includes bibliographical references (leaves 396-404).

The purpose of this study was to develop a Web site for a primary school and to determine the quality of the web site in comparison with the web sites of other primary schools. The specific focus of this study was to determine the promotability of the web site and to point out the advantages for the school concerned. Ms Mariaan Greyvenstein, my co-researcher, focussed on the content development and management aspects of the web sites of primary schools. The dissertations of both the researchers discuss the web site of one specific school, and for this reason some information overlaps periodically. Both of the dissertations have separate functions and each one is special in its own way. A detailed description of the development and testing of the product is given. The acquisition and evaluation of results are discussed. The researcher discusses the findings to assure the profitability of the product. / Dissertation (MA (Information Science))--University of Pretoria, 2007. / Information Science / unrestricted

Thesis (EdD.)--Open University.

There are evidently high incidences of bullying among learners in schools. The problem is that victims and perpetrators, as well as teachers do not understand what constitutes bullying and are unable to take appropriate action when it occurs. Because of the poor understanding of bullying, incidences remain unreported, and if they are, teachers are unable to deal with them effectively. This study aimed to examine the teacher's and learner' s understanding of bullying and its prevalence in a Durban Primary School, and how they cope with bullying incidents. It investigated the different forms that are commonly found among the boys and girls. Because victims of bullying tend to be boys more than girls and the perpetrators boys, gender socialization theories (Connell, 1996; Fitzclarence 1995) were used to analyse the ways in which the boys and girls understand and cope with bullying. Particular attention was given to the experiences of the grade 7 learners. The study utilised a descriptive survey design, in which qualitative methodologies were used to address the identified research questions. Data was collected through observations, questionnaires, unstructured interviews and conversations. The major findings confirmed that bullying is a problem at the Durban primary school. Firstly boys and girls experience different forms of bullying. Girls experience more indirect forms of bullying, whilst boys experience more direct forms. Secondly, bullying has affected some of the learners to an extent where they stay away from school. The learners are more comfortable speaking to their peers about bullying than their parents and teachers. However, the teachers seem to be largely unaware of the extent and consequences of bullying. One of the major implications of this study is that policies that specifically address bullying in the school need to be developed to curb the problem. In addition, initiatives should be taken to raise the teachers, parents and learners awareness of the phenomenon of bullying and appropriate strategies developed and implemented to curb it. / Thesis (M.Ed.) - University of Natal, Durban, 2002.

There has been much debate over many years in the Australian Federal Parliament on the implementation of a national curriculum in mathematics. In 2004, the Government, under the direction of the then Minister for Education Brendon Nelson, initiated a national mathematics program for students in lower secondary high schools and primary schools. The Australian International Centre for Excellence was commissioned to implement a pilot program and called for expressions of interest to participate from high schools across the nation. At that time I was working as the Acting Head of the Mathematics Department at a senior high school in a large Western Australian country centre. I was concerned with the content and level of difficulty in many of the textbooks that were available for our students and also the processes used in these textbooks (or by teachers) to assist students to gain mastery of the basic mathematical concepts in the Outcome Number. I decided to apply to participate in the pilot program on behalf of my school, and my application was accepted. In the first stage of the program two classes of both Year 8 and Year 9 students were selected. One of my cooperative colleagues and I found out very early that the Year 8 ICE-EM textbook was too difficult for many of these students as they lacked the skills to do much of the work in the Outcome Number. These students had very different learning experiences in their primary school mathematics, with schools and teachers placing different emphases on each of the Outcomes in mathematics. The opportunity to modify our school's Year 8 program and to implement change in the high schools' feeder primary schools occurred with the second stage of the pilot program's Transition Phases 1 and 2, due for implementation in 2007. / Twelve teachers and 329 students from the high school and feeder primary schools became involved at the second state of the pilot program. All students were provided with a textbook, and teachers were free to choose how or when these books would be used with their students. Surveys were administered to teachers and students at the beginning of the year and end of the first semester. Tests were designed and administered throughout the study and comparisons were made with the student's WAMSE (Western Australian Monitoring Standards in Education) score. WALNA (Western Australian Literacy and Numeracy Assessment) and the Department of Education and the University of Western Australia's WAMSE scores were used to investigate changes in students' achievement and progress. Interviews with teachers and students were conducted to review the pilot program and investigate anomalies in students' results. The study found differences in students' Achievement and Progress based on WAMSE scores. Most teachers who adopted the program believed that it led to improved student learning and understanding of Number concepts in mathematics. All teachers at the high school and its feeder primary schools have continued to use the ICE-EM textbooks as part of their teaching and learning program. Increased uniformity among the primary schools was beneficial for the high school's Year 8 mathematics program. The results also indicated the need for caution when using State and National testing to report on student progress and achievement.