This study investigates whether principles of learner autonomy are integrated into ELT textbooks used in Hong Kong primary schools. Primary quantitative data were generated through an analysis of textbooks, and the supporting qualitative data came from interviews with teachers and lesson observations. Two sets with a total of twelve English language textbooks published for Primary Four, Primary Five and Primary Six students by Oxford University Press (China) Ltd. and Pearson Hong Kong were evaluated. Five teachers participated in the interviews while lesson observations were conducted with three of them. The results show that principles of learner autonomy are included in the textbooks to some extent. Out of the five key principles of learner autonomy, only self-assessment is achieved fully. The other key principles are partly achieved (i.e. self-selecting learning strategies, self-selecting materials and classroom activities) or not achieved (i.e. self-setting goals and self-reflection). There is currently not enough attention given in these primary ELT textbooks to promoting learner autonomy. In addition, it is found that there is no great difference in the degree of learner autonomy promoted across educational levels. The findings also suggest that different authors have different levels of awareness of promoting learner autonomy. This study concludes that a set of guidelines about the incorporation of principles relating to learner autonomy would facilitate authors and publishers in designing textbooks. / published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

This study aimed to explore Hong Kong primary school students’ development of story writing in Chinese, by examining the fluency, structure and organization ability, and communication ability. It was a basic research that adopted qualitative and quantitative research methodologies. In total, 2823 pieces of Chinese story writing were collected from three Hong Kong primary schools; 1200 samples were randomly selected for analysis in details. In analysing the selected samples, the total numbers of words and sentences were first identified. Then, the type of structural organization with reference to story schema, and their communication elements were studied. Finally, the data were used for additional statistical analysis. The study showed that primary school students’ ability in writing Chinese stories was developmental and with variety of ability within each class level. The fluency, structure and organization ability, and communication ability were gradually improved when students got older. This study has four major findings. First, the total numbers of words and sentences were increased at each grade level. Difference in the total numbers of words and sentences within the same class level was significantly found in Primary Four and difference became larger in Primary Five and Six. Second, the story schema which students constructed in their story writing was more and more complex as they grew up. Third, the older subject students could write much more rich contents in the beginning and ending of story. Fourth, the older subject students were more skilled at using the communication elements in the beginning of story, and expressing major theme through the story writing. The study’s results enrich the understanding of the theories of the language development of children and their story writing. It also provides valuable information for the researchers in the related areas, and the teachers who teach Chinese and design Chinese writing curriculum. However, this study is only an exploratory attempt to study Hong Kong primary school students’ development of story writing in Chinese; further verification of its findings and test are needed. 本研究旨在探討三所香港小學生的中文故事寫作能力發展。研究是一項基礎研究，採用質性和量性的研究方法，分析研究對象中文故事寫作的流暢性、結構組織能力和傳意能力。本研究從三所小學搜集了2823篇中文故事寫作研究樣本，再以隨機抽樣的方式抽取1200篇作為分析之用。最後，對所得的數據會進行統計分析，以了解研究對象的中文故事寫作能力發展。 研究結果顯示，研究對象的中文故事寫作能力具發展性和差異性，會隨?年級的增長，在流暢性、結構組織能力和傳意能力方面的表現會有所提升。流暢性方面，研究對象寫作的「總字數」和「總句數」均隨?年級逐年的上升而穩步增加，而各級研究對象的表現均有明顯的差異，並在小四年級開始擴大。結構組織能力方面，研究對象在中文故事寫作中應用的故事結構圖式，隨?年級的增長而趨於複雜。按研究對象的故事結構組織能力，大致上可以把他們分成三段發展階段。第一組為小一和小二，第二組為小三和小四，第三組為小五和小六。研究對象的開端鋪敘能力和故事結構組織能力一樣，大致可以分為三段發展階段。結尾鋪敘能力方面，亦是隨?年級的增長而鋪敘更多的故事內容。不過，敘述觀點卻沒有呈現發展的趨勢。傳意能力方面，研究對象雖然會隨?年級的增長，更能在故事的開端部份加入傳意元素，但能夠在中文故事寫作的開端部份加入傳意元素的研究對象不多，而且較多集中在高年級。至於透過故事寫作傳達主題思想方面，小三至小六年級中，明顯有較多研究對象能夠在中文故事寫作中傳遞主題思想。 本研究探討了三所小學生的中文故事寫作能力發展，研究的結果豐富了兒童語言發展和故事寫作理論，亦為進行相關研究的學者，以及規劃中國語文寫作課程或教學的教師，提供了有價值的資料。不過，本研究是一項初步的探索性研究，所取得的發現有待進一步證實和發展。 / published_or_final_version / Education / Doctoral / Doctor of Philosophy

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This thesis begins with the premise that in order to be mathematical students must first discover and develop their creativity. Within the context of classroom-based action research, the following questions are examined: What is mathematical creativity? Under what conditions does mathematical creativity flourish? And, how is creativity manifested in young children? To this end, the definition of creativity is expanded to include those daily moments of discovery, where clarity is reached and we say, "Oh! I get it!" It outlines how an inquiry methodology increases creativity and allows students to view mathematics from a place of wonder and excitement. In addition, different language-learning strategies are used to gain insight into how these strategies helped a group of grade three French Immersion students begin to define themselves as mathematically creative. Furthermore, the thesis explores the importance of relationship, relevance and rigour in planning for creativity in mathematics. It explains why a culture of not knowing is crucial to the development of mathematical understanding and confidence in young children and how ambiguity, frustration and perseverance are necessary elements in creative thinking. Also, it considers the importance of second language development and its implications for mathematics. Finally, it suggests creativity in mathematics is possible if students use dialogue and reflection to explain how their thinking is changing, or what new things they are discovering about mathematics. / xii, 117 leaves ; 29 cm

The study rests on the assumption that teachers of Natural Sciences apply various assessment strategies in their interaction with learners. Among the strategies that are proposed by the National Department of Education is the use of formative assessment. Due to the challenges that face teachers of this learning area, the researcher opted to explore the implementation of formative assessment, especially because there is vast lack of implementation of various departmental programmes and initiatives that are aimed at the betterment of our education system during this transformation period. To engage in this study, the researcher purposively selected three primary schools with Grade Seven classes in Umlazi District. Three research methods are employed to investigate the implementation of formative assessment in Grade Seven Natural Science classes, namely, semi-structured interviews, semi-structured observations and document analysis. Purposive, criterion-based selection was used to select participants to the study. Participants involve teachers of Natural Sciences at Grade Seven level. Data were collected using the afore-mentioned methods, and were analysed using Vygotsky’s theory constructivism and his concept of the Zone of Proximal Development (ZPD). Data were presented narratively, graphically and in tabular forms. The data are extensively discussed with reference to literature on formative assessment. The discussion is aimed at responding to the three research questions that drive the entire investigation. Findings thereof are presented in narrative form. The data collected helped the researcher to make sound conclusions about the implementation of formative assessment in the three sampled primary schools. Recommendations are made concerning the implementation of formative assessment in respect of what could help teachers achieve the prescribed learning outcomes and assessment standards through the use of formative assessment. Though the findings presented indicate the contextual factors typical to the three sampled schools, particularly the Grade Seven classes, they could be transferred to other institutions with similar settings because this is a case study research. This means that what happens in the three selected schools could be common to other schools as well regarding the use of formative assessment during teacher-learner interactions. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

The purpose of this study was to find out whether there was a relationship between playing chess and learners' achievement at Mathematics. To investigate the relationship an ex post facto, quasi-experimental research design was used. Learners from two Senior Primary Schools in Kwazulu-Natal who had active school chess clubs were selected to participate in the study. The learners' average mathematics marks at entry year to their Senior Primary Schools were considered the pre-test data. These marks were compared to their mathematics marks at their current grade that was considered the post-test data. In addition a further analysis was done with a group of chess players and a carefully selected group of matched non-players using mathematics marks at entry year as the matching criteria. In all cases the treatment was considered to be the current active participation in chess. The data and background information about the groups was obtained from teachers' interviews, existing school records and a questionnaire that was completed by the participating learners. It was found that for the chess players (the test group) the improvement in the average mathematics mark at Grade 7 (post-test) compared to their entry year average mathematics mark (pre-test) was significantly higher than that of non-players. While the chess players' marks improved, the non-players marks (control group) declined. This finding was further supported by analysis of the matched pairs where the same trend was found. Statistical analysis using t-test found that the results were significant. Further detailed analysis of sub groups within the data revealed that current chess players who were below grade average at Grade 4 had improved their mathematical achievement by even more compared to their matched non-players, at Grades 5, 6, and 7. This points to a possible positive causal effect between chess and mathematics achievement for below average achievers. When the amount of exposure to chess was investigated, no correlation was found between the amount of chess played (frequency and length of time) and the level of improvement in mathematical achievement. However, playing chess for a period longer than six months, did positively affect the mathematical achievement of Grade 7 active chess players and the mathematical achievement of the weaker learners at all Grades for which data was collected in the study. This study implies that the incorporation of chess into school activity and further encouragement for all learners to play the game should be seriously considered by the education authorities since it is likely to result in the overall improvement of the mathematical achievements especially in the higher grade of the Senior Primary School. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2004.

This is an empirical study of how teachers in the Maths Centre for Primary Teachers project use instructional materials in teaching mathematics in junior primary schools. The key question of the study is whether teachers use instructional materials in ways that promote quality education. Instead of being guided by the "school effectiveness" paradigm, one which is based on a production function model, this study adopts an approach used in "quality education" research which argues that it is not simply the availability of instructional materials, but the effective use of instructional materials that determines quality instruction, and in turn quality education. Huberman's model of a teacher as an independent artisan describes the role of a teacher I envision as one that is likely to bring about improvements in the quality of instruction. The approach adopted in Huberman's model emphasises teacher-centred methods. (Teacher-centred does not mean "not child-centred", but simply focuses on what role the teacher needs to play). In this study it was found that, with regards to certain aspects, teachers used instructional materials in ways that were appropriate and contributing to improvements in the quality of education. Teachers valued MCPT materials for their power to illustrate and teach mathematical concepts. Teachers applied methodologies that were informed by a constructivist theory of learning, within a classroom environment conducive for this. However, teachers hardly prepared and used their own materials, and they presented MCPT materials in ways that deprived them of opportunities for teacher development in curriculum management. It is argued, therefore, that there is need for advanced training of teachers on the use of instructional materials - training that enables teachers to use materials in ways that fit in with their design of classroom curriculum. / Thesis (M.Ed.)-University of Natal, 1995.

The writer is of the opinion that the teaching of history is a skilled, complex and challenging activity which demands a highly professional approach. History teaching should enable children to identify and acquire certain skills and perspectives that support and develop their interest in and knowledge of the past. There has been some concern that history may not be an appropriate school subject for children and young adolescents because it requires a level of cognitive development that they may not yet have attained. Fortunately, there is a substantial body of research that addresses this question. Most of it is grounded in Piagetian theory and is concerned with the development of logical thinking in history learning (Downey and Levstik 1988:338). The writer believes that sophisticated and potentially difficult concepts like historical time, cause and effect and empathy are capable of being explained and discussed at a level that most pupils can grasp. The most frequently quoted statement of Jerome Bruner lends support to this view: "Any subject can be taught effectively in some intellectually honest form to any child at any stage of development" (1977:3). This research focused on the three pivotal concepts of historical time, cause and effect and empathy. The purpose of the empirical study was to establish how significant a role these concepts play in the teaching and learning of history at the senior primary level. The study was undertaken by means of the illuminative method of research within the context of the ethnographic tradition. The writer observed and described the teaching of history in seven schools in the Durban area. Ten lessons were given by Fourth Year students from a college of education and five were taught by senior primary teachers. The depth of teaching experience in this group ranged between one year and twenty. In most of the lessons, content predominated over the reinforcing of concepts. Teachers stated openly that they experienced difficulty in teaching the concepts of historical time and cause and effect at senior primary level. This was borne out by the pupils' oral and written responses. However, most teachers did encourage pupils to empathise with the subject matter. The results of this research suggest that there is a need to heighten teachers' awareness of the centrality of the concepts of historical time, cause and effect and empathy if the teaching of history at senior primary level is to become more effective. / Thesis (M.Ed.)-University of Natal, Durban, 1992.