Despite considerable expenditure by school systems on ICT in terms of hardware, software, and related professional development programs, the impact on classroom practice remains disappointing to many. Current models of teacher professional learning in ICT appear to have had minimal impact. Based in the interpretative paradigm, this thesis describes the experience of the participants in a unique professional development program in which students in Grades 3 and 4 mentored teachers in their school in the use of ICT. The study was undertaken in two schools in Melbourne, Australia, and involved the professional development of teachers in the use of digital cameras and related software. Following their initial training with the researcher in one school and a focus teacher in another, the children worked in pairs to conduct three semi-structured sessions with a teacher, mentoring them in the use of the technology. The children were also available to the teachers for further consultation or assistance. It was intended that the mentoring program would enhance teachers’ knowledge of the technology and also their classroom practice. This thesis reports the benefits of student mentors in ICT as seen by teacher mentees involved in the project. In particular, the focus of this study is on the teachers’ perceived effect of the student mentoring approach to professional development in relation to their skills and confidence with ICT, their classroom practice with ICT and their recognition of other values inherent in the program. Data were collected throughout the project in the form of surveys, interviews, observations and student and teacher journals. Using NVivo, these data were analysed into themes to ascertain teachers’ reported benefits of the program in relation to their skills, confidence and classroom practice with ICT. Findings of the project included the improvement in teachers’ skills and confidence and an impact on their thinking and practices with technology in the classroom. As well as these intended outcomes, teachers also reported a greater knowledge of their personal learning preferences, which influenced the way they saw the children’s learning and therefore their classroom practice. Child mentors flourished in the mentoring relationships, showing their prowess in mentoring teachers with ICT, with several surprising their teachers with their capabilities. Overall, the teachers were very positive about the mentoring experience and the influence it had on their confidence, skills and classroom practice. This study showed the potential impact of children as mentors of teachers in ICT, and offers a model for consideration by schools and school systems in the way in which they approach professional learning in ICT of their teachers.

Syftet med denna studie är att öka kunskapen om samverkan mellan fritidshem i grundskolan och grundsärskolan. De frågeställningar som använts i studien är: Hur uppfattar fritidspersonalen samverkan mellan olika fritidsverksamheter? Samt vilka uppfattningar har fritidspersonalen kring möjligheter och utmaningar med samverkan mellan olika fritidsverksamheter? Den metod som studien baseras på är kvalitativa semistrukturerade intervjuer. Sex fritidspersonal har intervjuats individuellt, tre av dessa är fritidspersonal som arbetar på grundskolans fritidshem och tre är fritidspersonal från grundsärskolans fritidshem. Studiens insamlade empiri har analyserats utifrån ett sociokulturellt perspektiv. Resultatet visar att erfarenheterna och upplevelserna från fritidspersonalen av samverkan mellan fritidshem i grundskolan och grundsärskolan är övervägande positiva. Resultatet visar även att det finns möjligheter i att grundskolan och grundsärskolan delar skolmiljö och kan mötas varje dag, och att mötet dem emellan skapar förståelse, acceptans och goda förebilder. Studiens resultat visar också att samverkan mellan fritidspersonal är av stort värde då kunskap och erfarenheter delas dem emellan. Resultatet visar även att det finns utmaningar i samverkan mellan fritidsverksamheter. En utmaning är att grundskolans elever kan vara rädda för grundsärskolans elever och att det till stor del bottnar i okunskap. En annan utmaning som fritidspersonalen lyfter fram är behovet av passande förutsättningar för att samverkan ska kunna komma till stånd. Exempel på nödvändiga förutsättningar är mindre barngrupper och tillgång till yta.

De senaste undersökningarna som gjorts i svenska skolan visar att elever i grundskolan underpresterar i ämnet matematik, vidare är en stor del av eleverna också ointresserade av ämnet. Denna studie har fokuserat på vilka didaktiska val lärare i årskurs 1–3 kan göra för att motivera och intressera elever för matematikämnet. Intervjuer har genomförts på lärare från olika skolor i en mindre kommun i mellersta Sverige. De intervjuade lärarna har beskrivit vad de anser vara viktigt i sin undervisning samt hur de själva arbetar för att motivera elever. Resultaten visar bland annat på att lärarna anser det vara viktigt att variera undervisningen. Genom att variera olika arbetssätt, där man inkluderar både konkret material, filmvisning och lek menar lärarna att intresset och inlärningen ökar bland eleverna. Lärarna menar även att en tydlig verklighetsanknytning i undervisning kan bidra till lustfyllt lärande och motiverade elever, då ämnet upplevs mindre abstrakt. Resultaten visar dessutom att de intervjuade lärarna anser själva att de ger lika mycket utrymme för både praktisk och teoretisk undervisning i de lägsta åldrarna. / <p>Matematik</p>

The National Curriculum Statement advocates a shift in focus with regards to the manner in which assessment and learning are conceptualized (Department of Education, 2002). Consequently, new forms of assessment that are in keeping with the principles of the National Curriculum Statement (Department of Education, 2002), are expected to be implemented within the South African classroom context. Set against this backdrop, the study set out to explore teaching learning through the lens of assessment, by focussing on the content, process and application issues associated with teacher learning. This study attempted to unpack what teachers know about assessment and how they have come to acquire this knowledge. It was envisaged that through an analysis of how teachers learn about assessment, this study would reveal valuable insights about how teachers learn, and in this way, bring to the fore additional meaningful insights about the conditions that lead to effective teacher learning. In striving to achieve the outcomes of the research project, this study focused on the interplay between theory and practice to explore the process of teacher learning and how this learning translates into practice, through exploring how teachers’ knowledge of assessment, influenced their classroom assessment practices. The study was a qualitative one, within a case-study design. The use of semi-structured, iterative interviews, document analysis, and observations, formed the instruments used in the study. The thesis unpacked the journey of learning about the new forms of assessment, among three primary school educators, who formed the participants of the study. The findings of the study allude to the notion that teachers learn in a variety of different ways, and through a plethora of learning experiences, making a simplistic, superficial understanding of teacher learning, inadequate. In addition, the study pointed to teacher learning being shaped by a number of factors, indicating the significant influence that a multitude of factors, both internal and external, have over teacher learning. Further, the challenges and issues associated with teacher learning were brought to the fore. The implications of the study suggest that teacher learning is complex and multi-faceted, making it most necessary to adopt a multi-focus approach to teacher learning. / Thesis (Ph.D.)-University of KwaZulu-Natal, Edgewood, 2012.

South Africa stands on the threshold of a new era in education. The separate and fragmented model for the provision of education, which signified a policy of apartheid, is to be replaced by a single unified system. With the adoption of a new interim Constitution (1993), we have, for the first time, formal recognition of human rights, the application of which, will underlie all legislation and administration decisions (Dean in Neon, May 1994:9-10). On 31 March 1994, the 'own affairs' administrations were abolished. In accordance with the interim Constitution (1993), these structures have, however, been retained and will continue until the transition to a new dispensation takes place (Neon, May 1994:20). Progress towards achieving the goal of a unified education system includes, inter alia, the creation of a Department of Education and Training at a national level, as well as the creation of provincial administrations in 9 provinces, each of which will have its own education department (Neon, June 1994:1). The new government stands committed to early childhood development. The care and development of infants and young children is seen to be the foundation of social relations and the starting point of a national human resource development strategy. Policy proposals outlined by the Department of Education in the Draft White Paper recommend that: “The care and development of infants and young children must be the foundation of social relations and the starting point of a national human resource development strategy ..... The new national department is planned to have a directorate for Early Childhood Development and Lower Primary Education, in the light of continuity in developmental approaches to the young child and the need for a reshaping of curricula and teaching methodology for the early years of school …… The year 1995 should be used mainly for planning the development of the reception year……” (Republic of South Africa, 1994:20). As far back as 1981, the De Lange Commission stated that without a corps of well-trained and talented teachers, any attempts aimed at realizing the potential of a country's inhabitants, improving the quality of life of its citizens, promoting economic growth and providing an equal system of education, cannot be successful. No other single factor determines to such an extent the quality of education in a country, as the quality of the corps of its teachers (HSRC, 1981:59 & 180). It is anticipated that the demand for teachers is likely to increase as a result of the phasing-in of compulsory education commencing with the class one child, the introduction of a reception class year, reduction of class sizes to 40 pupils and the enrolment of out-of-school children. Trained manpower will prove to be a major problem and an accelerated programme of teacher education to meet quantitative needs, without compromising quality, will be essential, in order to successfully implement a reception class year, ensure a better distribution of qualified teachers and cater for ever-increasing numbers of school-going children. Major structural changes will, therefore, be needed in the preparation and development of teachers. It is within the context of this background information, that this study has been conducted, namely to develop appropriate teacher-training structures for the foundation phase of education, with particular reference to the reception class year. The specific purposes of the study were:- * to review pre-primary provision; * to review current teacher-training structures and assess priorities and needs for developing appropriate methods of professional training; * to compare pre-primary provision and teacher-training policy with that of developing and developed countries; * to develop strategies to train and accredit teachers through a shortened PRESET structure; * to upgrade existing teacher qualifications through an approved INSET structure; * to analyse the feasibility of the proposed strategies for the KwaZulu-Natal region. The study involved an analysis of the NEPI sectoral reports on Early Childhood Educare and Teacher Education, the ERS and the KwaZulu-Natal Interdepartmental Working Groups' Discussion Documents. In addition, other relevant reports and working papers have also been consulted. Viable options for the training of teachers for the foundation phase of education which emerged from the study were: * the establishment of links between non-formal and formal training programmes; * the development of a modular career path for the coordinated training of teachers through INSET; * the development of a 5-year plan for the phasing in of qualified teachers through PRESET and INSET; * the development of an appropriate course structure; * an outline of governance and control. The main recommendations made in the study include the following:- * the obtaining of a Reception Class Diploma which will allow experienced educare workers to obtain a formally-recognised diploma in reception class education, part-time, whilst currently employed as a teacher; * the recognition of such a diploma should the student not wish to study further; * the upgrading and revitalising of lower primary school teachers currently in service; * the obtaining of a 3-year diploma through an inverted '2+2' teacher-training model which will, inter alia, allow the student to obtain 'on the job' training whilst studying on a part-time basis; * a simplified qualifications structure; * the implementation of a 5-year plan for the phasing-in of qualified teachers; * a collaborative strategy with accredited NGOs who will assist with the training of teachers * a modularised curriculum * the establishment of a Resource and Training Centre for teachers. / Thesis (M.Ed.)-University of Natal, 1995.

The urgency of research in the field of child sexual abuse has inspired most efforts to be concentrated on treatment and counselling. An important objective of this study was to show that equal importance should be directed towards the identification, causes, effects and prevention of child sexual abuse. It became evident from the literature study that the catastrophe of child sexual abuse can be reduced if teachers, especially primary school teachers,. are professionally trained to identify, protect, prevent, report, support and guide the sexually abused child or possible victims of child sexual abuse. An empirical study to determine the importance of the role of the primary school teacher in dealing with child sexual abuse has been conducted. The results and the educational implications of the findings are discussed and finally guidelines are given to assist primary school teachers in their task of giving support and guidance to the sexually abused child. / Psychology of Education / M. Ed. (Psychology of Education)

Semiotics and the concept of signs can be used to analyse the signs that can be found in a Swedish primary school in order to understand and expand our understanding of the role of signifiers, including cultural ones, in child education. The study identifies what signs can be found, what purpose they have and what category of sign they belong to, whether they are signs as defined by Saussure, how they might be categorized within Peirce‘s triadic typology and, applying Barthes’ notion of cultural signification, the extent to which they contribute to maintaining and promoting a school’s identity and values. In order to analyse the signs, a Swedish public primary school located in Halmstad was visited and the visible signs were photographed and catalogued. In order to confirm the intentions behind the design and meaning of signs, an interview with a senior teacher was arranged. The result, and signs, that were documented and described; these included drawings, emergency escape signs, posters, diplomas and other instructions with picture or sign language representations. The signs were categorized and analysed using semiotic theories of signs suggested by Saussure, Peirce and Barthes. The study facilitates a clearer understanding of the range of functions of signs in schools, both for practical purposes and as signifiers of culture and identity, and also highlights the possible applications and limitations of using semiotic theories in investigating generated meanings in physical locations.

Thesis (PhD)--Stellenbosch University, 2015. / ENGLISH ABSTRACT: This study focuses on the lived experiences of primary school teachers within a culture of performativity. The French philosopher, Jean-Francois Lyotard (1984) more than anyone else gave credence to the notion of ‘performativity’ in education which he used to represent political and bureaucratic mechanisms of control. Embedded in regulatory mechanisms there are performance indicators such as ‘monitoring systems’ with associated ‘production of information’, that according to Ball (2003) engenders the ‘terrors of performativity’. To conform to the regulatory mechanisms the performativity culture in schools, pressure is increasingly placed on teachers to demonstrate their accountability to education authorities for the responsibilities delegated to them. The literature review does not only seeks to give meaning to key terms and concepts relevant to the study, but also aims to define the operational. Relevant terms included: accountability, professionalism, performance and performativity. In the discussion it is shown that there is a close underlying relationship between performativity and performance, between performativity and accountability, and between performativity and professionalism. In order to answer the main research question and to align logically to the purpose of the study, the researcher conducted a qualitative research study within the interpretative research paradigm. The study was guided by the phenomenological research approach – and more specifically by the hermeneutical-phenomenological research method of Max van Manen (1990). Two data collection methods were employed: protocol narratives (descriptions of lived experiences) and in-depth semi-structured phenomenological interviews. In this study a thematic analytical approach was followed whereby the researcher identified emerging themes from the collected data. Different steps were taken to increase the internal validity of the study and to give attention to the ethical aspects that emerged during the investigation. In this study it is evident that performativity, with its emphasis on effectiveness, efficiency and quality, is currently the most powerful and pervasive discourse in education. The description of the results shows that teachers tend to be swallowed up by the demands of performativity – so much so that teachers are overwhelmed by the ‘terrors of performativity’. Teachers’ ‘escape’ from the ‘imprisonment’ of performativity is not only associated with distorted side Stellenbosch University https://scholar.sun.ac.za viii effects, but there are also physiological and emotional processes that teachers are confronted with in their attempts conform to the regulatory systems. The study found that the undesirable side effects of performativity serve and a push factor for the early exit of teachers from the profession. / AFRIKAANSE OPSOMMING: Hierdie studie fokus op die geleefde ervarings van primêre skoolonderwysers binne ‘n kultuur van performatiwiteit. Die Franse filosoof, Jean-Francois Lyotard (1984) wat meer as enigeen die betekenis van performatiwiteit in die onderwys blootgelê het, gebruik die nosie van ‘performatiwiteit’ om politieke en burokratiese meganismes van beheer voor te stel. Ingebed in die regulerende meganismes is daar prestasie-aanduiders soos onder andere ‘moniteringsisteme’ met gepaardgaande ‘produksie van inligting’, wat volgens Stephen Ball (2003) aanleiding gee tot die ‘terreurs van performatiwiteit’. Ten einde te konformeer tot die regulerende meganismes is daar binne die performatiewe klimaat in die skool toenemende druk op onderwysers om te demonstreer dat hulle toerekenbaar is aan die onderwysowerhede vir die verantwoordelikhede wat aan hulle opgedra is. In die lieratuuroorsig is nie net ‘n oorsig gegee van die betekenisse van kernterme en – konsepte wat relevant tot hierdie studie is nie, maar ook is gepoog om dit operatief te definieer. Relevante begrippe is onder andere toerekenbaarheid, professionalisme, prestasie en performatiwiteit. In die bespreking is aangetoon dat daar ‘n noue onderlinge verband tussen performatiwiteit en prestasie, tussen performatiwiteit en toerekenbaarheid, en tussen performatiwiteit en professionalisme bestaan. Om die sentrale navorsingsvraag te beantwoord en logies met die doel van die studie in te skakel, het die navorser ‘n kwalitatiewe navorsingstudie uit die interpretiwistiese navorsingsparadigma onderneem. Die fenomenologiese navorsingsbenadering – en meer spesifiek, die hermeneuties-fenomenologiese navorsingsmetode van Max van Manen (1990) het hierdie studie gerig. Daar is gebruik gemaak van twee data-insamelingsmetodes, te wete protokol skryfwerk (geleefde ervarings-beskrywings) en semi-gestruktureerde in-diepte fenomenologiese onderhoude. In hierdie studie is ‘n tematiese analitiese benadering gevolg deurdat die navorser die ontluikende temas in die ingesamelde data geïdentifiseer het. Verskillende stappe is gedoen om veral die interne geldigheid van die studie te verhoog en aandag te gee aan etiese aspekte wat tydens die ondersoek na vore gekom het. Uit hierdie studie blyk dit dat performatiwiteit, met sy klem op effektiwiteit, doeltreffendheid en kwaliteit, huidiglik die mees magtigste en deurdringende diskoers in die onderwys is. Uit die Stellenbosch University https://scholar.sun.ac.za vi beskrywing van die resultate is dit duidelik dat onderwysers neig om deur die eise van performatiwiteit verswelg te raak – soveel so dat onderwyser oorweldig word deur die ‘terreurs van performatiwiteit’. Onderwysers se ‘ontsnapping’ uit die ‘gevangenskap’ van performatiwiteit gaan nie net gepaard met bepaalde verwronge opvoedkundige newe-effekte nie, maar ook is daar die fisiologiese en emosionele prosesse wat onderwysers moet verduur in hul pogings om tot die regulerende stelsels te konformeer. In die studie is bevind dat die ongewenste newe-effekte van performatiwiteit dien as stootfaktore wat onderwysers beweeg om die onderwys vroeg te laat verlaat.

Key words: reading comprehension, primary school, reading strategies, instruction techniques, gender. Research indicated that the reading ability of Grade 3 to 7 learners is insufficient for them to successfully complete their grades. This is an issue which needs attention very seriously, because it is clear that many students who have problems with reading comprehension and don't use reading strategies optimally and strategically are unprepared for the academic literacy requirements that typically characterise all levels of education, and that may very well be a part of their upcoming job responsibilities. For students to become mindful, motivated strategy users, they need systematically orchestrated instruction. Good instruction is the most powerful means of developing proficient comprehenders and preventing reading comprehension problems. The purpose of the study was to determine whether: • Grade 3, 5 and 7 learners use reading comprehension strategies and, if they do, which strategies are they using during which phase (pre-reading phase, during reading phase and post-reading phase). • There is a difference in boys' and girls' use of reading-comprehension strategies. • There is a difference in the use of reading comprehension strategies and the reading comprehension between Grade 3,5 and 7 learners. • The teachers of Grade 3, 5 and 7 learners are teaching reading strategies and, if so, which reading strategies are they teaching and how are they teaching them. A single cross-section survey design was used in the study. A total of 240 Grade 3, 5 and 7 learners attending two primary schools in Pietersburg, as well as six teachers (one for each grade in each of the two schools), participated in this study. Results showed that Grade 3, 5 and 7 learners differ regarding their use of reading strategies during the before reading, during reading and after reading phases. Results further showed that girls, in their use of reading strategies, differed statistically from boys, but the difference only revealed a small effect size. Pearson product moment correlations indicated that there was a relationship between reading strategy use and reading comprehension of Grade 3, 5 and 7 learners. The results of the ANOVA and the post hoc Tukey test showed that there were statistically, as well as practically, significant differences in the use of reading strategies and reading comprehension between Grade 3, 5 and 7 learners. The results also indicated that, although teachers sometimes teach reading strategies, the teaching does not seem to be explicit. / Thesis (M.Ed.)--North-West University, Potchefstroom Campus, 2007

This work is focused on studying the outside-school physical activities of children visiting the 4th and 5th grades of primary school in Prague 9. It examines the children's relationship to physical activities. Through the survey I presented to ground school children, the work discovers if they do some sport activities, how they spend their free time, how their family influences their physical activities and if they take part in one-time physical activities events. Last but not least the work studies the children's view on the benefits of physical excercises.