There were four aims identified for the study. Firstly, to become familiar with current research concerning children with learning difficulties in mainstream classes in primary schools. Secondly, to ascertain teachers' attitudes towards, and experience of, these children. Thirdly, to interview a sample of children identified by their teachers as performing in all academic areas at least 18 months behind the rest of the class. The purpose of the interview was to examine how they perceived their performance in reading and mathematics compared with the rest of the class, and to investigate their self-concepts. The final aim was to gain an understanding of the nature of the interaction between teachers and children with learning difficulties by observing a small sample of them, and a Control group, in class. Field work was conducted in three A.C.T. primary schools in 1984-85. The field work was divided into three stages. In Stage 1 a sample of 30 teachers volunteered to complete a questionnaire. In Stage 2 a sample of 30 children identified by their teachers as having learning difficulties was interviewed. In Stage 3, 6 of the previously identified children and 6 Control children were observed in class. Whilst the findings of these 3 stages of field work can only be presented tentatively due to the small sample sizes involved, there were some findings worthy of comment. For example, many teachers indicated a lack of pre-service training, or even in-service course attendance which could have provided a background to teaching children with learning difficulties. The childrens' responses indicated that their perception of their performance in reading compared with their peers was that they were &quotenot as good as the rest of the class.&quote However, for mathematics their perception was that their performance was more in the middle of the class. As a group their self-concept was low, as measured on the Coopersmith Self Esteem Inventory. From the observation it appeared that children with learning difficulties were on-task as much as the Control children. The teacher was twice as likely to interact with a child with learning difficulties than with a Control child, and the majority of these interactions were to impart instructions.

The research outlined in this thesis explores the issue of the effective principal through the perceptions of a sample of senior primary aged school students. The study originated due to a concern that too much of the current literature concerning effective schools and effective principals relies on the views of significant adults. Given that students are the focus of the school's and principal's energy it is difficult to understand why their views have not been sought more frequently. This study was initiated and conducted in an effort to determine what is was that students expected of the effective principal. The research is based on content analysis of the written responses from a sample of one hundred and ninety five senior primary aged school students aged between ten and twelve years from an education district in an education region of the New South Wales Public School System and in addition one to one interviews with a group of thirty students. The analysis resulted in the development of two sets of descriptors. One set of descriptors outline the fourteen most significant Behaviour Descriptors of the effective principal as perceived by the senior primary aged students surveyed while the other set outlines the eleven most significant Quality Descriptors of the effective principal. These two sets of descriptors of the effective principal have much support in the effective schools research. One area notably different however is the emphasis given by the students to the need for the principal to develop positive, warm and caring relationships with each student in the school. Although students were realistic in their understanding of what this implied they were adamant and consistent in their desire for such a relationship in order that the principal be deemed effective. The results of the study provide specific, clear, unambiguous descriptions of behaviours and qualities expected of the effective principal by the students surveyed. The descriptors are presented in a manner useful to practitioners.

This study investigated the effects of a cross-age tutoring programme on the tutors' self-esteem. The study also examined the effects of the programme on the tutors' attitudes to computers. A case study approach was used to answer the following questions: 1. Does the self-esteem of tutors increase when they tutor in a nonacademic subject area e.g. teaching others to use computer games? 2. Do the changes in self-esteem generalise to other areas or are the changes specific to the subject area of the tutoring? 3. Do the tutors' attitudes to computers change when they teach younger children how to use computer games? Twelve tutors, from three A.C.T. primary schools, were trained as tutors. Girls from Years 5 and 6, with low self-esteem (measured using the Coopersmith Self-esteem Inventory), were selected to teach girls from Years 1 and 2 how to use computer programmes. Self-esteem was assessed pre- and post- tutoring using the Coopersmith Self-esteem Inventory, concept maps and teacher's ratings. Computer attitudes were assessed pre- and post- tutoring using the Bath County Computer Attitudes Survey and concept maps. A post-tutoring questionnaire provided information, from the tutors, about the tutoring programme. The case study approach allowed analysis of each student's experience in the programme. The criteria used to evaluate the effectiveness of the programme were the differences in the pre- and post- tutoring measures of self-esteem and computer attitudes and the tutors' responses in interviews. Self-esteem increased for eleven of the tutors. Making a contribution, feelings of increased competence, a sense of belonging and positive feedback were the factors that appeared to enhance the tutors' self-esteem. All tutors were more confident with the computer at the end of the programme, and in six cases there were increases in the computer attitude survey scores.

Most teachers want to create classrooms that promote the achievement of learners’ full potential. Learners’ behaviour, however, often disrupts the teaching and learning. Instead, the fact that those teachers have to spend so much time sorting out disruptive behaviour makes the classroom a place filled with tension and unpleasantness. Various studies have shown that children’s troublesome behaviour shows no sign of decreasing and teaching has become more complex and more demanding than ever. Although the teacher brings an enormous amount of expertise to the classroom, this is not enough to ensure that effective teaching and learning will take place. Various, ongoing changes in society and education require teachers to add new understandings about learners’ behaviour and the complexities thereof in the classroom. Teachers are thus required to devise practices and techniques to manage their classrooms to promote teaching and learning. Teachers have to employ methods and techniques to ensure that they create a classroom that is conducive to teaching and learning. Some researchers have suggested that teachers become ‘classroom researchers’ to look at their own practice and then evaluate means and ways to improve on it. Teachers are required to become ‘reflective practitioners’ to improve their classroom management skills through reflection and self evaluation. Teachers are also required to teach with influence and care. The classroom context and the relationship between teachers and learners are cited as particularly important in shaping the way that the teacher manages the classroom to achieve teaching and learning. I have adapted a particular approach to my classroom management that is very specific. This approach focuses on group work, social learning and guided interaction between learners. My method however is not perfect and thus I have set out to review other classroom management approaches with the aim of improving my own practice. To achieve this I have looked at the way in which three of my colleagues manage their classrooms and I have aimed to employ some of their tactics in my personal classroom management. The research was approached using three research questions as a basis. These were as follows: 1. What methods do teachers use to manage their classrooms? 2. What do teachers perceive as effective classroom management? 3. How can the environment be adapted to achieve effective classroom management? To explore these critical questions, the case study approach was adopted. The participants were observed in their classrooms and interviews were conducted to get a holistic picture of the classroom management approaches used by the selected participants. The participants in this study displayed diverse backgrounds, classroom management approaches and personalities. The study revealed that these teachers employed various methods in their classroom management. Group work, reciting of rhymes, arranging the classroom in certain ways, maintaining good human relations and keeping learners gainfully occupied were some of the methods that the participants in the study have employed to achieve effective classroom management. These teachers perceived effective classroom management very differently. Some saw it as a way of getting learners involved in the lesson to minimise distraction, while others had a somewhat idealistic view on this issue. The study also revealed that the teachers involved had reorganised their classrooms, divided their classes into manageable smaller groups and even flooded their learners with work to change the environment to achieve effective classroom management. The findings of this study can be of value in discussion to seek solutions or alternatives to address effective classroom management in schools that experience concerns on this vital issue. / Thesis (M.Ed.) - University of KwaZulu-Natal, Pietermaritzburg, 2009.

No description available.

Tyrimo objektas – pradinių klasių mokinių fizinis aktyvumas ir socializacija. Tyrimo tikslas – nustatyti ir įvertinti pradinių klasių mokinių fizinio aktyvumo, socializacijos ir jų tėvų fizinio aktyvumo ryšį. Hipotezė: Fizinis aktyvumas tiesiogiai teigiamai susijęs su pradinių klasių vaikų socializacija Uždaviniai: 1. Nustatyti ir įvertinti pradinių klasių mokinių fizinį aktyvumą ir socializaciją. 2. Nustatyti ir įvertinti pradinių klasių mokinių tėvų fizinį aktyvumą. 3. Nustatyti pradinių klasių mokinių ir jų tėvų fizinio aktyvumo ryšį. 4. Nustatyti pradinių klasių mokinių fizinio aktyvumo ir socializacijos ryšį. Rezultatai: Biržų rajono ir Kauno rajono pradinių klasių mokinių organizuota fizinė veikla po pamokų vidutiniškai trunka 3,21 ± 7,2 val. per savaitę, pradinių klasių mokinių fiziškai aktyvus laisvalaikis vidutiniškai trunka 5,47 ± 5 val. Pradinių klasių mokiniai sėsliai laisvalaikį praleidžia vidutiniškai 27,5 ± 20,8 val. Išvados: 1. Tyrimo rezultatai parodė, kad pradinių klasių mokinių fizinis aktyvumas pagal rekomenduojamas PSO rekomendacijas nėra pakankamas. Biržų rajone fiziškai aktyvių tirtųjų pradinių klasių moksleivių buvo daugiau negu Kauno rajone. Tirtieji moksleiviai turėjo aukštą socialumo įvertį. 2. Mažiau nei puse tirtųjų pradinių klasių moksleivių tėvų buvo nepakankamai fiziškai aktyvūs. 3. Ryšio tarp pradinių klasių mokinių ir jų tėvų fizinio aktyvumo neaptikome. 4. Fizinis aktyvumas pradinių klasių moksleivių socialumui poveikio neturi. Pasiūlymai:... [toliau žr. visą tekstą] / Research objects: physical activity and socialization of primary school students and their parents physical activity relation. Research aim: estimate the bond between primaty school pupils physical activity, socialization and their parents physical activity Hypothesis: Physical activity is directly related with socialization of primary school students Objectives: 1. Identify and evaluate physical activity and socialization of primary school students. 2. Identify and evaluate physical activity of primary school parents. 3. Identify coherence of primary school students and their parents activity. 4. Identify connection between physical activity and socialization of primary school students. Results: Primary school pupils from Biržai and Kaunas region takes organized phisical activity after school approximately between 3,21 ± 7,2 hours per week. Moreover, primary school pupils leisure related with phisical activity approximately takes between 5,47 ± 5 hours per week. Primary school pupils spent their leisure sudentary approximately 27,5± 20,8 hour per week. Conclusions: 1. Research results show that physical activity of primary school students is not properly according to advised PSO recommendations. Physically active primary schools students are more in Biržų region than in Kaunas area. Tested sudents have high sociability level. 2. Less than half tested parents of primary school students have poor physical activity. 3. We do not identify coherence between physical activity of... [to full text]

The research study focuses on the development of new appropriate tools suitable for dyslexia assessment of primary school children (grades sixth to ninth), and a process of their pilot standardization. The inspiration was found in the existing tests for different age groups and methods used abroad. Four newly created tests were included into the test battery (test of visual perception, phonological manipulation, auditory segmentation and rapid automatized naming) as well as two already existing tests, which are a part of the validation study (test of auditory discrimination from Novak's Diagnosis of specific learning disabilities battery and Symbol search subtest from Wechsler intelligence scale for children). The research group consisted of 155 students of primary school (grades sixth to ninth), 61 dyslectics and 94 intact students. The results between the intact group and the dyslexic group differed significantly in all tests. The test of phonological manipulation showed the strongest differentiation. The study includes a correlation analysis between the tests and norms created for both groups. The presented predictive model was able to correctly identify 77.4 % of "cases" in relation to the criterion dyslexic - intact group.

This study shows that whilst the emergence of school climate as an educational issue of major importance is being recognised in the more recent schooling effects literature, the actual concept remains somewhat elusive and vaguely defined. A severe lack of knowledge and need for study into the area, particularly of primary school climates, is also evident. The actual concept of climate is thus discussed and analysed and evidence in support of the need for its assessment is presented. Past measures used for climate assessment are then reviewed with the aim of selecting an appropriate instrument to identify school climate perceptions of primary school students in this study. Here a new area of school climate information - the quality of school life - was introduced. The Quality of School Life Questionnaire which enabled differentiation between a number of climate dimensions, was selected as being the most appropriate instrument for minor modification and use in this study. The refined version titled School Life was administered to 587 students from 23 classes in 12 A.C.T. primary schools. Data was analysed to provide detailed information concerning students' views of the positive and negative aspects of their school climate. To determine the validity of these results and to strengthen the study as a whole students with very high/very low school climate perceptions were then interviewed. This enabled more detailed discussions of these students' perceptions of school life. Also, it enabled examination of the possibility of employing school counsellor intervention techniques at both the school and personal levels aimed at assisting such students in coping more adequately in their school systems. The results indicate that school climate assessment can provide important information which could be utilized by school counsellors. In this Study, such assessment led to actual identification of the high/low quality areas in school climates and led to identification with reasonable accuracy of individual students not coping in their existent climates. Thus the possibility and the value of school counsellors working towards 'individualizing' school climates through either modifying the actual climate or climate dimension/s to better match student needs, or through employing intervention techniques aimed at helping individual students not coping in their particular school climates is examined and emphasized.

The purpose of this thesis was to investigate environmental literacy of 6th, 7th and 8th grades primary school students in public schools of Bodrum, Turkey. The study was carried out during the spring semester of the 2006-2007 academic years. A total of 848 students enrolled in four public primary schools completed the 49-item Environmental Literacy Questionnaire (Kaplowitz &amp / Levine, 2005). The components of environmental literacy which are defined as knowledge, attitude, use and concern of students about environmental issues were examined by means of frequency distributions. Results displayed that although students had low levels of knowledge about the environent, they displayed positive attitudes and high levels of concern toward the environment. They were also aware of the importance of interaction between humans and the environment. Relationships among the components of the ELQ (knowledge, attitudes, uses, and concerns) have been analyzed by means of zero order correlations. The strongest correlation found between &lsquo / attitude and use&rsquo / and &lsquo / use and concern&rsquo / variables among the components of the ELQ indicating that the students with positive attitude towards environmental issues have positive views on environmental uses and service and students concerning about environmental problems have more positive views on environmental use and service. Canonical correlation analysis was used to examine the relationship, if any, between the background characteristics of students and the set of environmental literacy variables in the questionnaire. The results showed that students who were interested in environmental issues, who gave importance to environmental problems, who thought they had good knowledge about environmental issues, whose parents&rsquo / were interested in environmental issues and involved in environmental activities had better knowledge about environmental issues, more positive attitude towards environmental issues, more positive view on environmental uses and service and concern environmental problems. In addition, the results of analysis by means of Multivariate Analysis of Variance (MANOVA) demonstrated that female students had more positive attitudes towards environmental issues, more positive views on environmental use and more concern about environmental problems than male students&rsquo / had but same level of knowledge on environmental issues.

The advent of technology, especially the electronic media, heralded a new era of communication. Together with this boom came a host of reading challenges that has affected the learner and learner performance in the classroom. In the PIRLS report (2006) an emergence of a “non-reading” culture was noted as a result of poor performance by learners in South Africa. This research aims to explore the reading choices of grade 4 learners and why they choose to read what they read. The research was conducted at a public primary school in the Chatsworth region in KwaZulu Natal. This research used the qualitative case study approach which is set within the interpretivist paradigm. The main source of data generation was the semi-structured interviews of five learners and their respective parents. In addition to this method, two structured observations were conducted: observations of the reading- for- pleasure lessons and the LRE lessons. To conclude the data collection, a case scenario, where the learners created their own reading room, was used. This multi-pronged approach was adopted to fill in the information gaps and omissions that arose from the interviews. The analysis of the data indicates the following: girls read more frequently than boys, newspapers form the bulk of the reading at home, billboards are an interesting addition to their reading list, girls are intrinsically motivated. Findings show that the electronic media require higher levels of literacy skills to access the highly- textual society of the workplace. It becomes imperative that reading be motivated, taught and encouraged. The definition of literacy by the school and the home should be revisited and reviewed so that learners are not disadvantaged. Furthermore, the teachers and the librarians will thus have a greater degree of flexibility in selecting reading materials for the classroom and the library respectively. It becomes vitally important that we heed the warning of Alvermann (2001, p. 680) who argues that “the possibility that as a culture we are making struggling readers out of some adolescents who for any number of reasons have turned their backs on a version of literacy called school literacy is a sobering thought” / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.