This thesis presents the findings of a multi-site case study, which explored the inclusion of primary school children in rural Cross River State, Nigeria. The research engaged specifically with the experiences of thirty 11-16-year-olds from diverse identities, drawn from primary 5 classrooms in three public primary schools sited in different rural locations within the state. In so doing, it adopted pupil presence, participation and achievement (PPA) as a conceptual framework of inclusion to examine whether education is genuinely for all primary age children within the research sites. The study was set within the context of the outcome of the 1990 Education for All (EFA) conference, which promoted universal access to education for all primary age children worldwide. As such, the investigation considered how far the selected primary schools were able to guarantee equal access, participation and achievement of all pupils under Nigeria's national education policy. It used the PPA framework to identify the drawbacks to pupil inclusion at school and to recommend measures for addressing the obstacles experienced by some learners. Qualitative data were generated via documentary analysis, observations and interviews in schools directly featuring children. Relevant data pooled from the three sources were organised and analysed thematically based upon an interpretivist perspective. Thus, analysis of data was informed by the social constructivist theory. Data analysis indicates that current provision enables schools to allow access for nearly all children. However, despite the good intentions of national policy, girls, children from minority tribes, Muslims of Hausa/Fulani origin, and children with learning difficulties and those with impairments were vulnerable to marginalisation and exclusion within the contexts of their schools. Looking through the lens of social constructivism, the thesis strongly links the disadvantages confronting the children to limited pupil voice. The situation limited the opportunity for pupils to share their perspectives about the ways such issues as gaps in national education policy and in-school factors, including classroom practices, religious attitudes, grade repetition and social interactions were affecting their inclusion in the context. Out-of-school factors were also found to have an influence, although the study did not investigate these directly. The thesis concludes by drawing out the implications and making recommendations for reforms in policy, practice and research in favour of pupil voice within Nigeria, to promote inclusion in schools. Consideration is also given to possible implications for other developing countries.

Thesis (M.A) (Education)--University of Limpopo,2006 / The democratically elected government of South African produced probably the best constitution in the world. The introduction of the new South African national curriculum, curriculum 2005, in 1997 was accompanied by high expectations for both educational and social transformation. Curriculum 2005is probably the most significant curriculum reform in South African education of the last century. Deliberately intended to simultaneously overturn the legacy of apartheid education. It was an innovation both bold and revolutionary in the magnitude of conception. (Review committee on c2005, 2000:09) Eight years later, however, it is recognized that many of these goals were undermined by a flawed implementation processes. Implementations in schools failed due to a series of factors. This study focused purely on inadequate training and development of principals to manage curriculum change. Managing curriculum change within schools involves the entire staffs who negotiate in conceptual framework that guide curriculum programs. Principals need to understand curriculum development in order to manage curriculum change effort during the complex process of transformation in our country. Principals must inspire confidence and trust among educators for successful curriculum change. If there is no substantive change in the content with direct classroom instruction, what is the purpose of changing the curriculum? Change in society is occurring. The responsibility to address the needs created by change lies at the door of principals who must effectively mange curriculum in schools. The result of this study clearly indicates that intention to manage curriculum effectively could offer significant improvement in the successful implementation of curriculum change efforts. / Not listed

This study sought to explore the question of what personal and professional characteristics may be particularly relevant to effective teachers of the gifted, by investigating the characteristics of effective teachers identified in both the general teacher effectiveness literature and the gifted education literature, through the perceptions of gifted primary students about teachers they regarded as effective. A questionnaire was created for this study, comprised of items which represented characteristics identified from the literature review and determined to be relevant to students' experiences. This questionnaire was distributed to the sample of intellectually gifted primary students (n = 168), and their responses were examined for differences between moderately gifted (n = 74) and highly gifted primary students (n = 94), as well as female (n = 84) and male (n = 81) gifted primary students. This study also recorded gifted primary students' opinions regarding what they believe were the characteristics that made their nominated teachers so effective, through the use of an open-ended question in the questionnaire. This study found that the characteristics of effective teachers identified in both the general teacher effectiveness and the gifted education literatures were supported by gifted primary students' perceptions of their nominated teachers. This study also found differences between moderately gifted and highly gifted primary students, as well as gender differences on a number of characteristics. These differences support the need to examine, more carefully, teacher behaviour and strategies in the classroom for differences in how they may influence the learning of students of different levels of ability and gender. A qualitative analysis of gifted primary students' answers to the open-ended question also revealed in-depth information about how teachers' characteristics are related to each other, and how students perceive them to be effective, as well as suggesting characteristics that were not identified in the previous review of the literature.

This thesis uses a poststructuralist methodology and leads to a Foucauldian analysis of power, subjectivity and discursive practices for a group of twelve boys in a Year 3 and 4 classroom. The thesis is written in a poststructuralist way, and as such, it is experimental. It experiments with a writing style that encourages the critical engagement of the reader in deconstructing the text. The personal subjectivity of the author is placed in the foreground risking a vulnerability that is not apparent in theses generally. The thesis describes the structure and practicalities of research in a primary school classroom using a video camera to collect data. Transcripts were made from videotapes of a school day and interviews with the boys. These were analysed for the frequency of use of Foucault's "disciplinary techniques" using qualitative research software. Furthermore computer analysis assisted the extraction of "mini-narratives" from the transcripts. These "mini-narratives" are used to lead a description of the subjectivity of the boys and their positioning in the discourses of schooling and hegemonic masculinity. A picture emerges of a young male subjectivity caught up in the dilemmas of concurrent positioning in both schooling practices and hegemonic masculinity practices. It is proposed that boys often see their available positionings as limited by schooling discourse to "positive-female" or "negative-male". Hegemonic masculinity discourse limits available positioning to "positive male" or "negative-female". Positioning by the boys in these discourses is depicted as rapidly changing to the extent that inconsistencies and confusions arise for boys. The "mini-narratives" use the transcribed voices of the boys to tell of the challenges and practicalities of being a boy in a primary school. Recommendations are made that include moving beyond dualistic ways of subject positioning. The recommendations include ideas for teachers to involve themselves and their students in developing new ways of speaking about gender difference.

The 'Discipline Review of Teacher Education in Mathematics and Science' (Department of Employment, Education and Training, 1989, p 81) concludes that science in primary schools is in a state of crisis. This finding is not new as there have been concerns about primary school science for many years. It is likely that one of the reasons why the problem remains could relate to the attitudes and beliefs that teachers hold about the subject and its importance in the primary school curriculum. Another reason put forward relates to the limited background experiences in science of many primary school teachers. In particular, their knowledge of content matter and strategies for teaching the subject is limited. As a consequence, many primary teachers do not feel confident to teach science so they avoid it or teach only units with which they are familiar. This leads to inconsistent science teaching and an ineffective science curriculum in many primary schools. The research question, What factors influence the teaching of science in a primary school?' is investigated through a case study of a primary school. Teachers' attitudes to, and beliefs about, the subject are explored in relation to their background experiences, teacher education and knowledge of science. How these factors influence their classroom teaching is explored through the context of the physical environment and culture of the school, the culture of teaching and the instructional leadership of the principal. The case study is based on information obtained from teacher surveys and interviews, journal entries and school documents. A typology which helps clarify factors influencing the teaching of science is developed. It provides insight into the problems of teaching the subject and how they may be addressed. A case study of the principal adds to the typology by providing the principal's perspective of science in the school. It is likely that the school featured in the case study is representative of many primary schools. The findings and recommendations may therefore have wider implications and may contribute to more effective teaching of science in many primary schools.

<p>Eritreans have been subjected to limited and unequal education provision. throughout their hundred years of colonial history. It was expected that in post-independence Eritrea education provision would be equitably provided to all the regions and ethnic groups in the country. The focus of the thesis is on understanding disparities in provision in primary schooling with particular emphasis on ethno-regional disparities and what precipitate these inequalities. This thesis presents an account of the state of primary schooling in Eritrea between 1992 and 2001.</p>

No description available.

<p>Eritreans have been subjected to limited and unequal education provision. throughout their hundred years of colonial history. It was expected that in post-independence Eritrea education provision would be equitably provided to all the regions and ethnic groups in the country. The focus of the thesis is on understanding disparities in provision in primary schooling with particular emphasis on ethno-regional disparities and what precipitate these inequalities. This thesis presents an account of the state of primary schooling in Eritrea between 1992 and 2001.</p>

The research intention is to identify the characteristics of an ecologically sustainable contemporary Catholic primary school and the conditions that support the development of such a school community. The literature review showed there is a clear mandate from the Catholic Church to consider ecological conversion as integral to its evangelising mission, a mission that is at the heart of Catholic education, including the school. An extensive body of educational literature, including philosophy of education and curriculum frameworks, identified environmental awareness and responsibility as mandatory outcomes for all students. The literature study defined and described ecological conversion, sustainable education, environmental education and related conceptual understandings. The literature study also provided examples of strategies to guide the strategic implementation of these understandings within the total learning program of a school. From examples found in the literature, a framework, Steps in Becoming an Environmentally Active Catholic Primary School, incorporating the specifically Catholic religious dimension, was developed by the researcher to provide benchmarks and indicators against which a school’s progress in journeying towards ecological sustainability could be evaluated. This qualitative, constructionist study incorporated some elements of Grounded Theory in gathering and analysing data from within two Australian Catholic primary case study schools recognised for their commitment and good practice in sustainable education. From the analysis of the data gathered through interviews, focus groups and participant observation, the distinctive characteristics of the two schools were identified and their stage of development evaluated against the framework Steps in Becoming an Environmentally Active Catholic Primary School. In addition, the factors that had supported school development and the factors that were barriers to that development were named. From the study, conclusions about the nature of an ecologically sustainable Catholic primary school were drawn and recommendations made about how best to support the development of such a school.

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