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幼兒生命教育統整課程課程設計與實施成效之研究 / Study of the integrated curriculum design of life education for children and its effects張鳳顏 January 2008 (has links)
University of Macau / Faculty of Education
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An investigation on the role of grade R teachers in creating a conducive environment for learning numeracy at Vhuronga Vhembe District in South AfricaMulaudzi, Ntshengedzeni Olga 06 1900 (has links)
South Africa‟s recent participation in the national, regional and international studies revealed that the South African learners perform poorly in mathematics when compared with other same-level learners in other participating countries. In response to the results, the Department of Basic Education implemented intervention strategies such as Foundations for Learning and the Systemic Evaluation among others to enhance learner performance in mathematics. This study investigated the role of Grade R teachers in creating a conducive environment for learning numeracy using schools in the Vhuronga circuit of the Vhembe District in South Africa as case studies. The investigation encompassed: (a) the extent to which Grade R teachers create a conducive environment for learning numeracy; (b) how Grade
R teachers are implementing the numeracy curriculum and (c) classroom factors that influence approaches teachers employ during numeracy teaching. A qualitative methodology using case study research design was adopted for collecting data in Grade
R classrooms at Vhuronga. Interviews, observation, and document analyses ensured valid data. Qualitative data analysis involved coding and categorizing patterns from field notes in order to identify themes for discussion. The study established that inadequate resources which include limited classroom space, lack of appropriate learning materials, furniture, and in-service teacher training programmes, were impediments that restricted Grade R teachers from creating a
conducive environment for learning numeracy. The study further established that whole-class teaching dominated numeracy lessons. A few teachers who taught small classes implemented a variety of play-based activities that encouraged interaction and exploration of adequate learning materials in small-groups in order to create a conducive environment for learning numeracy. In contrast, most teachers with large classes considered the classroom layout fixed. The teachers arranged the desks in rows and engaged the whole-class in similar learning activities. Additionally, the study established
the need for ongoing training to refine and update teachers‟ skills in creating well organized classrooms that are conducive for numeracy learning. The study recommends that the Department of Basic Education should create opportunies for Grade R teachers to participate in regular in-service training that emphasize practical work, in order to strengthen their capacity in creating conducive
classrooms for learning numeracy and ensure quality education. / Mathematics Education / D. Ed. (Didactics)
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Preschool Teachers' Perspectives on Caring Relationships, Autonomy, and Intrinsic Motivation in Two Cultural SettingsTian, Xiaoling 01 January 2012 (has links)
This study explored preschool teachers' perspectives on caring relationships and their perceptions of how such relationships affect children's autonomy and motivation in preschool in two cultural settings: one city in China and another in the U.S. Data was collected from preschool teachers in both locations using a qualitative interviewing research strategy. The study found that consensus exists among preschool teachers from the two cities about the importance of caring relationships, in which trust, acceptance, equality, and mutual respect were viewed as these relationships' primary characteristics. There were also shared values regarding teachers' roles and their effective strategies for establishing social skills and caring and sharing among children. Nevertheless, some underlying assumptions about caring, especially teachers' understandings of autonomy and motivation, differed somewhat in relation to the social, cultural, philosophical, or practical influences in the two cultural contexts. The results of the study provide opportunities for early childhood teachers and teacher educators in both contexts to reflect on their own assumptions about these values, as well as insights for preparing caring teachers in both cultural settings.
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Reaching for Understanding: Exploring the Potential of Four-Year-Old Children to Understand Works of ArtSmith, Maria Carmen 05 1900 (has links)
This study was designed to examine how four-year-old children might be able to respond and interpret works of art. Informed by Jean Piaget's and Lev Vygotsky's theories of cognitive development, and building on Micheal Parsons' and Abigail Housen's theories of aesthetic development, the study investigated whether or not four-year-olds are able to expand their initial responses to achieve deeper levels of understanding about works of art.
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English-speaking Three-year-olds in a Spanish Language Immersion ProgramGolstein, Alice 10 July 1995 (has links)
Foreign language immersion programs, wherein the regular school curriculum is taught through the foreign language, have become increasingly widespread in recent years. Although there have been a plethora of studies reporting on second language immersion programs involving school-age programs, there is a dearth of information describing such programs for preschoolers. The purpose of this study was to observe and describe an immersion program for three-year-olds, particularly with respect to specific features of early stages of the language acquisition process. The primary area of interest was to determine the existence of and features of a silent period for these children. Secondary goals included analyzing the kinds of speech that emerged in the early stages of language acquisition, to whom it was directed, and the circumstances under which it was produced; discovering when and how the children manifest bilingual awareness; and ascertaining what strategies were used by them for comprehension. Using a qualitative case study approach, eight monolingual three-year-olds attending a Spanish-language immersion school were observed using participant observation methodology for a total of 98.35 hours between September 6, 1994 and March 17, 1995. Classroom observation was supplemented by questionnaires completed by the children's parents, and by interviews of parents. The data generated revealed that although there is wide variation in the amount of speech produced by the children and when it was produced, there was no silent period for most children. These results are inconsistent with the literature which generally assumes that such a period exists. The study also revealed that although language mixing occurred, it appeared to be a function of language dominance and did not reflect mixing in the input. Children used a variety of strategies to make sense of the Spanish surrounding them, the most important of which was attending to context clues. Finally, all the children manifested bilingual awareness at the same time they began to produce Spanish utterances.
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Preschool Teachers' / Attitudes Toward Science And Science TeachingSonmez, Sema 01 December 2007 (has links) (PDF)
This study aims to explore preschool teachers' / attitudes toward science teaching and its impact on classroom practices through the frequency of science activities provided in the classroom. In addition, attitudes of preschool teachers' / toward science were investigated in terms of affecting factors such as age, educational level, years of teaching experience, undergraduate course work on science, number of children in classroom, and the age group they work with.
The present research was conducted with 292 preschool teachers who work in public and private schools in different districts of Ankara during the second semester of 2006-2007 academic years. The data were collected by administering Early Childhood Teachers' / Attitudes toward Science Teaching Scale (ECTASTS). Analysis of the data indicated that there is a statistically significant relationship between preschool teachers' / attitudes toward science and the frequency of science activities that they provide in the classroom. Also, all factors were found highly related with the teachers' / attitudes toward science teaching and the frequency of science activities except for age and in-service training.
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"An exploration of foundation phase teachers' pedagogical content knowledge (PCK) for teaching literacy in a multi-graded classroom in rural context."Mzimela, Patience Jabulile. 07 August 2013 (has links)
Rural schools in South Africa often face numerous challenges that are largely aggravated by low
numbers of learners, low numbers of teachers and a shortage of teaching and learning resources,
to mention a few. Hence, the provision of one teacher per grade is perceived as a luxury in many
rural schools. Consequently, such challenges have led to many rural schools being affected by
multi-grade teaching. Multi-grade classes have more than one grade in one classroom, usually
those grades that are close to each other. For instance, Grade R and Grade One learners will be
taught in one class by the same teacher. This research study therefore focused on teachers’
pedagogical content knowledge for teaching literacy in a multi-grade foundation phase class. The
teaching of reading in isiZulu Home Language was singled out as the literacy component to be
investigated.
Teachers at the foundation phase need to have a distinctive body of knowledge as they have to be
able to blend content in literacy and the appropriate methods of teaching each literacy
component. They need to understand how to organize each component of the content and how to
deliver it accurately to learners through appropriate methodologies. Moreover, it is imperative to
understand that it is a complex process for teachers to intersect content knowledge and
pedagogical knowledge. The process becomes even more complex for teachers who teach in a
multi-grade class. Reading as a literacy component was put under a particular lens as teaching
and assessing this literacy component in a multi-grade context is highly challenging.
This was an exploratory case study that was embedded in a qualitative research methodology. A
primary school from Ndwedwe Circuit in the KwaZulu-Natal province was purposively sampled.
Empirical data for this study were collected from this rural school because it was practising
multi-grade teaching in all phases. To collect the data, teachers teaching multi-grade classes were
interviewed using semi-structured interviews. Observations were also done during the teaching
process and relevant documents were analysed. The documents that were interrogated included
daily, weekly and monthly work plans, class timetables, and the school’s calendar. The findings
suggested that teachers relied on traditional methods of teaching as the context was complex and
beyond their professional capabilities. This study was therefore aimed at contributing to the
discourse of how teachers in rural contexts can be trained on multi-grade teaching in order to
provide them with appropriate pedagogical knowledge and skills that will empower them to
support teaching and learning across grades. / Thesis (M. Ed.)-University of KwaZulu-Natal, Durban, 2012.
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Intervening to Promote Social Skill Usage in Head Start Preschoolers: A Single-Group Design Evaluation of EffectivenessShepherd, Elizabeth J. January 2008 (has links) (PDF)
No description available.
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The Developmental Appropriateness of the English Language Arts Essential Elements for KindergartenAnderson, Susan R. (Susan Rogers) 12 1900 (has links)
The developmental appropriateness of the English language arts essential elements for kindergarten children in the State of Texas was evaluated by surveying the opinions of thirty-six kindergarten teachers in one school district. A questionnaire was developed using the essential elements so that respondents could record a yes or no opinion and supply additional comments on each essential element. Ninety-seven percent of the teachers responded. The results indicated rates of agreement for developmental appropriateness by the teachers surveyed to be 100% for language, 95% for listening, 94% for speaking and reading and 81% for writing.
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An Evaluative Study of Three Units Developed for Multi-cultural and Art Historical Resource Curriculum for Kindergarten and First Grade ArtMorrison, Pamela Jay Hudson 12 1900 (has links)
Two curricular needs exist for the elementary art classroom: multi-cultural lessons which are customized to address North Texas ethnicities, and art history materials for early grades, whether taught by art teachers or regular classroom teachers. This thesis addresses both of these concerns by developing lesson plans to meet the needs, and executing an evaluative study with North Texas art and regular classroom teachers of kindergarten and first grade. The teachers represent four districts, including rural, suburban, and urban demographic populations. Findings address time limitations for public school teachers, cultural exchange differences between demographic groups, and differences between presentation of the units by regular classroom teachers versus art teachers.
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