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1
Maleňáková, Šárka. „Komparace vybavenosti žáků 9. tříd klíčovými kompetencemi k učení a řešení problémů“. Studia sportiva 6, Nr. 1 (09.07.2012): 123–32. http://dx.doi.org/10.5817/sts2012-1-14.
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The article deals with the question whether the new reform of education will bring a better and more effective learning process for pupils involved in the development of life skills (key competencies) which are critical these days. Th e author compares the results of the education process in the fi eld of key competencies included in two education programmes at elementary schools following in close succession - the „Elementary School Programme“ and „General Education Programme for Basic Education” and/or “Th e School Education Programme”. Th e research was conducted in the year 2009 when the last 9th grade pupils were instructed according to the Primary School Programme while 14 pilot schools throughout the Czech Republic implemented and tested the fourth year of teaching according to their own education programmes. For the comparison of the above mentioned education programmes an empirical method of non-standardized questionnaire was selected. Th e non-standardized questionnaire was based on a research and scientifi c Key Competencies Questionnaire supplied by the SCIO organization. Testing the diff erences between the programmes in particular items was carried out using the Pearson’s chi-square test of contingency tables. Results showed insignifi cant diff erences in the respective questionnaire items, therefore, education programmes must pass through a long evaluation and assessment process to meet expected targets. Th e fi nal section of the article is focused on the assessment of problems with introducing the General Education Programme for Basic Education to school syllables. Th e author presents recommendations for teachers at elementary schools and for academic staff preparing future teachers at universities.
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Kelder, Steve, Deanna M. Hoelscher, Cristina S. Barroso, Joey L. Walker, Peter Cribb und Shaohua Hu. „The CATCH Kids Club: a pilot after-school study for improving elementary students’ nutrition and physical activity“. Public Health Nutrition 8, Nr. 2 (April 2005): 133–40. http://dx.doi.org/10.1079/phn2004678.
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AbstractBackgroundAlthough many school-based diet and physical activity interventions have been designed and evaluated, relatively few have been tested for the after-school setting. After-school day-care programmes at either elementary schools or private locations provide a ready-made opportunity for health programmes that may be difficult to incorporate into an already-full school day. The purpose of this paper is to report on a pilot study of an after-school adaptation of the CATCH (Coordinated Approach To Child Health) elementary school programme called the CATCH Kids Club (CKC).MethodsThe CKC was pilot-tested and formatively evaluated in 16 Texas after-school programmes: eight in El Paso and eight in Austin (four intervention and four reference sites each). Evaluation consisted of direct observation of moderate to vigorous physical activity during play time, self-reported food intake and physical activity, and focus group interviews with after-school programme staff.ResultsStudents responded well to the physical activity and snack components and were less interested in the five-module education component. Routine staff training was a key variable in achieving proper implementation; the ideal would be a full day with repeated follow-up model teaching visits. Staff turnover was a logistic issue, as was programme leader readiness and interest in conducting the programme. Strong and significant effects were observed for the physical activity but not for the education component. The results of the physical education component suggest it is feasible, effective and ready for larger-scale evaluation or dissemination.
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Dietrich, Timo, Sharyn Rundle-Thiele, Lisa Schuster und Jason P. Connor. „A systematic literature review of alcohol education programmes in middle and high school settings (2000-2014)“. Health Education 116, Nr. 1 (04.01.2016): 50–68. http://dx.doi.org/10.1108/he-03-2014-0042.
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Purpose – Social marketing benchmark criteria were used to understand the extent to which single-substance alcohol education programmes targeting adolescents in middle and high school settings sought to change behaviour, utilised theory, included audience research and applied the market segmentation process. The paper aims to discuss these issues. Design/methodology/approach – A systematic literature review retrieved a total of 1,495 identified articles; 565 duplicates were removed. The remaining 930 articles were then screened. Articles detailing formative research or programmes targeting multiple substances, parents, families and/or communities, as well as elementary schools and universities were excluded. A total of 31 articles, encompassing 16 qualifying programmes, were selected for detailed evaluation. Findings – The majority of alcohol education programmes were developed on the basis of theory and achieved short- and medium-term behavioural effects. Importantly, most programmes were universal and did not apply the full market segmentation process. Limited audience research in the form of student involvement in programme design was identified. Research limitations/implications – This systematic literature review focused on single-substance alcohol education programmes targeted at middle and high school student populations, retrieving studies back to the year 2000. Originality/value – The results of this systematic literature review indicate that application of the social marketing benchmark criteria of market segmentation and audience research may represent an avenue for further extending alcohol education programme effectiveness in middle and high school settings.
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Makarskaitė-Petkevičienė, Rita, und Asta Kuckienė. „ENVIRONMENTAL PROTECTION ELEMENTS IN TEXTBOOKS IMPLEMENTING EDUCATION CONTENT OF THE 1ST FORM“. GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 3, Nr. 2 (15.08.2006): 37–44. http://dx.doi.org/10.48127/gu-nse/06.3.37a.
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Environmental protection is one of the most topical spheres in natural science education. Problems regarding integration of environmental protection into the content of education have been broadly analysed by E.Šapokienė, V. Lamanauskas, etc. Environmental protection education is emphasised in universal programmes, general programmes, other education documents, the Public Environmental Education Strategy of the Republic of Lithuania and Action Programme. It is not surprising that one of the goals of general education school is to convey the system of environmental knowledge and skills and to form value principles of environmental protection in a democratic school environment, which promotes students’ initiative. The aim of this article is to present the results of research – the analysis of the 1st form textbooks which allowed to identify the number and the particularity of environmental elements in them. The results revealed that the biggest number of environmental protection elements was in the textbooks of environment cognition (‘Aš ir pasaulis’ (Me and the World) – 10 topics, ‘Raktas’ (Key) – 18 topics which integrate environmental knowledge, develop skills, abilities and value principles). Environmental protection was integrated into 7 topics of native language textbook ‘Šaltinėlis’ (Springlet). The textbooks of mathematics, fine arts and technologies included 1-3 environmental elements integrated into their topics. Though the subject itself is very favourable for environmental education, no elements of it were observed in the textbooks of music education. It is obvious that the authors of the textbooks for 1st forms demonstrate a holistic approach to education and environment. The range of environmental activities in the textbooks prepared by them is wide. Keywords: environmental education, primary school, and textbooks.
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Mulder, Martin. „Researching vocational education and training: An international perspective“. Journal of Vocational, Adult and Continuing Education and Training 1, Nr. 1 (13.11.2018): 35. http://dx.doi.org/10.14426/jovacet.v1i1.12.
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This article investigates a German initiative to fund a research programme on internationaldevelopment cooperation in vocational education and training (VET). It briefly describes the strandsof the programme and critically reflects on them. It is considered important that this programme beinitiated to stimulate research on international VET development cooperation because, while thereare institutes for and programmes on VET research, research on VET is modest in volume comparedwith that of educational research on elementary or secondary education. The article also considerspriority areas for VET research that are part of the programme and expands on these, using a numberof VET research themes and topics. An important conclusion is that in research on international VETdevelopment cooperation it is important to pursue a balanced approach by taking the practical,political, administrative and scientific factors into account. These factors all play a role at the national,regional and local levels. Too much pragmatism or too isolated a scientific specialisation should beavoided. Respectful cooperation between all the stakeholders is imperative, and is especiallyimportant in projects that combine researchers with a predominantly long-term perspective andteachers and managers with a mainly short-term outlook. Finally, I express the hope that morenational governments would follow the example of Germany. Their doing so would definitely raisethe profile of international VET research, which is absolutely needed.
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Azhar, Athirah. „Voices of Pupils on Educational Programme Under Corporate Social Responsibility Initiatives in Malaysia“. International Journal of Pedagogy and Teacher Education 7, Nr. 1 (03.05.2023): 1. http://dx.doi.org/10.20961/ijpte.v7i1.66948.
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<p class="p1">This study examined Corporate Social Responsibility (CSR) educational programmes in elementary schools. The case study examines the Adopt-A-School (AASC) programme, a CSR educational programme that is organised throughout Malaysia. Most extant studies have focused on teachers, school and corporate views but rarely on children. Therefore, this study aimed to explore pupils’ perceptions of CSR educational programmes in rural schools under the CSR initiative. The study employed a qualitative research case study design. Purposive sampling was conducted involving six Focus Group Discussions (FGDs) among 12-year-old pupils. Each FGD contained six to eight pupils. A total of 43 pupils from three different schools in the northern region of Malaysia were involved in the FGDs. Thematic analysis was then used to consider the excitement of CSR educational programmes, the benefits of CSR educational programmes and pupils’ preferred type of CSR educational programme in school. From the results, pupils’ perceptions of CSR educational programmes were divided into three: emotional well-being, cognitive ability and motor coordination. The engagement of the corporate sector in pupils’ education was also discussed to improve CSR educational programmes in future. The pupils agreed that while formal learning is important, a balance should be struck between study and play. Pupils requested that a CSR educational programme is conducted in school more often to make learning and attending school amusing. In conclusion, the pupils preferred to engage with more physical programmes in school but also acknowledged the importance of academic study as educational programmes bring them fun, friends, knowledge, experience and skills.</p>
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Kim, Youngcheon. „Learning Inequality in South Korean elementary students’ shadow education: A qualitative case study“. Korean Association for Qualitative Inquiry 9, Nr. 4 (31.12.2023): 25–62. http://dx.doi.org/10.30940/jqi.2023.9.4.25.
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The purpose of this study is to examine the inequality in elementary school students’ shadow education experiences based on their parents’ socioeconomic status (SES). Accordingly, we investigated the differences in types of shadow education participation based on parental SES in South Korean elementary school students, as well as the direct and indirect impacts of differential shadow education experiences on students’ school life and academic performance. The results of the study revealed the following disparities in shadow education. Firstly, students from lower SES backgrounds participated in after-school programme and subscribed learning programmes, but did not gain significant assistance in enhancing their learning and comprehension at school. Secondly, students from middle SES backgrounds participated in mono-subject hakwon and multi-subject hakwon, acquiring prerequisite knowledge in subjects through preparatory learning, which contributes to their academic performance at school and prepares them for future grade-level transitions. Thirdly, students from higher SES backgrounds engaged in multi-subject hakwon and private tutoring. They are participating in advanced learning for a much longer period of 2-4 years compared to the previous two classes. Through this, they are consisently ranking 1-2 in the class. Lastly, students from the highest SES backgrounds participated in youngjae hakwon and private tutoring. They internalized various inquiry skills and learning abilities necessary for school study, regardless of their grade level. Based on the characteristics of different types of shadow education and the learning disparities revealed in this study, we can contribute to various policy, curriculum, and instructional solutions and suggestions at the school education.
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Vibulphol, Jutarat, Jyrki Loima, Sornnate Areesophonpichet und Chanita Rukspollmuang. „Ready Contents or Future Skills? A Comparative Study of Teacher Education in Thailand and Finland“. Journal of Education and Learning 4, Nr. 4 (09.11.2015): 149. http://dx.doi.org/10.5539/jel.v4n4p149.
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<p>This study aimed to analyze the recently updated teacher education programmes in two universities in Finland and Thailand. The article reports the characteristics of the elementary and secondary school teacher education studies in the selected universities, and discusses the roles and significance of 21<sup>st</sup> century skills and their modifications in these programmes. This kind of qualitative case comparison that focuses on modern skills and intercultural programmes is a new approach.</p><p>The methods were document analysis and questionnaire-based survey. Six teacher educators who had important roles in the recent programme updates, three from each university, were the survey informants.</p><p>The findings revealed that the policies and approaches to teacher education were different. While the Thai programmes focused more on courses, the Finns had a wider educational view. Second, research, skills and teaching practice were seen to be important, but the purposes were parted. Finally, as teachers’ professional development tools, those will need further studies.</p>
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Dar, Iqbal, und Sangeeta Gupta. „EVALUATION OF IN-SERVICE TRAINING PROGRAMMERS BY PHYSICAL EDUCATION TEACHERS“. International Journal of Advanced Research 9, Nr. 08 (31.08.2021): 201–7. http://dx.doi.org/10.21474/ijar01/13250.
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The aim of this study is to examine the opinions of physical education teachers from both Government and private elementary and high schools on their own in-service training programmes. 1000 pyhsical education teachers in Kulgam district of Jammu Kashmir were selected for this study. The questionnaire was developed which include two parts were applied to the participants. Descriptive statistics was used for the data analysis. Analysis was performed by SPSS software. Findings, obtained during research, are as follows: There is an insufficiency in terms of providing the willing participation to the in-service training programmes. Specific attention was directed to the translation of theoretical concepts into practical and applicable tools. There is a fundamental and principal insufficiency about the timing, conditions of the place and educational materials of the inservice training programmes. There are some problems about the trainers proficiency of teaching the subjects and adult education. There is a insufficiency related to evaluation of programme and success in in-service trainings in which physical education teachers participate. As a result there seems to be an insufficient level of in-service training activities for meeting the needs and expectations of physical education teachers. The in-service teacher training programme is a successful first step in improving the expertise of PE teachers to start and develop higher quality and more motivating assessment practices. Nevertheless, in order to generate durable change within daily PE practice, follow-up training sessions or counselling methods (e.g. through communities of practice) are essential to overcome implementation barriers. Development, adjustment and future directions for assessment are discussed.
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Kaur, Sarabjit. „Innovative Programmes for Gender Equality in Indian School Education“. Issues and Ideas in Education 8, Nr. 2 (22.10.2020): 57–66. http://dx.doi.org/10.15415/iie.2020.82006.
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Background: National Education Policy 2020 aims to eliminate existing disparities in access to education for children from any gender or any under-represented group. After independence, India makes considerable strides in reducing gender gaps in education, but even today the goal of gender parity in school enrolments remains elusive. India provides Universal Elementary Education to all and this commitment has been articulated through Constitution, National Education Policies and other Innovative Programmes. All these initiatives put a strong emphasis on the education of girls and some of the programmes have been started particularly to eliminate gender gaps in school education. Purpose: This paper is an attempt to review the Innovative Programmes started by the Government of India to redress the gender gaps in school education and also to analyze the impact of these programmes on female literacy rates and enrolment rates of girls in elementary education. Before analyzing the innovative programmes and their impact on educational statistics, the paper briefly assesses the status of education in the Constitution of India and also studies the national policy perspective regarding universal elementary education of girls in the country in order to provide a sound background to this study. Methods: The method of document analysis for the review of policy documents and innovative programmes has been utilized and trend analysis method has been applied to study the educational statistics from the year 1950 to 2015. Results: The female literacy rates and enrolment of girls in total enrolments for the classes VI-VIII have registered an increase after the implementation of these programmes. Conclusions: It has been observed that these community-based programmes of the country have received a lot of international recognition for their contribution towards reducing gender gaps in elementary education. So, the experiences of these Innovative Programmes can prove quite beneficial for other countries struggling with gender gaps in school education.
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Kambayashi, Isao. „Development of educational programs through comprehensive learning aimed at improving the health and physical fitness of elementary school students“. Impact 2021, Nr. 2 (26.02.2021): 50–52. http://dx.doi.org/10.21820/23987073.2021.2.50.
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Technological advances and innovations have inadvertently promoted a more sedentary lifestyle. Lifestyles of this kind tend to involve a lack of good quality sleep and poor nutrition. This is a particularly worrisome trend in children and it is important to encourage an active lifestyle and good nutrition among this generation and instill them with positive habits. Indeed, research has found that more and more Japanese children are waking with a low basal body temperature, which can be associated with poor physical fitness. Professor Isao Kambayashi, Hokkaido University of Education (HUE), Japan, and Koji Sugo, Sapporo Elementary School, Japan, which is affiliated with HUE, are looking into the extent of the issue and what can be done to improve it, with a focus on better education. At present, little time is dedicated to the health education of elementary school children, which is not helping the situation. As such, Kambayashi and Sugo are surveying students in order to establish a better understanding of the situation and they will implement an educational programme designed to improve the health and fitness of elementary school children. The idea is that implementing the educational programme will improve the fitness levels of children as well as improving their nutrition, resulting in improved lifestyles overall. Ultimately, this should have a widespread positive impact, curbing rising sedentary lifestyles and increasing levels of obesity, with the potential for similar programmes to be introduced throughout Japan and, indeed, the world.
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Krušinská, Martina. „Elementary Art School of Folk Dance and Music in the Context of Regional Culture-Oriented Schools in Slovakia“. Central European Journal of Educational Research 3, Nr. 1 (30.04.2021): 16–26. http://dx.doi.org/10.37441/cejer/2021/3/1/9346.
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In the study, we present the basic goals, content, strategies and organisational forms of education of the Elementary Art School of Folk Dance and Music in Ružomberok. The basic information about the school is supplemented with the ideas of its founder and the school principal, as well as the photo documentation of this school environment. We analyse this school model in the broader context of elementary regional culture-oriented schools, which began to develop in Slovakia after 1989. In connection with the school reform in 2008, the educational content of such schools was transformed and defined in the State Education Programme in the subject of Regional Education and cross-cutting topic Regional Education and Folk Culture. In addition to other alternative and innovative educational programmes in Slovakia, the regional culture-oriented school represents a domestic model of education, which is based on the historical and cultural peculiarities of individual regions of Slovakia. Despite the uniform name, each school with this orientation can have a unique character expressed in its school curriculum.
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Valaitis, Renata F., Rhona M. Hanning und Isabela S. Herrmann. „Programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats associated with school nutrition programmes“. Public Health Nutrition 17, Nr. 6 (17.06.2013): 1245–54. http://dx.doi.org/10.1017/s136898001300150x.
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AbstractObjectiveAs part of a larger evaluation of school nutrition programmes (SNP), the present study examined programme coordinators’ perceptions of strengths, weaknesses, opportunities and threats (SWOT) regarding their SNP and public health professionals’ support.DesignQualitative interviews were conducted with twenty-two of eighty-one programme coordinators who had completed a programme evaluation survey. Interviews followed a SWOT framework to evaluate programmes and assessed coordinators’ perceptions regarding current and future partnerships with public health professionals.SettingThe study was conducted in a large, urban region within Ontario.SubjectsThe twenty-two coordinators who participated represented a cross-section of elementary, secondary, Public and Catholic schools.ResultsSNP varied enormously in foods/services offered, how they offered them and perceived needs. Major strengths included universality, the ability to reach needy students and the provision of social opportunities. Major weaknesses included challenges in forming funding partnerships, lack of volunteers, scheduling and timing issues, and coordinator workload. Common threats to effective SNP delivery included lack of sustainable funding, complexity in tracking programme use and food distribution, unreliable help from school staff, and conflicts with school administration. Opportunities for increased public health professionals’ assistance included menu planning, nutrition education, expansion of programme food offerings, and help identifying community partners and sustainable funding.ConclusionsThe present research identified opportunities for improving SNP and strategies for building on strengths. Since programmes were so diverse, tailored strategies are needed. Public health professionals can play a major role through supporting menu planning, food safety training, access to healthy foods, curriculum planning and by building community partnerships.
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Johnston, Bryan, Ahmad El-Arabi, Krista Tuomela und David Nelson. „The Food Doctors: A pilot study to connect urban children and medical students using nutrition education“. Health Education Journal 78, Nr. 4 (10.12.2018): 441–50. http://dx.doi.org/10.1177/0017896918816735.
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Background: Children in the USA face increasing nutrition-related health risks, including obesity rates of 16.9% – a figure that has more than tripled over the past four decades. Nutrition education is beneficial to improve children’s health through obesity prevention and the promotion of healthy habits, and the elementary school years are a key time to implement health education interventions. Objective: To develop a medical student created and operated nutrition education intervention for urban underserved elementary school students. Design: The Food Doctors (TFD) programme is a hands-on, interactive, in-class nutrition education pilot initiative for elementary school students and adheres to the established tenets of effective in-class nutrition education whenever possible: (1) interactive hands-on curriculum, (2) use of culturally relevant topics and (3) the inclusion of effective evaluation techniques. Setting: Urban elementary school classrooms in Milwaukee, Wisconsin, USA. Method: A literature review and feedback from partner schools’ needs informed curriculum development. Institutional review board approval was sought and study materials prepared. The pilot programme was carried out at partner schools during class time. Results: A total of 83 students participated in the pilot study: 46 third-grade students and 37 fourth graders. Evaluation focused on assessing student baseline knowledge and exploring post-programme nutrition knowledge gains. Conclusion: TFD pilot programme demonstrated gaps in baseline nutrition knowledge among elementary school students and showed improved post-programme ability to correctly answer basic nutrition knowledge questions.
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Slusser, Wendelin, Michael Prelip, Janni Kinsler, Jennifer Toller Erausquin, Chan Thai und Charlotte Neumann. „Challenges to parent nutrition education: a qualitative study of parents of urban children attending low-income schools“. Public Health Nutrition 14, Nr. 10 (11.04.2011): 1833–41. http://dx.doi.org/10.1017/s1368980011000620.
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AbstractObjectiveThe present study was undertaken to learn more about parents’ (i) knowledge regarding healthy foods, factors associated with food purchasing and preparation, and current nutrition education resources, (ii) barriers to and promoters for establishing healthy eating habits for children and families, and (iii) interest in participating in nutrition interventions.DesignFocus group interviews were conducted with parents of low-income children from the Los Angeles Unified School District (LAUSD).SettingLAUSD Title 1 elementary schools where 50 % or more of students are eligible for free/reduced-price meals.SubjectsSixty-four parents (93 % female; 84 % Hispanic/Latino) of elementary-school students.ResultsThe most common barriers to eating healthy foods were cost, difficulty in getting children to eat healthier foods and easy access to fast food. Parents had a basic knowledge about what foods are healthy and received most of their nutrition education through the media. Parents expressed a desire for nutrition classes and almost all of them said they would attend a nutrition programme at their child's school. Topic areas of interest included what to purchase, how to cook healthier foods, how to encourage their children to eat healthier and how to read food labels. Parents also requested classes that engage the whole family, especially fathers.ConclusionsParents in our study were interested in participating in nutrition education programmes. The information from these focus groups was used to design a parent nutrition education programme especially designed to respond to the needs of the LAUSD parents, the majority of whom are low-income and Hispanic/Latino.
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Elliott, David, Kathleen Nagel und Arthur Woodward. „Scientific illiteracy in elementary school science textbook programmes“. Journal of Curriculum Studies 19, Nr. 1 (Januar 1987): 73–76. http://dx.doi.org/10.1080/0022027870190108.
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Cebrián-Robles, Daniel, Antonio-Joaquín Franco-Mariscal und Ángel Blanco-López. „Preservice elementary science teachers’ argumentation competence: impact of a training programme“. Instructional Science 46, Nr. 5 (23.01.2018): 789–817. http://dx.doi.org/10.1007/s11251-018-9446-4.
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Tripathy, Maruti Kumar, und Sanjukta Bhuyan. „THE STATUS OF THE IMPLEMENTATION OF RIGHT TO EDUCATION (RTE) ACT“. SCHOLARLY RESEARCH JOURNAL FOR INTERDISCIPLINARY STUDIES 8, Nr. 65 (25.03.2021): 15188–201. http://dx.doi.org/10.21922/srjis.v8i65.1578.
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In the 86th amendment 2002, education became a fundamental right under article 21A and Right to Education Act enacted on 4th Aug 2009 and came into force on 1 Apr 2010. The present study aimed to explore the status of implementation of Right to Education Act in one of the districts of Odisha.15 numbers of elementary and primary schools of Khordha district of Odisha were selected as sample schools from which 15 Headmasters and 15 Teachers selected as sample for data collection. For the purpose of collecting data two self made tools were used. First one was a Questionnaire for teachers and headmasters and the second one was a Checklist. Descriptive survey method was adopted for the study. Various dimensions of the RTE act were explored through this study. Major findings of the study showed that the majority of the Headmasters and Teachers have taken their training programme on RTE Act. Very few headmasters went through a long term training programme whereas most of the teachers and headmasters received short term training programmes. Working hours were maintained strictly by the teachers and headmasters. Each school has SMC or SMDC. Corporal punishment was abolished. The major problems of implementation of RTE Act were inadequate teaching staff, lack of infrastructural facilities, lack of proper educational planning and lack of financial resources etc.
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To, Quyen G., Lee Wharton, Danielle Gallegos, Michalis Stylianou, Dung V. Do, Kien G. To, Hanh TM Tran und Stewart G. Trost. „School-based physical education: Physical activity and implementation barriers in Vietnamese elementary schools“. European Physical Education Review 26, Nr. 2 (09.10.2019): 587–606. http://dx.doi.org/10.1177/1356336x19878746.
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Information about the Vietnamese physical education (PE) programme is limited due to a lack of relevant studies. Using the Health Optimising Physical Education as a conceptual framework, this study examined students’ physical activity (PA) levels in the fifth-grade PE programme in Vietnam and barriers to programme implementation. Eight schools (28 PE classes) were randomly selected for assessing students’ PA levels, lesson context, and PA promotion during PE lessons using the System for Observing Fitness Instruction Time. In-depth interviews were also conducted with school administrators, PE instructors, and classroom teachers using semi-structured guides to examine barriers influencing the implementation of the current PE programme. Results showed students spent 33% of PE time in moderate–vigorous physical activity (MVPA), which is less than the international recommendation of 50%. The amount of MVPA varied by school type, instructor gender and qualification. Programme implementation was negatively affected by the current structure that limits autonomy, a proclivity for a “one size fits all” approach to teaching PE, and limited motivation for PE instructors to improve their teaching. The low perceived value of PE, lack of support and professional development for existing PE instructors, and an over-emphasis on sports training due to available financial incentives were also identified as important barriers that affected programme implementation. Addressing these barriers could help improve the quality of the Vietnamese PE programme.
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Via, Yustitia, Siswono Tatag und Abadi Abadi. „The effect of mathematics self-efficacy on numeracy skills of prospective elementary school teachers“. Cypriot Journal of Educational Sciences 16, Nr. 6 (31.12.2021): 3405–17. http://dx.doi.org/10.18844/cjes.v16i6.6590.
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Numeracy skills are the abilities to manage data and numbers to solve problems in various contexts of everyday life. However, numeracy skills of prospective elementary school teachers have not been satisfactory. One of the factors that influence numeracy skills is self-efficacy. Therefore, this study aims to investigate to what extent is the effect of self-efficacy on numeracy skills of prospective elementary school teachers. The type of this study was correlational research. In addition, the research population was prospective teachers in universities throughout Surabaya with a minimum accreditation of B for the bachelor’s programme of elementary school teacher education. Furthermore, the samples were selected using proportional cluster random sampling, resulting in 293 prospective teachers or college students from the bachelor’s programme of elementary school teacher education. Apart from that, the research instruments consisted of a numeration test and a self-efficacy questionnaire developed in a standardised manner. In addition, the applied analysis was a simple linear regression test with r-product moment. The results showed that (1) there was a positive relationship between self-efficacy and numeracy skills of prospective elementary school teachers and (2) the effect of self-efficacy on numeracy was 20.1%. This indicated that 20.1% of the contribution to numeration skills of prospective elementary school teachers is influenced by self-efficacy, while the remaining 79.9% is influenced by other factors not examined in this study. This study provides information on the characteristics and patterns of the relationship between self-efficacy and numeracy skills of elementary school teachers.
Keywords: Self-efficacy, numeracy skills, prospective elementary school.
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Andriyanty, Reny, Dodi Wahab, Ahmad Nurdin Hasibuan, Haswan Yunaz, Asrof Murfidiyanto, Sunarsih, Jong Yoon Park, So Jung Lee und Seung Hee Bae. „The Enhancement Of Entrepreneurial Competence For Primary Education“. International Journal Of Community Service 3, Nr. 3 (31.08.2023): 179–85. http://dx.doi.org/10.51601/ijcs.v3i3.207.
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The purpose of this activity was to improve the competence of elementary school teachers related to the renewal of the entrepreneurial profession through the approach of student aspirations.This community service activity was implemented in collaboration between IBI Kosgoro 1957 Republic of Indonesia, Shinhan University Republic of Korea and SDN 11 Lenteng Agung Republic of Indonesia. The method of service activities consists of counselling and discussion activities. he programme had a good effect. It turned out that 22 per cent of students changed their aspirations to become entrepreneurs.The change of aspiration indicated the effect of the programme implementation.Based on the analysis of the teacher response questionnaire on the usefulness of the programme, one hundred percent stated that this service activity increased their knowledge. The success of the programme was driven by the open attitude of primary school teachers and students and the participation of all partners who were very supportive of the programme implementation.
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Remi Hepsibha, J. „Guidance and Counselling in Inclusive Education“. Shanlax International Journal of Arts, Science and Humanities 11, S1i2-Nov (20.11.2023): 149–54. http://dx.doi.org/10.34293/sijash.v11is1i2-nov.7336.
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A type of education known as inclusive education does not make a distinction between students who are enrolled in regular classes and those who have specific needs, whether they be verbal, physical, social, intellectual, emotional, or any other type. Along with scholars in isolated or underdeveloped locations, it also covers indigenous populations that have experienced social and natural disasters, as well as those who are financially unable to attend normal seminaries for their education, from elementary school to senior high school. In order to meet the unique needs of each student, primary seminaries that provide inclusive education have to modify their class sizes, educational infrastructure, organisational structures, and learning management systems. In order to optimise the implementation of inclusive education in elementary seminaries, support and consoling programmes that are aware of everyone’s existence are required. In this study, the literature review system is approached qualitatively. This investigation has led to the creation of a consoling and guiding curriculum at inclusive seminaries that focuses on personality and life skills development so that academics can contribute to society and not burden their families or the community. There are four steps involved in implementing guiding and consoling programmes in primary seminaries that enforce inclusive education: planning, creating, enforcing, and assessing.
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Bognárné Kocsis, Judit. „Catalysts of change: Advancing Equity in Hungarian Education“. PedActa 13, Nr. 2 (29.12.2023): 59–68. http://dx.doi.org/10.24193/pedacta.13.2.6.
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In 1945 a regulation was made, with the commitment to establish a universally compulsory eight-year elementary school system in Hungary. At that time, only two notable experimental schools existed. One is associated with the name of László Gáspár, exemplified by the school experiment in Szentlőrinc (1969). The second is the Linguistic-Literary-Communication Programme (1971), and -stemming from this- the Value Transmitting and Ability Development Programme developed by József Zsolnai. The objective of this research is to elucidate the pedagogical approacches of József Zsolnai and László Gáspár with a specific focus on disadvantaged situations, the principles underlying their programs and equal opportunities.
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Trávníček, Marek, Petr Vlček, Jaroslav Vrbas und Jiří Nykodým. „Pilotní ověření testové baterie pohybových dovedností MOBAK jako součást kurikula sportovních her ve školní tělesné výchově“. Studia sportiva 10, Nr. 2 (12.12.2016): 164–76. http://dx.doi.org/10.5817/sts2016-2-18.
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Current elementary school education is based on the Framework education programmes for elementary education. Each educational area contains the characteristics of the educational area, the objectives of the educational area and its educational content. To evaluate the competencies and achieved goals also in physical education we need to create assessment tools which are applicable in the physical education classes and besides others regard also the sport games educational content of the elementary school curricula. The goal of the presented paper is to introduce an international network based on the MOBAK testing battery research. The battery presents one of the options how to test physical skills in elementary school physical education. In the paper we present some results of the pilot examination of the chosen elementary schools in the South-Moravian district of the Czech Republic. Based on the preliminary measurements (n357) we can conclude that our results are similar to the other network countries. We were also able to observe positive attitude toward using the MOBAK 1 testing battery by the participating teachers. As we find important to verify the battery on larger number of respondents we are working on the intensifying the international cooperation.
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Alston, Ken. „Full Time Gifted Child Education in a Boys Only Elementary School“. Gifted Education International 5, Nr. 3 (September 1988): 173–78. http://dx.doi.org/10.1177/026142948800500309.
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The needs of gifted students demand alternative forms of educational experience. This article surveys the results when mere lip service to a concept was turned into a reality. The article presents both the positive and negative perspectives of aspects of the programme, including acceleration, the lack of formal examinations and the development of social relationships.
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Soriano-Ayala, Encarnación, und Verónica C. Cala. „A transcultural health education programme led by immigrant adolescents in Southern Spain“. Health Promotion International 34, Nr. 5 (27.07.2018): 970–80. http://dx.doi.org/10.1093/heapro/day057.
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Summary Immigration to western countries is a relevant phenomenon that has been linked to health inequalities. One form of inequality is ethnocentrism in health programmes. Therefore, social innovations and a new transcultural approach have been developed to culturally adapt health education interventions. This study aimed to evaluate the effects of a double transcultural health intervention, the Leader Adolescents in Transcultural Health Education (LATES) Project, which is led by high school immigrant adolescents over elementary students of multicultural contexts in southeastern Spain. This double quasi-experimental study had experimental and control groups composed of secondary students (12 health cultural brokers with 36 controls) and elementary students (26 participant students and 26 controls). The LATES Project was delivered to two high schools and two elementary schools in Almeria (Spain). A mixed evaluation method was used. Six attitudinal scales were used pre- and post-intervention to collect the data. The quantitative evaluation was completed using qualitative techniques through in-depth interviews and focal groups. Four sociocultural gradients were identified pre-intervention: a positive rural gradient, a negative gender gradient except in traditional ‘female’ dimensions, a negative age gradient and a dual migrant gradient that combined the health migrant effect in some behaviours and westernization in others. Specifically, the Moroccan population demonstrated better attitudes towards eating and physical activity behaviours. After the intervention, the experimental groups showed more improvement than the controls. However, the attitudinal scale increment is modest compared with the knowledge and motivation improvements. This intervention, which used a transcultural approach, has benefited young Spaniards to a greater extent than immigrants, probably due to the worse initial health conditions of the Spanish.
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Darmansyah, Ady, Puspa Djuwita und Abdul Muktadir. „ANALISIS RELEVANSI NILAI-NILAI MORAL RITUAL SEKUJANG SUKU SERAWAI DALAM PEMBELAJARAN PPKN TEMATIK TERPADU SISWA KELAS V SDN 81 SELUMA“. Jurnal Pembelajaran dan Pengajaran Pendidikan Dasar 5, Nr. 2 (20.11.2022): 334–45. http://dx.doi.org/10.33369/dikdas.v5i2.15338.
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This study discusses the moral values of the Sekujang ritual of Serawai Tribe integrated in learning civic education for fifth grade elementary school students of 81 Seluma. The goal to be achieved is to describe the moral values in the Serawai tribe's Sekujang ritual which can be internalized in learning civic education for fifth grade students of the 81 Seluma elementary school. This research is a qualitative descriptive study with an ethnographic approach. The results showed that the class V teachers in the 81 Seluma elementary school could understand and interpret the ritual of the Sekujang tribe of Serawai, the thematic learning design of the civic education learning content on Theme 8 Sub-theme 2 Learning 3, internalization of Sekujang moral values in the civic education learning design for fifth grade students of 81 Seluma elementary school, and the Sekujang moral values evaluation design in the learning of civic education for fifth grade students of the 81 Seluma elementary school which was made by the teacher was not fully optimal. There has been an internalization of moral values in the design of civic education learning, but it has not been programmed and there is the relevance of the Sekujang ritual moral values in civic education learning. Keywords : Moral Values, Sekujang Rituals and Civic Education Learning
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Benitez, Isidro, Julieta de la Cruz, Azucena Suplido, Virgilio Oblepias, Kathy Kennedy und Cynthia Visness. „Extending lactational amenorrhoea in Manila: a successful breast-feeding education programme“. Journal of Biosocial Science 24, Nr. 2 (April 1992): 211–31. http://dx.doi.org/10.1017/s002193200001974x.
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SummaryAn experimental breast-feeding education programme conducted at the Philippine General Hospital in Manila demonstrated that women could be motivated to improve their breast-feeding practices and lengthen their period of lactational amenorrhoea in comparison to a control group. Mothers who participated in the programme breast-fed their babies more frequently, delayed the introduction of regular supplements, used fewer bottles and pacifiers and maintained night feeding longer than mothers who were not exposed to the positive breast-feeding messages. The programme was successful in lengthening the period of amenorrhoea among women with elementary, high school, or technical school education, but not among college-educated women. Different educational approaches may be necessary for women of different education levels.
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Slaná Reissmannová, Jitka. „Education in the Area of Human Protection in Emergency and Crisis Situations in the Context of Health Education in the Czech Republic“. Center for Educational Policy Studies Journal 11, Nr. 4 (23.12.2021): 109–34. http://dx.doi.org/10.26529/cepsj.1176.
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The present time brings a number of emergency and crisis situations, including floods, fires or Covid-19, the management of which requires the active involvement of citizens. Lower secondary education in the Czech Republic includes the subject of Health Education, in which this topic is addressed. Education of students in the area of lifestyle and health is included in Health Education and Home Economics, the latter being delivered in Slovenia. In terms of content, both courses are similar and can enrich each other by sharing valuable experience both in teaching students and in preparing future elementary school teachers. The objective of this paper is to present the concept of elementary education in human protection in emergency and crisis situations in the Czech Republic and the related concept of undergraduate teacher training. The research methods used were document review (of curricular documents and study plans) and questionnaire survey. The paper presents the results of an analysis of the curricular document governing elementary education in the Czech Republic (Framework Education Programme for Elementary Education), as well as the results of an analysis of a health education textbook focusing on the area of safety issues. The paper also presents the results of an analysis of the study plans of selected faculties of education in terms of human protection in emergency and crisis situations, as well as the results of a questionnaire survey focusing on the awareness of future teachers in the area of human protection in emergency situations. The results and main findings of the analysis of the curricular document suggest that the topics of the human protection in emergency situations should be strengthened in the context of Health Education (and throughout elementary education). The studies on teachers’ and future teachers’ awareness of human protection in emergency situations (including first aid) point to some shortcomings in undergraduate teacher training (for example, the optional course in first aid and human protection in emergency situations at the Faculty of Education, Masaryk University). Conclusions and recommendations for practice: the current revision of the Framework Education Programme for Elementary Education should allow the strengthening of emergency issues in Health Education. Based on the inquiry, the following is recommended: due attention should be paid to all emergency issues in the course of education; further teacher training in all emergency issues should be promoted; emergency issues in undergraduate teacher training should be integrated in the form of compulsory common base courses.
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Sumarah, Ignatia Esti, und Cipta Gilang Kencana. „PREPARATION ASSISTANCE OF HOTS-BASED THEMATIC QUESTIONS FOR STUDENTS OF PRIMARY SCHOOL TEACHER EDUCATION (PGSD) PROGRAMME“. IJIET (International Journal of Indonesian Education and Teaching) 6, Nr. 2 (19.07.2022): 322–31. http://dx.doi.org/10.24071/ijiet.v6i2.4853.
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Based on the results of the mid-semester exams of Primary School Teacher Education (PGSD) students class of 2019 (class 6B and 6C) of Sanata Dharma University, researcher get data if they still have difficulty in making HOTS-based thematic questions. Therefore, the researcher collaborated with 4th grade teacher of Santa Angela Elementary School Bandung (graduated from S2 Biology Education, Universitas Pendidikan Indonesia) to provide online assistance to students through high-end integrated learning courses (which is mastered by researcher). This research is a narrative research to describe (1) the strategy of preparing HOTS-based thematic questions in 4th grade Elementary Schools, (2) infographic analysis of HOTS-based thematic questions compiled by students, (3) the results of the trial of the infographic of these questions to 4th grade students of Santa Angela Elementary School Bandung.
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Rasmitadila, Megan Asri Humaira, Teguh Prasetyo, Hanrezi Dhania Hasnin und Reza Rachmadtullah. „Teacher perceptions of inclusive education training: Implementation of an inclusive elementary school mentoring program based on collaborative partnership“. Journal of Education and e-Learning Research 10, Nr. 4 (17.10.2023): 682–88. http://dx.doi.org/10.20448/jeelr.v10i4.5054.
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This research explores teachers' perceptions of inclusive education training (a collaborative mentorship programme). The research involved 90 general teachers of inclusive elementary schools who had attended inclusive education training organized by the education office in collaboration with a university in Bogor District, West Java, Indonesia. The data were collected through Google Forms and analyzed using thematic analysis. The results show three main themes: relevance, new knowledge and hope. The results of the training had a positive impact on teachers. Inclusive education training aims to improve the implementation of inclusive education in elementary schools and must be carried out continuously. The training has also increased teachers' competence and independence to develop instructional systems in inclusive classrooms. The mentoring program for inclusive elementary schools through training activities is a program that must be implemented continuously by all stakeholders including the government and universities in order to improve the quality of inclusive education in Indonesia.
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Roessingh, Hetty. „TBL and Teacher Preparation: Toward a Curriculum for Pre-service Teachers“. TESL Canada Journal 31 (21.01.2015): 157. http://dx.doi.org/10.18806/tesl.v31i0.1192.
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English language learners (ELLs) represent a growing demographic in the elementary mainstream classroom of today. Initial teacher education (ITE) programs must prepare teacher candidates for the dual challenge of teaching curriculum content while supporting the development of English language proficiency. Task-based learning (TBL) holds potential for addressing these learner needs. This article describes the curriculum and provides a list of suitable readings and tasks (assignments) for a 3-hour (one full course-equivalent) university course at the pre-service level that bridges theory to practice, and prepares elementary-route teachers to design and implement TBL in the context of the mainstream class setting. By basing the proposed curriculum on TBL, a model is provided for students to learn firsthand how TBL may be implemented in the mainstream.Les apprenants de l’anglais constituent un groupe démographique croissant dans les salles de classe au primaire. Les programmes de formation initiaux des enseignants doivent préparer les stagiaires pour le double défi que représentent l’enseignement du contenu et le développement de la compétence en anglais chez les élèves. L’enseignement basé sur les tâches (EBT) est susceptible de répondre à ces besoins. Cet article décrit un programme d’étude et offre une liste de lectures et de tâches appropriées pour un cours universitaire complet du premier cycle qui lie la théorie à la pratique et prépare les étudiants à concevoir et mettre en pratique l’EBT dans les classes au primaire. Le programme d’étude proposé fournit donc aux étudiants en pédagogie un modèle de la mise en œuvre de l’EBT en salle de classe.
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ZA, Tabrani, und Syahrizal Syahrizal. „Metode Pengajaran di Sekolah Dasar Islam Perspektif Ibnu Sahnun“. Serambi Tarbawi 10, Nr. 2 (30.07.2022): 211–24. http://dx.doi.org/10.32672/tarbawi.v10i2.5088.
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This paper aims to discuss the thoughts of Ibn Sahnun's Islamic education, which was critically analyzed related to teaching methods in Islamic Elementary Schools. Islamic Elementary Schools are essentially schools that implement the concept of Islamic education based on the Qur'an and Sunnah. The operational idea of Islamic Elementary School is an accumulation of the process of civilizing, inheriting, and developing Islamic teachings, culture, and civilization from generation to generation. Ibn Sahnun's thoughts on education have been mentioned, among others, in his book Adab al-Mu'allimin. This book has become a maestro and reference for many scholars. It is considered the first book to discuss education separately from other branches of science, such as schools and philosophy. Ibn Sahnun's educational concept consists of two parts; The first is compulsory education, and the second is non-binding or voluntary education. Ibn Sahnun's thoughts in the education field were complete and programmed, especially for classical times, because only a few figures were engaged in the field of education at that time. We can find some things that are still relevant today from these concepts.
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Kirovné Rácz, Réka Magdolna. „The National Environmental Protection Programme of Hungary“. Academic and Applied Research in Military and Public Management Science 13, Nr. 2 (30.06.2014): 313–17. http://dx.doi.org/10.32565/aarms.2014.2.9.
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The statements relating to climate change draw attention to the necessity of the distribution of knowledge relating to climate change among the population and within the education system, starting from elementary school up to higher–level institutions on different levels.Decree OGY Nr 96/2009 (XII.9.) on the National Environmental Protection Programme (hereinafter referred to as: Programme) discusses the necessary steps and tasks in a separate chapter in order to achieve the strengthening of environmentally conscious thinking and attitudes.Below I present the findings of the Programme in relation to environmental education and training, which are integrally connected to the role of climate protection education.The draft of the special policy strategy of the 4th National Environmental Protection Programme for the period 2014–2019 was made in October 2013.
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Koirala, Matrika Prasad, und Amit Koirala. „Dilemmas and Perspectives of Financing Nepal’s School Education“. Academic Voices: A Multidisciplinary Journal 4 (28.03.2015): 29–36. http://dx.doi.org/10.3126/av.v4i0.12354.
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When concerns are growing that the elementary education should be fundamental rights, the challenges with financing of education is getting deeper for Nepal. This paper tries to explore the possibilities of bearing educational cost by the state. As elementary education has been made compulsory and free in line with international commitments and theoretical concerns, but the financial provision are not equipped to address the commitments. The present programmes, actions, strategies and budgets mark gaps with each other and with the resources. The existing institutional mechanism does not convince to be optimistic even in near future. The only hope remains with a reform in an institutional set up with committed professionals who can adrenalize the educational governance, which is also full of challenges; or seek alternatives from the local society and early practices.DOI: http://dx.doi.org/10.3126/av.v4i0.12354Academic Voices Vol.4 2014: 29-36
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Gavrilyushkina, O. P., und M. A. Egorova. „Primary School Children with Special Education Needs“. Psychological-Educational Studies 8, Nr. 3 (2016): 141–52. http://dx.doi.org/10.17759/psyedu.2016080313.
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The paper analyses the modern situation of development in elementary school children. As it is shown, children with special educational needs display a delay in social maturation. According to the outcomes of a longitudinal study on behaviour in communicative/activity situations in normally developing children and children with disabilities, at the point of school entry the following features are prominent: incomplete decentration process; low levels of verbal regulation of actions; underdeveloped dialogue functions (communicative, programming, controlling/regulative); decrease in self-regulation, programming and control; lack of position dynamics in partnership etc. The paper also provides a review of the new basic professional education programme in “Correctional and Developmental Work with Children” designed in modules and based on networking. It is argued that students graduating in this programme have mastered all competencies required for working with children with special needs.
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Miralles-Cardona, Cristina, Esther Chiner und María Cristina Cardona-Moltó. „Measurement Invariance of the Sensitive Assessment for Gender Equality (SAGE) Index Across Degree: Findings from two Teacher Education Programmes in Spain“. Journal of New Approaches in Educational Research 10, Nr. 1 (15.01.2021): 157. http://dx.doi.org/10.7821/naer.2021.1.611.
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Western European countries have made impressive gender equality (GE) progress in education during the last few decades. Unfortunately, the implementation of gender mainstreaming (GM) in higher education has not been satisfactory. This paper describes a survey-based research study designed to explore student teachers’ perceptions of training for GE in teacher education (TE) using the Sensitive Assessment for Gender Equality (SAGE) index. The study firstly aims to analyse the factor invariance across degree of the SAGE and secondly tries to describe the status of GM implementation in teacher education programmes from students’ perspectives. Data were collected from 398 student teachers (84% female) aged 21.44, enrolled on two TE programmes from a public higher education institution in the Autonomous Region of Valencia (Spain). Using single and multi-group CFA the study revealed that the proposed three-factor structure of the SAGE fitted well to early childhood and elementary school student teachers’ data, thus suggesting equivalence between its components in both samples. Early childhood students scored significantly higher than elementary school student teachers in their reported perceptions of gender equality training and awareness of gender inequalities. Results will be displayed in terms of identifying institutional and curricular needs for GE education practices as findings reveal a clear demand for change.
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Price, Sabra, und George E. Hein. „More than a field trip: science programmes for elementary school groups at museums“. International Journal of Science Education 13, Nr. 5 (November 1991): 505–19. http://dx.doi.org/10.1080/0950069910130502.
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Wish, Dave. „Popular music education and American democracy: Why I coined the term ‘modern band’ and the road ahead“. Journal of Popular Music Education 4, Nr. 1 (01.03.2020): 117–25. http://dx.doi.org/10.1386/jpme_00017_1.
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In this article, the author, the founder and CEO of Little Kids Rock, describes how his early work as an elementary school teacher providing an extracurricular guitar club, evolved into him founding a music education non-profit organization. By inventing the term ‘modern band’ and joining nationwide leading efforts for systemic change in US American music education, the author tries to place popular music conceptually and pedagogically at the core of school music programmes. The author briefly describes the causes of the exclusion of popular music from school music programmes before arguing that modern band can help to democratize school music education by making it culturally relevant, student-centred and inclusive. The article concludes with the author’s hopes for the future of music education in the United States.
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Jensen, Mogens R. „Mediating knowledge construction: Towards a dynamic model of assessment and learning“. Educational and Child Psychology 20, Nr. 2 (2003): 118–42. http://dx.doi.org/10.53841/bpsecp.2003.20.2.118.
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AbstractThis paper is designed to accomplish four principal goals. The first is to provide an overview of the applied programmes that have been developed with the help of the theory of mediated constructivism and its underlying change-model paradigm. The theory and the paradigm are described in the previous paper in this journal. Covering assessment, classroom learning, parent education/home learning, and leadership for school-community development, the applied programmes illustrate an attempt to create an integrated set of options for educational service delivery where each component assists and amplifies the benefits of the others. The second goal is to illustrate the scientific research programme that is being pursued to determine the treatment validity of the proposed model. This is a work in progress. The emphasis in this paper is upon the classroom-learning component and the results of a controlled investigation of upper elementary regular education students in 10 experimental and 10 control classrooms. The third goal is to enable classroom teachers to connect philosophical assumptions, theoretical concepts and scientific research via examples of classroom related activities. The text is reinforced here with two appendices. One focuses on the identification of knowledge construction functions within academic standards and the other focuses on a dialogue that teachers can use or adapt to introduce the knowledge construction function covered in the example. The fourth and final goal of the paper is to discuss the empirical evidence from the classroom research study and to integrate the scientific results with the theory and philosophy that produced them.
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SUKARDJI, K. „EVALUASI BELAJAR PENDIDIKAN DASAR 9 TAHUN MELALUI MADRASAH DI KABUPATEN PANDEGLANG“. ALQALAM 18, Nr. 90-91 (31.12.2001): 1. http://dx.doi.org/10.32678/alqalam.v18i90-91.1462.
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In the Framework to raise the progress of the nation life entirely, the goverment has carried out the nine years - Basic Education Compulsory Programme (Wajar Dikdas) through general school and Islamic school In this programme through the Islamic school among others have been done in model school of Islamic elementery school (MIN) in village of part, Mandalawangi, Pandeglang and the Islamic secondary private scool "Cidangiang" Kota Pandeglang., Pandeglang.The Nine Years - Basic Education Compulsory Programme through Islamic School has been applied on the Islamic School (MI and MTs) by providing service of education to all basic education school age from any economic sosial backgrounds, both living in the countryside and the town around the two schools evironments. Both children coming from the poor and the rich family Have equal chance to obtain service of education from two schools.To support the operational of programme among parents, school and group of society/foster parents (GNOTA) and government have colleted fund to run the education at the school, including the school payment for students by the cooperation in colleting the fund wich have been done by many parts for costing the programme so that in can run smoothly and succesfully.Key words: Evaluation, Compulsory Education, Madrasah, Pandeglang.
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Widyangsih, Octaviany. „PENERAPAN PEMBELAJARAN ONLINE (DALAM JARINGAN) DI SEKOLAH DASAR“. Trapsila: Jurnal Pendidikan Dasar 2, Nr. 02 (30.12.2020): 50. http://dx.doi.org/10.30742/tpd.v2i2.1106.
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Abstract: Pandemic Covid-19 made government implemented the regulation of education that learning process only conduct by distance education, thus one of the method in this programme was by online learning. The objective of this research was to digging information about the online learning process by elementary teachers. Using the descriptive qualitative method with subjects of 37 teachers in Bogor City. Data was collected by survey with 2 type of questions (open and closed questions). The results shows, that before pandemic Covid-19 the implementation of online learning in elementary schools were very low, but after pandemic the readiness of teachers regarding the goverment regulation is well accomodated even though teachers still have shortcoming with the authenticity of learning outcomes from assignments. Furthermore, teachers still cannot fully conduct evaluation by online assessment particularly to evaluate the affective and social aspects. Keywords: elementary school, instructional, online, implementation
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Verstraete, Stefanie JM, Greet M. Cardon, Dirk LR De Clercq und Ilse MM De Bourdeaudhuij. „A comprehensive physical activity promotion programme at elementary school: the effects on physical activity, physical fitness and psychosocial correlates of physical activity“. Public Health Nutrition 10, Nr. 5 (Mai 2007): 477–84. http://dx.doi.org/10.1017/s1368980007223900.
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AbstractObjectiveTo evaluate the effects of a comprehensive physical activity (PA) promotion programme in elementary schools on children's total PA levels, leisure-time PA, physical fitness and psychosocial correlates of PA.DesignA pre-test–post-test design over two school years.Setting and subjectsSixteen elementary schools (764 children, mean age: 11.2 ± 0.7 years) were randomly assigned to the intervention condition (n = 8) and the control condition (n = 8). The intervention included a health-related physical education programme, an extracurricular PA promotion programme and classroom-based PA education lessons. In the total sample, leisure-time PA, psychosocial correlates of PA and physical fitness were measured using a PA questionnaire and the Eurofit test battery. In a sub-sample, total PA levels were measured using an accelerometer.ResultsAccording to accelerometer data, children's moderate PA and moderate-to-vigorous PA (MVPA) levels decreased less in the intervention schools than in the control schools (P < 0.01). The average time spent on MVPA decreased by 9 min per day in the intervention schools compared with 33 min per day in the control schools. Children in the intervention schools reported significantly more moderate PA in leisure time than the controls (P < 0.05). No overall improvement of physical fitness and no effects on the psychosocial correlates of PA were found.ConclusionsThe comprehensive PA promotion programme was successful in preventing a decline in children's total activity levels. Furthermore, the intervention increased children's PA engagement in leisure time. Therefore, implementation needs to be encouraged.
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Kumar, Shitesh. „STUDY OF AIMS and MAIN FEATURES OF SARVA SHIKSHA ABHIYAN (SSA) and ITS IMPORTANCE IN EDUCATION“. SCHOLARLY RESEARCH JOURNAL FOR HUMANITY SCIENCE AND ENGLISH LANGUAGE 9, Nr. 46 (25.03.2021): 11314–18. http://dx.doi.org/10.21922/srjhsel.v9i46.1540.
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Present conceptual paper focused on a Study of Aims and main features of Sarva Shiksha Abhiyan (SSA) and also the importance in education. Sarva Shiksha Abhiyan (SSA) is a programme for Universal Elementary Education. This programme is also an attempt to provide an opportunity for improving human capabilities to all children through provision of community -owned quality education in a mission mode. It is a response to the demand for quality basic education all over the country. Now the present conceptual paper is focused on with prime aims (i) To understand the aims and objectives of Sarva Shiksha Abhiyan (SSA). (ii) To discuss the main features of Sarva Shiksha Abhiyan (SSA). (iii) To analyze the importance of Sarva Shiksha Abhiyan (SSA). Also the present conceptual paper studies the benefits of Sarva Shiksha Abhiyan (SSA) to educational enrichment and society enhancement.
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Sacristán-Pérez-Minayo, Gonzalo, und Ruth María Martín-Moro. „FROM ELEMENTARY SCHOOL TO UNIVERSITY EDUCATIONAL PROGRAMMES: A COMPREHENSIVE STUDY OF THE ADULT EDUCATION IN SPAIN“. Problems of Education in the 21st Century 51, Nr. 1 (15.03.2013): 113–25. http://dx.doi.org/10.33225/pec/13.51.113.
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Lifelong learning plays an important role due to the actual needs that we have in terms of knowledge-based economy. It provides education both to working and non-working people who want to be part of this developing society. In this study, two different levels of the Spanish Adult Education are assessed but not only from an individual point of view, but also from the point of view of cooperation between them in order to improve the teaching-learning process. Both the Education Centre of Olmedo (Olmedo, Spain) and the University of Burgos (Burgos, Spain) are described deep inside and likewise, the activities that they two are developing to interconnect both the two centres and the educational levels so that the learning process is never interrupted. Activities such as seminars, web pages management, oral presentations and questionnaires showing different aspects of the educational process will be discussed in the present study. The use of the new Information Technology and Communication (ICT) should be enhanced for effective learning of our adult students. From our results, it will be demonstrated that adults can be part of the education system and therefore gain new skills and knowledge that let them succeed in their lives. Key words: adult education, developing society, lifelong learning, teaching-learning process, teaching methodology.
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Monkeviciené, Ona, Brian L. Mishara und Sarah Dufour. „Effects of the Zippy’s Friends Programme on Children’s Coping Abilities During the Transition from Kindergarten to Elementary School“. Early Childhood Education Journal 34, Nr. 1 (06.07.2006): 53–60. http://dx.doi.org/10.1007/s10643-006-0104-0.
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Murray-Orr, Anne, und Elizabeth Munroe. „“I Needed to Rediscover who I Really Was”: An Inquiry into the Impacts of one Graduate Teacher Education Program for Early Elementary Teachers“. Alberta Journal of Educational Research 64, Nr. 3 (24.10.2018): 287–303. http://dx.doi.org/10.55016/ojs/ajer.v64i3.56438.
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This paper reports on the impacts on teachers of a new Masters in Education program developed for early elementary teachers at one small Canadian university. Central to the program are concepts of the child as competent and capable, and a view of professional learning as democratic, critically reflective and a way to enhance teacher agency. Our findings are based on interviews and focus group conversations with several members of one of the cohorts who completed the program. In our thematic analysis we determined that teachers reported changes in their practices including slowing down and listening to children as well as increased flexibility and ability to relinquish control. Additionally, teachers spoke of increased confidence in themselves and the children in their classrooms as a result of participating in this program. Keywords: early elementary grades, graduate teacher education, early elementary pedagogy, democratic professional learning, teachers’ agency Cet article fait état des impacts sur les enseignants d’un nouveau programme de maitrise en éducation développé par une petite université canadienne pour les enseignants du primaire. Le programme est centré sur le concept selon lequel l’enfant est compétent et capable, et sur une perspective de l’apprentissage professionnel comme étant un processus de réflexion critique qui est démocratique et susceptible d’augmenter chez les enseignants le sentiment de pouvoir agir. Nos résultats découlent d’entrevues et de conversations avec des groupes de discussion impliquant plusieurs membres d’une cohorte ayant complété le programme. Notre analyse thématique révèle que les enseignants ont signalé des changements dans leurs pratiques; entre autres, ils ont indiqué qu’ils ralentissaient et écoutaient les élèves, étaient plus souples et se sentaient en mesure de céder le contrôle. De plus, les enseignants ont reconnu que leur participation au programme avait entrainé une augmentation de leur confiance en soi et en les élèves. Mots clés : premières années du primaire, études supérieures en enseignement, pédagogie des premières années du primaire, sentiment chez les enseignants de pouvoir agir.
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Mikkelsen, Bent Egberg, und Mukti Ram Chapagain. „Green food transformation systems: Role of young people in engagement and digital literacy“. International Journal of Food Design 8, Nr. 1 (10.04.2023): 13–34. http://dx.doi.org/10.1386/ijfd_00049_1.
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Food and agriculture systems have been under pressure due to climate change. Food production and consumption are known to cause up to one-third of climate impact as they occupy a large part of land for animal feeding and a significant amount of food is wasted. To reduce climate impact, therefore, food systems need to incorporate constructive approaches. These include aspects of production, distribution, consumption and disposal. It requires new digital insight and capacity-building to interpret the changes. Schools can provide an excellent arena for these changes because of their infrastructure and wide reach in society. Against this backdrop, the Sense, Science and the Magic of Food (SESAM) programme set out to study whether learning about food systems transformation could be achieved by incorporating contemporary digital technologies. The SESAM programme took place in four elementary schools (teachers: n = 12, pupils: n = 300). We developed four learning stations with a food and cultivation theme, as well as digital themes such as a simple aquaponics plant with data collection sensors, a programmable robotized raised growing bed, an artificial light-driven vertical mini farm and an autonomous programmed drone-based delivery service. The report shows that the programme was able to create important learning around food systems transformation in a school setting and was perceived as a relevant route to Education for Sustainable Development Goals (ESDG). In particular, the strong focus on science, technology, engineering and mathematics learning principles, project-based learning and the digital element was rated high. On the negative side, we found that teachers’ competencies are a crucial element and that a programme of this kind is time-consuming and needs the right type of external assistance if it was to be scaled up.
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Singh, Dr Nahar. „STUDY OF THE INSTITUTIONAL ENVIRONMENT: A CASE OF ACADEMIC ACHIEVEMENT AT ELEMENTARY LEVEL IN THE SCHOOLS OF NCT OF DELHI“. International Journal of Advanced Research 9, Nr. 07 (31.07.2021): 183–88. http://dx.doi.org/10.21474/ijar01/13115.
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Over the past two decade since the beginning of the Sarva Shiksha Abhiyan (SSA) programme in india, there has been a significant increase in the number of schools and in the enrolment of children in Government schools, most notably a large proportion of children from amongst Scheduled Castes, Scheduled Tribes, Muslims and Girls have joined the schooling system. Most of these children are also first-generation learners. In this regard SCERT Delhi conducted an achievement survey for classes II, V and VIII and gathered the information about the academic environment pertaining to school, teachers and students. This study reflected the background of the students such as locality, parents education, community and the same was followed of the teachers and schools. Majority of the sampled schools (71%) were managed by Municipal Corporation. More than 80% schools were located in urban areas and about half of the schools were Co-Educational, while 22% and 28% schools were Boys and Girls schools respectively. About 96% of schools responded that they have the provision to monitor classroom teaching regularly and 92% of the schools were monitored by the Head of the school. Fathers of 2% students and 0.6% mothers were in the academic field. In the surveyed schools, 28% were male and 72% were female teachers. Majority of teachers (54%) had attended in-service training programmes. In more than ninety percent of the sampled schools Maps, Charts, Globe, Mathematics kit and Library were available. About 90% and 98% of the schools annual medical check-up facility and first aid facilities were available Nearly 70% students reported that their homework was checked regularly. This document has helped education planners as a reference research document to improve the education administration and planning systems in the state.
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Pal, Virender. „The Crucial Role of Education and Teachers in Sustainable Development and Societal Progress“. RESEARCH REVIEW International Journal of Multidisciplinary 8, Nr. 4 (14.04.2023): 114–25. http://dx.doi.org/10.31305/rrijm.2023.v08.n04.014.
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The purpose of the research article is to examine the primary teacher preparation programme in the context of sustainable development education. The article opens by emphasizing the importance of education for a country's growth and how excellent education necessitates skilled instructors. Unimaginable blessings have come from the development process that has been pursued up to this point, but it has also brought forth significant obstacles for both emerging countries and human civilization as a whole. The idea of sustainable development is thought to contribute to the preservation of the priceless human species on Earth, and it could only be accomplished if education on sustainable development is given to future generations. The article highlights the value of education for society and quotes Nelson Mandela as saying that education is the most potent tool for bringing about global change. The article goes on to highlight several committees and commissions that have made comments and reports expressing the value of education. These committees advise that an effective teacher professional development programme is necessary for the advancement of the quality of education, that investing in teacher education may pay off handsomely, and that teacher education is a continual process. The National Education Policy of 2016 has also made the point that inadequate teacher preparation and education directly contribute to the low quality of school education. The report emphasizes the necessity for well-prepared and educated teachers while highlighting the state of elementary teacher training institutes. In order to relieve children's stress, the paper's conclusion states that the curriculum for elementary teacher education must be created in a way that supports education for sustainable development, is child-centered, encourages universal enrollment and retention, and is centered on joyful learning experiences.