Thematische Bibliographien / Primary education and education / Zeitschriftenartikel
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Zeitschriftenartikel zum Thema „Primary education and education“

Autor: Grafiati
Veröffentlicht am 28. Juni 2021
Zuletzt aktualisiert am 17. Februar 2022

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1

Urhahne, Detlef. „Primary education and secondary education“. Educational Psychology 38, Nr. 7 (19.07.2018): 857–58. http://dx.doi.org/10.1080/01443410.2018.1490241.

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2

Shafer, Susanne M. „Primary Education“. Western European Education 20, Nr. 2 (Juli 1988): 3–4. http://dx.doi.org/10.2753/eue1056-493420023.

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3

Lingens, Hans G. „Primary Education“. European Education 29, Nr. 4 (Dezember 1997): 3–4. http://dx.doi.org/10.2753/eue1056-493429043.

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4

Tsangaridou, Niki. „Educating primary teachers to teach physical education“. European Physical Education Review 18, Nr. 3 (Oktober 2012): 275–86. http://dx.doi.org/10.1177/1356336x12450788.

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5

Jogram, Dr Rathod Sunita, Dr Manisha Shankarrao Deore und Dr Pawar Ashok Shankarrao. „Formative Evaluation: Action Plan for Primary Education“. International Journal of Scientific Research 2, Nr. 5 (01.06.2012): 60–63. http://dx.doi.org/10.15373/22778179/may2013/23.

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6

R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi und T. Dhanabalan T. Dhanabalan. „Primary School Education in India: An Overview“. Indian Journal of Applied Research 3, Nr. 5 (01.10.2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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7

Umarova, Zukhra. „UPBRINGING AS A PROCESS IN PRIMARY EDUCATION“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 08 (31.08.2021): 127–31. http://dx.doi.org/10.37547/pedagogics-crjp-02-08-27.

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8

Jabborova, Onakhon Mannapovna. „Systems For The Development Of Primary Education In The Process Of Higher Pedagogical Education“. American Journal of Social Science and Education Innovations 03, Nr. 04 (30.04.2021): 449–53. http://dx.doi.org/10.37547/tajssei/volume03issue04-71.

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9

Ceken, Ramazan. „Primary school teacher education students' misconception on waste“. International Journal of Academic Research 6, Nr. 3 (30.05.2014): 19–23. http://dx.doi.org/10.7813/2075-4124.2014/6-3/b.3.

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10

MAIER, Roxana, Ioana GOLU und Alina MARIAN. „EDUCATION FOR SANOGENOUS BEHAVIOURS IN PRIMARY SCHOOL CHILDREN“. SCIENTIFIC RESEARCH AND EDUCATION IN THE AIR FORCE 18, Nr. 2 (24.06.2016): 607–12. http://dx.doi.org/10.19062/2247-3173.2016.18.2.16.

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Avdiu, Eliza. „Effect of Group Learning with Primary Education Students“. Educational Process: International Journal 8, Nr. 4 (15.12.2019): 233–47. http://dx.doi.org/10.22521/edupij.2019.84.3.

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12

Askarova, Ugiloy, und Dildora Jabborova. „The Use Of Game Technologies In Primary Education“. American Journal of Social Science and Education Innovations 02, Nr. 08 (29.08.2020): 478–85. http://dx.doi.org/10.37547/tajssei/volume02issue08-77.

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13

Walsh, Grant. „Aboriginal Primary Education“. Aboriginal Child at School 15, Nr. 2 (Mai 1987): 3–21. http://dx.doi.org/10.1017/s0310582200014826.

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Aboriginal children attending school have special needs that should be recognised and catered for by the school system. This paper will deal with the practical aspects of Aboriginal education. In particular the focus will be on Aboriginal Primary education within Western Australia. The paper also limits itself by addressing issues related to more traditionally oriented Aboriginal groups living in remote communities. However, while the main emphasis is given to more traditionally oriented Aboriginal groups, many aspects can be usefully employed and extended to Aboriginal education in general. Therefore the aim of this paper is to give teachers and educators basic information about Aboriginal education so that they can develop appropriate education programs to meet the needs of the Aboriginal children within their schools.
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14

Mughal, Saima. „Primary sex education“. Five to Eleven 3, Nr. 7 (Dezember 2003): 6. http://dx.doi.org/10.12968/ftoe.2003.3.7.6b.

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15

Taylor, Philip, und Stanley Miller. „Primary education today“. Education 3-13 23, Nr. 1 (März 1995): 60–65. http://dx.doi.org/10.1080/03004279585200081.

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16

James, Paul A., Judith A. Shipengrover, Jesse Crosson, B. Lauren Young, Joan B. Kernan, Caryl J. Heaton und David Holmes. „Primary Care Education“. Academic Medicine 77, Nr. 9 (September 2002): 922. http://dx.doi.org/10.1097/00001888-200209000-00025.

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17

Petkovska, Biljana, Dragana Koceva, Tatjana Ulanska und Snezana Savin Kirova. „Primary school education“. Procedia - Social and Behavioral Sciences 2, Nr. 2 (2010): 2366–70. http://dx.doi.org/10.1016/j.sbspro.2010.03.338.

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18

Griggs, Gerald. „Primary physical education“. European Physical Education Review 21, Nr. 2 (16.04.2015): 272. http://dx.doi.org/10.1177/1356336x15580633.

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19

Ward, Gavin, und Gerald Griggs. „Primary Physical Education“. European Physical Education Review 24, Nr. 4 (11.04.2017): 400–417. http://dx.doi.org/10.1177/1356336x16676451.

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Physical Education is widespread across the world, yet despite its cultural variation it remains remarkably similar. The ability of the subject to replicate its practices makes it a potential site for exploration from a memetic perspective. The purpose of this paper is to examine documentary evidence such as research papers, policy documents and inspection reports, and offer for consideration potential memes that are at work within the memeplex of UK, primary school Physical Education. Four proposals are offered as potential memes: ‘sport as techniques’; ‘anyone can teach it’; ‘busy, happy and good’; and ‘nowhere important’. It is concluded that the current environment in primary schooling within the UK, serves to strengthen the proposed four primary Physical Education memes by reaffirming current practices. Moving beyond these memes requires significant rethinking about what constitutes primary Physical Education.
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Carse, Nicola, Mike Jess und Jeanne Keay. „Primary physical education“. European Physical Education Review 24, Nr. 4 (12.04.2017): 487–502. http://dx.doi.org/10.1177/1356336x16688598.

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In recent years, primary physical education has received increased attention across a range of political, professional and academic contexts. Much of this attention has largely been due to a growing perception that formative physical education experiences have the potential to address many of the concerns regularly raised about children’s health and wellbeing, physical activity levels and sport participation. Consequently, there are now a number of stakeholders from a range of political, sporting, health, commercial and community groups with a vested interest in primary physical education, all with differing and sometimes contradictory views about its purpose. This paper suggests that the diverse interests of these stakeholders has led to a disconnect within primary physical education. Therefore, we propose that a shifting perspectives agenda is required. Accordingly, we highlight the need for key stakeholders within primary physical education to collectively work together and take a lead role in advocating a shared educational vision. To inform this shifting perspectives agenda we employ complexity thinking and draw on professional capital. We begin by offering a historical retrospective of the evolution of primary physical education. From this background, we use complexity principles to reflect on the current state of primary physical education before exploring how complexity thinking, and ideas from professional capital, can help frame the enactment of this shifting perspectives agenda. Finally, we suggest three key drivers to move the shifting perspectives agenda forwards: positive connections; the balance between key similarities and diversities; and self-organisation and recursive elaboration.
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21

Cuninghame, Christopher. „Primary education project“. International Library Review 21, Nr. 1 (Januar 1989): 29–35. http://dx.doi.org/10.1016/0020-7837(89)90028-9.

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22

Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi und Sukirno, Haryanto. „Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia“. International Journal of Psychosocial Rehabilitation 23, Nr. 4 (20.12.2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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23

Djumaniyazovna, Maryambibi Abdullayeva. „ISSUES OF SPIRITUAL EDUCATION IN PRESCHOOL EDUCATION“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 06 (28.06.2021): 116–21. http://dx.doi.org/10.37547/pedagogics-crjp-02-06-22.

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This article will focus on the necessary aspects of the coverage of preschool educational institutions for children aged 2 to 6-7 years, the most important indicator of which is the characteristic of the effectiveness of preschool education. If a child goes to school without preschool education, his educational activities in primary classes will not be effective enough. That is, educational adaptation-the adaptation of the child proceeds poorly, his ability to enter into social relations, communication, mental activity is poorly manifested. In most cases, the child has a state of physical and psychological unpreparedness. The article considers the motivation for learning, the idea that a child who has not formed the first learning skills, whose mental processes are underdeveloped, lags behind in mastering.
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24

Campbell, Robin. „Primary education or primary schooling?“ Education 3-13 33, Nr. 1 (März 2005): 3–6. http://dx.doi.org/10.1080/03004270585200021.

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25

Dubiaha, S. M., Y. M. Shevchenko und V. D. Melash. „EDUCATION FOR SUSTAINABLE DEVELOPMENT AS A GUARANTEE OF QUALITATIVE PRIMARY EDUCATION IN A NEW UKRAINIAN SCHOOL“. Scientific Bulletin Melitopol State Pedagogical 2, Nr. 25 (09.02.2021): 83–90. http://dx.doi.org/10.33842/22195203/2021/25/83/90.

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26

Haque, M. N., S. Nasrin, M. N. Yesmin und M. H. A. Biswas. „Universal Pre-Primary Education: A Comparative Study“. American Journal of Educational Research 1, Nr. 1 (22.01.2013): 31–36. http://dx.doi.org/10.12691/education-1-1-7.

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27

Priya, L. Sathya, und Dr G. Singaravelu Dr. G. Singaravelu. „A Survey on Implementing Equitable Education at Primary Level“. International Journal of Scientific Research 3, Nr. 2 (01.06.2012): 124–25. http://dx.doi.org/10.15373/22778179/feb2014/39.

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28

Tavşancil, Ezel, und Seher Yalçin. „Attitudes of primary school prospective teachers towards art education“. New Trends and Issues Proceedings on Humanities and Social Sciences 2, Nr. 1 (19.02.2016): 667–74. http://dx.doi.org/10.18844/gjhss.v2i1.1009.

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29

Yigittir, Suleyman. „Human rights perceptions in paintings of primary education students“. International Journal of Academic Research 5, Nr. 5 (15.10.2013): 285–93. http://dx.doi.org/10.7813/2075-4124.2013/5-5/b.44.

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30

Grădinaru, Silvia. „Educating the sense of rhythm in primary education students“. Timisoara Physical Education and Rehabilitation Journal 8, Nr. 15 (01.12.2015): 32–35. http://dx.doi.org/10.1515/tperj-2015-0014.

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Abstract Background: Rhythm as a core element of complex coordination is the key to efficient moulding of motor skills specific to sports activities in curricula. Practicing physical exercise in a varied rhythm and tempo in primary school students moulds the skill of achieving correct movement basics (direction, span, coordination, and expressivity). The use of music in sports classes improves kinetics and vestibular sensitivity. The sense of rhythm and tempo are imperative criteria in vocational schools. Purpose: This paper aims to describe a pattern of means selected to develop the sense of rhythm and to allow movements in different sports branches with increased efficiency. Methods: The test battery was applied on a sample of 15 students from the 4th grade of the “Ion Vidu” National Arts College in Timisoara, Romania, aged 9-10 years, over an entire school year, using different rhythms and tempos during sports classes, which were later used in gymnastics, athletic events, and basketball. Results: Data recorded after the application tests, processed and interpreted confirms the proposed assumption and validates the motor contents used. Conclusions: Sense of rhythm is a component of coordinative capacity that is required to be educated from an early age. Rhythmic movements are easier to automate saving energy and motivating students to an active and conscious participation.
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31

Derman, Aysegul. „Environmental education in primary education aided by visual materials and activities: the phenomenon of the greenhouse effect“. International Journal of Academic Research 5, Nr. 6 (10.12.2013): 149–60. http://dx.doi.org/10.7813/2075-4124.2013/5-6/b.25.

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32

Duncan, Jill, Renée Punch und Nic Croce. „Supporting Primary and Secondary Teachers to Deliver Inclusive Education Educatio“. Australian Journal of Teacher Education 46, Nr. 4 (April 2021): 92–107. http://dx.doi.org/10.14221/ajte.2021v46n4.6.

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With Australian disability discrimination legislation and educational policy promoting movement toward inclusive education, the building and supporting of inclusive education workforce capability is of paramount importance. This study investigated how principals in Australian primary and secondary educational settings support teachers to provide inclusive education and what these principals perceive to be barriers to supporting the education workforce to deliver inclusive education. The study used an online open- and closed-set survey. The findings demonstrated that principals in educational settings across the government, Catholic and independent sectors and across geographical regions offered largely similar professional learning opportunities to their staff, and expressed similar views about barriers and principals’ roles in supporting their teachers to deliver inclusive education. Participants overwhelmingly reported that their role in building teacher capability was as instructional leaders and brokers of workforce professional learning. There was a strong indication by principals of the need for teachers’ knowledge and skills to be developed and of the need for high quality, effective ongoing professional learning. Participants reported barriers to supporting teachers to deliver inclusive education, most commonly an insufficiency of time, finances, and access. Recommendations for better supporting teachers in primary and secondary settings to deliver inclusive education are made
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33

Mannopovna, Jabborova Onaxon, und Ismoilova Dilafruz Muhiddinovna. „Optimization of primary education“. ACADEMICIA: An International Multidisciplinary Research Journal 10, Nr. 5 (2020): 1229. http://dx.doi.org/10.5958/2249-7137.2020.00331.6.

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34

Vaughan, Barbie. „Education for primary nursing“. Nursing Standard 4, Nr. 26 (27.03.1990): 21–24. http://dx.doi.org/10.7748/ns.4.26.21.s64.

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35

Sitta, Margaret Simwanza. „Towards universal primary education“. UN Chronicle 44, Nr. 4 (31.12.2007): 23–24. http://dx.doi.org/10.18356/f8478905-en.

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36

Haynes, Joanna, Robin Alexander, John Willcocks, Kay Kinder und Nick Nelson. „Versions of Primary Education“. British Journal of Educational Studies 44, Nr. 3 (September 1996): 332. http://dx.doi.org/10.2307/3122463.

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37

Devlin-Friend, Nuala. „Bereavement in primary education“. Bereavement Care 25, Nr. 2 (Juni 2006): 31–32. http://dx.doi.org/10.1080/02682620608657657.

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38

Kay, William K. „Rethinking Primary Religious Education“. Journal of Beliefs & Values 23, Nr. 2 (Oktober 2002): 203–16. http://dx.doi.org/10.1080/1361767022000023064.

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39

Stekler, Joanne, Ann C. Collier, King K. Holmes und Matthew R. Golden. „Primary HIV Infection Education“. JAIDS Journal of Acquired Immune Deficiency Syndromes 42, Nr. 1 (Mai 2006): 123–26. http://dx.doi.org/10.1097/01.qai.0000218357.82970.67.

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40

Richard, Colin. „Innovation in Primary Education“. European Education 28, Nr. 3 (Oktober 1996): 20–26. http://dx.doi.org/10.2753/eue1056-4934280320.

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41

Enright, Gerard. „Computers in primary education“. Irish Educational Studies 7, Nr. 1 (Januar 1988): 134–48. http://dx.doi.org/10.1080/0332331880070113.

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42

Appleton, Simon, John Hoddinott und John Knight. „PRIMARY EDUCATION AS AN INPUT INTO POST-PRIMARY EDUCATION: A NEGLECTED BENEFIT†“. Oxford Bulletin of Economics and Statistics 58, Nr. 1 (01.05.2009): 211–19. http://dx.doi.org/10.1111/j.1468-0084.1996.mp58001010.x.

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43

Kagoda, Alice Merab, und Betty Akullu Ezati. „CONTRIBUTION OF PRIMARY TEACHER EDUCATION CURRICULUM TO QUALITY PRIMARY EDUCATION IN UGANDA“. Problems of Education in the 21st Century 52, Nr. 1 (20.03.2013): 35–47. http://dx.doi.org/10.33225/pec/13.52.35.

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With the frequent changes in education environment caused by dynamic economy, politics, and global trends among others, primary teacher education should keep abreast with these trends. However, in Uganda this has not been the case. While government designs new curriculum for primary schools, the changes in teacher education curriculum seem to be slower. Teacher educators are not familiar with the new trends in education such as ICT in teaching and learning, gender, learner centered education etc. The teaching materials are not easily available in the teacher training colleges because of shortages of funds. The study sought to: analyse the curriculum of Primary Teacher Education (PTE) since 1990, assess the challenges Primary Teacher Colleges (PTC) experience in the preparation of quality teachers and analyse the extent to which PTE curriculum is responding to the new trends in primary education. Using mainly interviews and focus group discussion, this paper explored the relationship between teacher preparation and quality of teachers produced. Findings showed that the curriculum of the teacher training colleges is not tailored to the requirements of the primary curriculum. In addition PTE faces many challenges that affect the preparation of teachers. Key words: primary teacher education, primary school curriculum, quality education.
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44

Vyas, Pallavi C., und Prakash Parmar. „Status of Infrastructue Development in Primary Education of Ahmedabad District“. International Journal of Scientific Research 2, Nr. 7 (01.06.2012): 108–9. http://dx.doi.org/10.15373/22778179/july2013/37.

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45

Arunkumar, M. C., P. Krishnakumari, Narmada Hidangmayum und Gangmei Akhuan Rongmei. „Attitudes of Primary School Teachers towards Inclusive Education in Manipur“. Journal of National Development 31, Nr. 2 (01.12.2018): 115–25. http://dx.doi.org/10.29070/31/58291.

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46

Muntean, Loredana, und Adina Vesa. „AESTHETICS OF GEOMETRY IN FOLK ART IN PRIMARY SCHOOL EDUCATION“. International Multidisciplinary Scientific Conference on the Dialogue between Sciences & Arts, Religion & Education 1, Nr. 1 (2017): 45–50. http://dx.doi.org/10.26520/mcdsare.2017.1.45-50.

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47

Abdusamatov, Alisher Sobirovich, und Khurshida Ibragimova. „SYSTEMS OF INNOVATIVE DEVELOPMENT OF MATHEMATICAL EDUCATION IN PRIMARY SCHOOLS“. CURRENT RESEARCH JOURNAL OF PEDAGOGICS 02, Nr. 05 (31.05.2021): 120–23. http://dx.doi.org/10.37547/pedagogics-crjp-02-05-21.

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The article discusses mathematical literacy in the framework of international assessment studies PISA, TIMSS and STEAM. In this direction, great importance is attached to the expansion of students’ worldview, the development of consciousness and logical thinking, the formation of basic competencies and the work being done in this area.
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48

Acharya, Bisna. „Education Policies and Practices for Basic and Primary Education Development in Nepal“. Molung Educational Frontier 9 (22.12.2019): 41–53. http://dx.doi.org/10.3126/mef.v9i0.33584.

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Education policies are considered as the strategic link between the education's vision and day-to-day operations of education system of a nation. The comprehensive education policies allow to the decision makers and employees to understand their role and responsibilities within predefined limits. Education policies allow management to guide operations without constant management intervention. Education policies in Nepal have been considered as a predetermined course of action which is established to provide a guide toward accepted strategies and objectives. These policies identify the key activities and provide a general strategy to decision-makers on how to handle issues as they arise. Policies also help to eliminate the common misunderstandings by identifying job responsibilities and establishing boundaries for the job holders. The present study deals with the issues regarding Education Policy Practice focusing on development of basic and primary education in Nepal. Therefore, the major concern of the study is to examine the development of basic and primary education in Nepal.
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49

Provázková Stolinská, Dominika. „Education of Future Primary School Teachers at the Department of Primary and Pre-primary Education, Faculty of Education, Palacký University Olomouc“. Magistra Iadertina 15, Nr. 2 (25.05.2021): 9–18. http://dx.doi.org/10.15291/magistra.3376.

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The objective of the paper was to present the concept of undergraduate preparation of future primary school teachers at the Faculty of Education in Olomouc. This course has had a long tradition in Olomouc, and the current concept of the course is based on an overview of the system of primary education presented in this paper. In addition to this concept, the authors reflect on the needs of primary schools and try to implement these needs within the educational context. The concept of the course focuses not only on students’ theoretical knowledge but primarily on the application sphere. The paper is a partial outcome of the project Development of the concept of undergraduate training of primary school teachers with an emphasis on communication competences.
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ĽUBOR, TOMÁNEK, ANTALA BRANISLAV, LACZO EUGEN und CIHOVA IVETA. „Physical Education Lifelong Education of Primary School General Teachers“. Fiep Bulletin- Online 87, Nr. I (01.01.2017): 245–47. http://dx.doi.org/10.16887/87.a1.61.

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