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1

Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.
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2

Clark, Stephen, Nik Lomax, and Mark Birkin. "A classification for English primary schools using open data." REGION 7, no. 2 (September 17, 2020): R1—R13. http://dx.doi.org/10.18335/region.v7i2.326.

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England has statutory regulations in place that ensure state funded schools deliver broadly the same curriculum. However there still exists a wide range of contexts in which this education takes place, including: the management of schools; how the schools chose to spend their budgets; individual policies in regards to staffing, behaviour and attendance, and perhaps most importantly, the composition of the pupil population in the school. Given these contexts, one outcome of interest is the attainment profile of schools, and it is important that this performance is judged in context, for the benefits of pupils, parents and schools. To this end, this study develops a classification using contemporary data for English primary schools. The open data used captures aspects of the gender, ethnic, language, staffing and affluence makeup of each school. The nature of these derived groupings is described and made available as a mapping resource. These groupings allow the identification of “families of schools”, to act as a resource to foster better collaboration between schools and more nuanced benchmarking.
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Darmaji, Darmaji, Achmad Supriyanto, Maulana Amirul Adha, and Agus Timan. "Internal quality assurance system in primary school (case study at Al-Kautsar plus primary school Malang)." JURNAL PENDIDIKAN DASAR NUSANTARA 5, no. 2 (February 17, 2020): 172–86. http://dx.doi.org/10.29407/jpdn.v5i2.13190.

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The purpose of this study is to describe, (1) the steps of the internal school quality assurance system, (2) the strategy for implementing internal school quality assurance, and (3) the implementation of the implementation of the internal school quality assurance system. The method used in this study was descriptive qualitative with a case study research design. This research was conducted in Al-Kautsar Plus Primary School Malang by involving the Principal as key informants and additional informants as teachers. This study collected data using interview techniques, documentation studies and observations. The results of this study are, (1) the SPMI school's internal quality assurance steps in the school's internal quality assurance through the Plan, Do, Check and Act steps. (2) the school strategy in improving the quality of the superior schools is done internally, the development of syllabus, evaluation of minimum completeness criteria (KKM), graduation standard requirements (SKL), supervision of learning, and learning, and (3) the impact of the implementation of internal quality assurance carried out by Al-Kautsar Plus Primary School in the City of Malang, is school achievements have been achieved both nationally and internationally and the image of the school has increased.
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4

Aina, Adebunmi Yetunde, and Keshni Bipath. "School financial management: Insights for decision making in public primary schools." South African Journal of Education 40, no. 4 (November 30, 2020): 1–9. http://dx.doi.org/10.15700/saje.v40n4a1756.

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To realise the ideal of quality inclusive education, proper financial management is vital. Existing literature indicates that the mismanagement of school funds is largely due to principals and the school governing bodies (SGB) in many schools not having good working relationships with stakeholders and lacking the necessary financial skills, more specifically in schools in townships and rural areas. The study we report on in this article investigated the financial management of public primary schools situated in urban areas by adopting a qualitative research approach and employing a multiple case study research design. Five schools participated and data were collected through individual semi-structured interviews with the principal, school accountant and chairperson of the SGB of the selected schools. Findings revealed that, despite the fact that all South African schools are governed and controlled by the South African Schools Act, the financial management of fee-paying schools differs from no-fee schools situated in townships and rural areas. In many schools, the unavailability of the parent members of SGBs and their limited financial skills were barriers to effective financial decisions. Based on these findings, we recommend that the relevant stakeholders involved in school financial management obtain continuous training from the Department of Basic Education, in order to empower and support school governors to effectively carry out their financial functions.
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5

Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.

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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.
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6

O. John-Akinola, Yetunde, and Saoirse Nic Gabhainn. "Parental participation in primary schools; the views of parents and children." Health Education 114, no. 5 (July 29, 2014): 378–97. http://dx.doi.org/10.1108/he-09-2013-0047.

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Purpose – Parental participation is important for strengthening and sustaining the concept of school health promotion but little is written on the processes involved. The purpose of this paper is to assess Irish parents’ and pupils’ views on how parents take part, or would like to take part, in school life. Design/methodology/approach – The sample was recruited from nine primary schools, three Health Promoting Schools and six matched schools. Pupils aged nine to 13 years in the 4th, 5th and 6th class groups participated in the study. Parents of all participating pupils were also invited to take part in the study. Data were collected by self-completion questionnaire, comprising three closed and one open question. Findings – A total of 218 parents and 231 pupils participated. There was general agreement between parents and pupils on parental participation in school. Overall 40.6 per cent of parents and 43.2 per cent of pupils reported that parents frequently take part in school activities. A majority of both parents (79.5 per cent) and pupils (83.6 per cent), agreed that parents were encouraged to talk about things that concern their child in school, while 73.5 per cent of parents and 65.6 per cent of pupils reported that they were made to feel a part of child's school. Qualitative data from parents and pupils suggested similar ways in which parents can best take part in school. Some respondents suggested how schools could engage with parents but most responses provided examples of how parents could act directly to take part in school life. These direct actions included doing, helping with, and watching school activities such as sports, tours, music and cake sales. Originality/value – The findings illustrate the similarity of views of parents and pupils concerning parents’ participation in school life and suggest that children may have the potential to represent the voice of their parents in school when considering how to improve parental participation in schools.
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Bass, Di, and Colin A. Hardy. "That Sinking Feeling: Swimming in Primary Schools Post the 1988 Education Reform Act." European Journal of Physical Education 2, no. 2 (January 1997): 178–97. http://dx.doi.org/10.1080/1740898970020205.

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8

Hoque, Nurzamal, and Ratul Mahanta. "Gender Gaps in Elementary Education in India in the post Right to Education Act Period: Implications for Policy." Space and Culture, India 8, no. 2 (September 29, 2020): 117–28. http://dx.doi.org/10.20896/saci.v8i2.841.

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While the gender gaps in elementary education in India have almost been eliminated, we obtain somewhat different picture when adjusting the gaps to the appropriate school-age children (6-14 years) and the number of the child population. We calculate gender gaps in enrolment, transition rate (from primary to upper primary level), achievement in the examination, and test scores in different subjects in the post Right to Education Act period and obtain that girls are ahead of the boys in almost all aspects. The age-adjusted gender gap in enrolment has improved, implying that over time girls are more likely to enrol in schools within the appropriate school-age. Also, fewer girls are expected to remain out of schools compared to boys within the appropriate school-age. Perhaps, this progress in enrolment has resulted in better performances of girls in transition rate, achievement in examinations and test scores in individual subjects. The rising girls’ performance on different indicators of elementary education indicates the potential impacts of female share on future labour market.
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9

Chauhan, Daxesh S., and S. D. Mishra. "Student’s Perception towards Subject Teachers: A Contributing Factors for School Attendance." IRA International Journal of Education and Multidisciplinary Studies (ISSN 2455-2526) 7, no. 2 (May 28, 2017): 117. http://dx.doi.org/10.21013/jems.v7.n2.p9.

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<div><p><em>This paper based on study of SMCs’ awareness about Right to Education Act 2009.As per 86<sup>th</sup> amendment of the Indian constitution Right to Education Act 2009 is considered inseparable parts of children’s right. In RTE act there are special provisions for appointment of qualified subject’s teachers, and about pupils’ teachers’ ratio of Primary school. For germination of small plants require sufficient air, water, sunlight &amp; adequate fertilizer without its plant can’t germinate. In same way children also want to germinate and developed themselves so that they can admitted in primary school .Appointment of various subject teacher play a role of fertilizer in germination and development of children. In this study data were collected by means of a questionnaire on SMCs’ members of various primary schools of Anand district and analysed through SPSS using exploratory cum descriptive statistics. Present study found that participants (SMCs’) were neither satisfied nor unsatisfied with appointment of subject teachers and their teaching methods. Chi-square test and karl-pearson correlation helped to find out the relation between the variables. During statistics analysis researcher found very significant relationship between appointment of subject teachers, teachers completed curriculum within specific period, teachers’ motivation and child feel happy to go to schools. </em></p></div>
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10

Tenbus, Eric G. "Defending the Faith through Education: The Catholic Case for Parental and Civil Rights in Victorian Britain." History of Education Quarterly 48, no. 3 (August 2008): 432–51. http://dx.doi.org/10.1111/j.1748-5959.2008.00158.x.

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The struggle to provide primary education for the Catholic poor in England and Wales dominated the agenda of English Catholic leaders in the last half of the nineteenth century. This effort occurred within the larger framework of a national educational revolution that slowly pushed the government into providing public education for the first time. Although state education grants at the elementary level began in 1833, lingering problems forced the government to establish a new era of educational provision with the controversial Education Act of 1870. This act created a dual education system consisting of the long-standing denominational schools operated by the different churches and new rate-supported board schools, operated by local school boards, providing no religious instruction or nondenominational religious instruction. In the closing years of the nineteenth century, the dual system grew intolerable for Catholics because local rates (property taxes) only supported the board schools and gave them almost unlimited funding while Catholic schools struggled to make ends meet on school pence and shrinking state grants, which Catholics had only had access to beginning in 1847.
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11

Lawson, Anton E. "SCIENCE CURRICULA IN THE PUBLIC SCHOOLS: PRIMARY AND SECONDARY." HortScience 25, no. 9 (September 1990): 1182c—1182. http://dx.doi.org/10.21273/hortsci.25.9.1182c.

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According to recent surveys 80% of the primary, 90% of intermediate grade teachers, and 50% of all teachers base their instruction upon a single textbook; almost all questions arise from information in the textbook and most center on terminology; the common pattern of science instruction is assign, recite, test, and discuss the test, all based upon the textbook. The result of such instruction is that students demonstrate poor science achievement (both in terms of discipline specific knowledge and in terms of an ability to think and act in a scientific way) and poor attitudes towards science. In contrast, a number of excellent science K-12 programs have been developed in this country during the past 10-20 years and when used properly, achievement and attitude gains are considerable. Regrettably our system of district level control makes implementation of these superior programs difficult.
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12

Miller, Paul, Veronica Gaynor, Collington Powell, Shernette Powell, and Eugenie Simpson. "Leadership as Sustainability: Context and Primary School Principals in Jamaica." Journal of School Leadership 29, no. 2 (February 26, 2019): 130–49. http://dx.doi.org/10.1177/1052684619832153.

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School leadership is as challenging as it is rewarding. And, in a fast paced educational policy environment, school leaders sometimes are having to play catchup with the latest government mandate. This challenge is exacerbated in environments where economic and social problems and lack of parental engagement in education are a daily occurrence and a significant risk to the effectiveness of schools. While we recognize the notion of sustainable school leadership is continuing its evolution, we also acknowledge it is not a single act and nor is it enacted by a single individual. Reporting findings from a qualitative study of primary school leaders in Jamaica, we argue that sustainable school leadership is not a new form of leadership, but rather a type of leadership that combines multiple practices to produce long-term impacts on members of a school community that are “now” and “futures” oriented.
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13

Easton-Brooks, Donald, and Alan Davis. "Teacher qualification and the achievement gap in early primary grades." education policy analysis archives 17 (August 10, 2009): 15. http://dx.doi.org/10.14507/epaa.v17n15.2009.

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Title I of the No Child Left Behind Act (P.L. 107-110, 115 Stat. 1245, 2002) holds schools accountable for reducing the academic achievement gap between the different ethnic groups and requires elementary school teachers to have at least a bachelors degree and a state certification. The purpose of this study was to examine the relationship of the qualification requirement of NCLB to the goal of reducing the academic achievement gap. The study found that students with a certified teacher for most of their early school experience scored higher in reading than students who did not have a certified teacher. In addition, certification was associated with slightly narrowing the academic gap between African American and European American students across early elementary grades.
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Darling, Helen, Anthony I. Reeder, and Andrew Waa. "Implementation of the Smoke-free Environments Act (2003 amendments) in New Zealand primary schools." Australian and New Zealand Journal of Public Health 30, no. 1 (February 2006): 87. http://dx.doi.org/10.1111/j.1467-842x.2006.tb00096.x.

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15

Giles, David. "A storyline of ideological change in a New Zealand primary school." International Journal of Organizational Analysis 23, no. 2 (May 11, 2015): 320–32. http://dx.doi.org/10.1108/ijoa-09-2012-0614.

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Purpose – This article aims to report on the findings from a research project that explored a school’s changing ideological storyline with the appointment of a new Principal and the Board of Trustees’ intention to move towards a strengths-based approach to education. Following the school’s dialogue and decision-making over a three-year period enabled the identification of a range of competitive processes between the dominant and an emergent ideology within the school. Design/methodology/approach – Using an ideological framework proposed by Meighan et al. (2007), the research focussed on the development and maintenance of shared understandings within each ideology. For the purpose of this article, the participants have been limited to those in school governance, the school’s senior leadership team and some teachers across a three-year period. Data were gathered through semi-structured interviews, online surveys and informal observations and analysed through interpretive and hermeneutic processes. Findings – The findings show the subtleties and nuances of two dominant and competing ideologies that represented different philosophies for education: a deficit discourse of progressive ideals and a strengths-based ideology of education. The existing and dominant ideology is challenged by the determination and moral purpose of the principal with the unanimous support from those in governance. In due process, the school emerged into a creative enterprise through the adoption of shared understandings that were underscored by a strengths-based ideology. Originality/value – It is incumbent upon school principals to notice the shifting organisational storylines within their schools and communities and act in a manner that realises the moral imperative of schooling for the students (Fullan, 2011). This article opens specific ideological processes that have appreciatively moved a school towards pedagogical excellence and a repurposing of the organisation for the students’ sake.
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Evans, John, Dawn Penney, Amanda Bryant, and Monique Hennink. "All Things Bright and Beautiful? PE in primary schools post the 1988 Education Reform Act." Educational Review 48, no. 1 (February 1996): 29–40. http://dx.doi.org/10.1080/0013191960480103.

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17

Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (January 10, 2021): 600. http://dx.doi.org/10.3390/su13020600.

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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and attitude towards FW were detected in teachers and pupils after the intervention. Around 30% of FW reduction at lunch was observed in the intervention group but not in the other groups. A decrease of almost half of the average weight was observed during the mid-morning break in the rest of primary groups. The results apparently show that addressing the FW issue in classrooms can have a very positive effect on children’s attitudes. As it is such a cross-cutting issue; it raises awareness about a large group of Sustainable Development Goals, and encourages these young citizens to make conscious decisions and to act responsibly.
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18

Antón-Peset, Adriana, Maria-Angeles Fernandez-Zamudio, and Tatiana Pina. "Promoting Food Waste Reduction at Primary Schools. A Case Study." Sustainability 13, no. 2 (January 10, 2021): 600. http://dx.doi.org/10.3390/su13020600.

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Food waste (FW) has recently attracted the interest of different institutions and has been the focus of many studies due to its important environmental, social and economic impact. This paper aims to analyze whether a didactic intervention, consisting of informing teachers and pupils and involving pupils in reducing FW, could bring about changes in the level of knowledge and attitude towards FW and in the amount of FW generated during the mid-morning break and lunch at schools. This study was conducted at a public Primary School in Valencia (Spain). Subtle changes in the level of knowledge and attitude towards FW were detected in teachers and pupils after the intervention. Around 30% of FW reduction at lunch was observed in the intervention group but not in the other groups. A decrease of almost half of the average weight was observed during the mid-morning break in the rest of primary groups. The results apparently show that addressing the FW issue in classrooms can have a very positive effect on children’s attitudes. As it is such a cross-cutting issue; it raises awareness about a large group of Sustainable Development Goals, and encourages these young citizens to make conscious decisions and to act responsibly.
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19

Brown, Jonathan, Carrie McLennan, Daniela Mercieca, Duncan P. Mercieca, Derek P. Robertson, and Eddie Valentine. "Technology as Thirdspace: Teachers in Scottish Schools Engaging with and Being Challenged by Digital Technology in First COVID-19 Lockdown." Education Sciences 11, no. 3 (March 21, 2021): 136. http://dx.doi.org/10.3390/educsci11030136.

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This paper looks at the impact of digital technology on teaching and learning in primary schools in Scotland during the first COVID-19 lockdown from March to June 2020. The pandemic has challenged our understanding of schooling as, for the first time in many years, schools as we know them were shut and the school building was removed as the site of teaching and learning. This paper uses the concept of Thirdspace as developed by Edward Soja (1996), where Thirdspace is understood as an in-between space between binaries that enables the possibility to think and act otherwise. Drawing from qualitative data from interviews with primary school teachers, this paper explores how the lockdown in general, and digital technology in particular, facilitated a Thirdspace in the first COVID-19 lockdown. Findings from the study indicate that engaging with digital technology offers the teacher more possibilities than they have come to expect in the physical space of traditional schooling.
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20

Woodall, James, Jenny Woodward, Karl Witty, and Shona McCulloch. "An evaluation of a toothbrushing programme in schools." Health Education 114, no. 6 (September 30, 2014): 414–34. http://dx.doi.org/10.1108/he-12-2013-0069.

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Purpose – The purpose of this paper is to assess the effectiveness of a toothbrushing intervention delivered in primary schools in Yorkshire and the Humber, a Northern district of England. The toothbrushing intervention was designed with the intention of improving the oral health of young children. The paper reports the effectiveness of the intervention and explores process issues related to its co-ordination and delivery. Design/methodology/approach – The evaluation had three data gathering approaches. These were: in-depth case studies of three selected schools participating in the toothbrushing programme; interviews with oral health promoters responsible for the programme in the district; and a small scale questionnaire-based survey which was sent to the 18 schools participating in the intervention. Findings – The intervention was accepted by children and they enjoyed participating in the toothbrushing scheme. Children had often become more knowledgeable about toothbrushing and the consequences of not regularly cleaning their teeth. The scheme was contingent on key staff in the school and the programme was more successful where school's embraced, rather than rejected the notion of improving children's health alongside educational attainment. Whether the intervention made differences to brushing in the home requires further investigation, but there is a possibility that children can act as positive “change agents” with siblings and other family members. Practical implications – This paper suggests that schools can be an effective setting for implementing toothbrushing interventions. Originality/value – Toothbrushing in schools programmes are a relatively new initiative that have not been fully explored, especially using qualitative approaches or focusing on the views of children. This paper makes a particular contribution to understanding the process and delivery of toothbrushing interventions delivered in primary schools. The implications for programmes outside of the UK context are discussed.
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Ramalepa, Tshiamo N., Tendani S. Ramukumba, and Mmajapi E. Masala-Chokwe. "Teenage pregnancies in Bapong schools, Madibeng local municipality: Teachers’ views." South African Journal of Education 41, no. 2 (May 31, 2021): 1–8. http://dx.doi.org/10.15700/saje.v41n2a1646.

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The South African Schools Act 84 of 1996 forbids discrimination against learners based on pregnancy, while the 2007 guideline document, Measures for Prevention and Management of Learner Pregnancy, stipulates teachers’ role in preventing and managing learner pregnancy. Teachers are, therefore, responsible for pregnant learners in the school environment. In the study, which was conducted in primary and secondary schools in Bapong, we aimed to explore and describe the perceptions of teachers regarding pregnancy of school learners. A qualitative exploratory and descriptive approach with purposive sampling was used. In-depth interviews were used for data collection and content analysis was done through Tesch’s approach using open coding. The findings suggest that, despite being against learner pregnancy, teachers are more concerned with the educational success of pregnant learners. They view learner pregnancy as a threat to teachers, other learners and the school environment because they are not trained to deal with pregnancy-related problems. The findings also indicate that the Departments of Health and Education should collaborate in order to initiate a partnership between teachers, school health nurses, and midwives regarding learner pregnancy in schools.
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Jeznik, Katja, Robi Kroflič, and Metka Kuhar. "Between Retributive and Restorative Compulsory School Teachers’ Discipline Activities." Center for Educational Policy Studies Journal 10, no. 2 (June 24, 2020): 101–21. http://dx.doi.org/10.26529/cepsj.483.

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In Slovenia, compulsory schools have, since 2009, been obliged to define their own concept of moral and character education under the formal framework of the Primary School Act. Disciplinary measures in schools are underpinned by two main punishment theories: the more traditional retributive responses to undesired conduct, and the more recent restorative approach. The present study explores the views of 109 teachers from 13 compulsory schools regarding disciplinary measures through the prism of this paradigmatic divide. A qualitative analysis of group discussions in which teachers evaluated the disciplinary measures at each of the 13 schools will be presented. Only three discussion groups were predominantly restorative oriented. Given the proven negative effects of retribution-oriented disciplinary measures, the findings are not encouraging. We conclude that schools need a clearer disciplinary framework with systematic acquisition of knowledge and practical experience in the field of educational and discipline strategies, and that teachers must continuously reflect on their own disciplinary practices.
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Veličković, Sonja. "THE ROLE OF THE PREPARATORY PRESCHOOL PROGRAM FOR THE SCHOOL START OF THE CHILDREN." International Journal of Cognitive Research in Science, Engineering and Education 3, no. 1 (June 20, 2015): 105–9. http://dx.doi.org/10.23947/2334-8496-2015-3-1-105-109.

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The main objective of this paper is to determine the contribution of the Preparatory Preschool Program (PPP) coordination between Preschool and primary education process and analysis of all factors affecting the preliminary introduction of children for school through the implementation of the Preparatory Preschool Program.The survey was conducted in 6 Preschool institutions and 12 primary schools in the following towns: Bujanovac, Vranje, Vladi?in Han, Leskovac and Niš; the sample consisting of 173 Preschool child care workers, 180 teachers and 32 professional associates with total number of 385 respondents.It is expected that the research results will initiate all people involved in children’s education from Preschool to primary elementary school education to act and work together in order to achieve a strategic and important aim - to prepare children for school effectively, i.e. to realize successfully the basic and very important prerequisite for easy adaptation of the children in the school environment.
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Evans, John R., and Christina Curry. "Implementing Sport, Physical Activity and Physical Education in New South Wales, Australia, primary schools." Ágora para la Educación Física y el Deporte 20, no. 1 (May 25, 2018): 27. http://dx.doi.org/10.24197/aefd.1.2018.27-45.

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A renewed focus on Physical Education in New South Wales primary schools has the potential to act as an intervention that has positive long-term implications for the whole population. The introduction of physical education (PE) as part of the National Curriculum means the role of PE in Australian primary schools is now open for renewed attention. The rise of an international obesity epidemic means that that the role of PE in primary schools has the potential to make a positive impact on public health outcomes. There could be significant long term savings from well-organized PE programs in primary schools delivered by teaching staff educated in quality physical education. In addition there is also an historical and emerging body of research which links physical activity to academic performance. However not all teachers in primary schools have the skills or life experiences to effectively teach PE. In order to achieve these outcomes we posit that the use of a Game Centered Teaching approach and the use of an underlying pedagogy have the potential to provide more meaningful experiences for students and teachers. In order to implement a Game Centered Teaching approach we advocate the use of specialist PE teachers rather than outsourcing the delivery of PE in schools.
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Wahab, Norwaliza Abdul, Pauline Swee-Choo Goh, Eng-Tek Ong, Mohd Hairy Ibrahim, and Haryanti Mohd Affandi. "CONSTRUCTION OF THE FOREST SCHOOL FRAMEWORK BASED ON INDIGENOUS KNOWLEDGE IN MALAYSIA." Jurnal Cakrawala Pendidikan 39, no. 2 (June 12, 2020): 269–78. http://dx.doi.org/10.21831/cp.v39i2.29316.

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The rate of drop outs among indigenous or Orang Asli pupils in primary school is a worrying issue. They were found to be unable to apply the knowledge acquired through formal education systems in Malaysia due to the different 'setting' of the environment. This failure was due to the lack of understanding on how Orang Asli pupils learn, think, and act. The aim of this study was to construct a Forest School framework for the teaching and learning process in Orang Asli primary schools. The qualitative study design involved in-depth interviews with six experts from the Orang Asli community by using semi-structured questions to explore and clarify related sub-constructs. The results showed five elements that need to be incorporated in the syllabus were: indigenous music, herbs and medicine, handicrafts, tools for hunting and forestry. The Forest School framework would serve as a comprehensive guide and reference for policymakers as indigenous knowledge elements need to be incorporated in primary school's syllabus to ensure life sustainability of Orang Asli in the forest. Teachers could take advantage to help Orang Asli pupils to feel more enthusiastic and motivated in processing the knowledge given in classrooms as it hits close to their environment.
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Feriandi, Yoga Ardian, Dasim Budimansyah, and Kokom Komalasari. "Studies on the Ecological Competence of Civic Education in Primary Schools." Madrasah 13, no. 2 (June 30, 2021): 173–85. http://dx.doi.org/10.18860/mad.v13i2.12291.

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The development of the world of technology has provided many changes in the pattern of human life, including influencing environmental phenomena that have an impact on the way of life of citizens. To prevent environmental destruction. So ecological education is one of the efforts to continue the effort to create citizens who care about the environment with their environmental characteristics. This study aims to examine the ecological competence of elementary school students through civic education in building awareness of the environment. The approach used in this research is qualitative with the literature study method. The results of the analysis and study in this study indicate: 1) the competence of knowledge and ecological strategies of elementary school students is formed through civic education, 2) elementary school students can act on environmental issues, 3) elementary school students have the quality to address environmental issues through civic education. So that the conclusion in this study is that the ecological competence of elementary school students can be formed through civic education, the output of which is that these students have environmental skills and character in utilizing their environment.
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Gislev, Tom, Klaus Thestrup, and Pernille Risør Elving. "The flexible meeting place: Connecting schools through networked learning." Global Studies of Childhood 10, no. 3 (August 4, 2020): 275–88. http://dx.doi.org/10.1177/2043610620944937.

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We will present a framework for establishing distance education in schools by combining Networked Learning and media ecologies seen as both environments and as relations between media. Our model for such a framework is called The Flexible Meeting Place and can be used in schools that lack teachers in certain subjects, and also in schools that want to extend their teaching to other schools in the world around them. The school can become an arena, where children as part of their schooling start to communicate globally. The study is rounded in the project Assisted Distance Teaching in Primary Schools (Forsøg Med Assisteret Fjernundervisning i folkeskolen: ASSIST, 2018) that developed tools to ensure appropriate vocational levels in school classes where there was a lack of teachers educated in the specific subject. This project involved 12 Danish schools, with 2 partner schools in Kenya and Greenland. The focus was on the development of pedagogical methods and technical experimentation. In Assisted Distance Teaching in Primary Schools, the thesis was that a teacher who knew about either the subject, the pedagogy or the technology could support a teaching assistant through a digital mediated connection. It turned out that everybody involved, teachers, children and citizens, began to collaborate through network mediated by online app, tools and services and adapt to the circumstances according to their actual knowledge and to develop new knowledge in collaboration. Based on the above, we will present a pedagogical model with a number of challenges and questions that suggests ways to establishing networked learning through a networked school. The theoretical framework, the model and the reflections around it are meant to support the further development of processes, a preschool teacher or teacher in a school can organise together with the children in her or his class. It is an attempt to push school systems into becoming networked and giving children the opportunity to act locally and globally. This development of schools are supported by an organisation like World Economic Forum, who in their recommendations for a future school system, talks about global citizenship, learning using digital technologies and even make education possible without one having to have access to school buildings.
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Patra, Anujit, Abhijit Guha, and Kamal De Krishna. "Implementation of the Provisions of RTE Act-2009 in Primary Schools in Rural Areas of West Bengal." Asian Journal of Research in Social Sciences and Humanities 7, no. 8 (2017): 335. http://dx.doi.org/10.5958/2249-7315.2017.00429.4.

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Kotb, Fatma N., and Sanaa M. Ahmed. "Child Abuse and Aggressive Behavior among Primary School Children." Evidence-Based Nursing Research 1, no. 3 (August 21, 2019): 10. http://dx.doi.org/10.47104/ebnrojs3.v1i3.63.

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Context: Child abuse considered all forms of physical, emotional, sexual abuse, and neglect. Child abuse identified to threaten development, health, dignity, or even survival. Many abused children have ongoing troubles with relationships, trust in others, difficulties at school, and exhibiting aggressive behavior or act nasty towards other children and animals. Aim: This study aimed to investigate the relationship between child abuse and aggressive behavior among primary school children. Subjects and methods: A descriptive correlational research design utilized to achieve the aim of this study. This research carried out in four schools from an urban and rural area in Minia city. A stratified sample of 150 children in grade six in primary school recruited in the current study. Three tools used to collect data of this study include the Socio-demographic Questionnaire, Child Abuse Scale, and Children Aggressive Behavior Scale. Results: The current study revealed that about two-thirds of the sample was girls 65.3%, and more than half of them had high levels of child abuse, and aggression at 63.3% & 58.7% respectively. There was a significant positive correlation between child abuse and aggression among primary school children. Conclusion: The current study concluded that primary school children have a positive connection between child abuse and their aggressive behavior. The study recommended that a counseling program for parent and teachers about the negative impact of child abuse and how to deal effectively with child aggression. Teaching parenting strategies such as alternatives to physical punishment is essential in reducing the recurrence of physical abuse, and that this may enhance parental self-management.
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Bisanz, Andrea, Susanne Hueber, Johannes Lindner, and Eva Jambor. "Social Entrepreneurship Education in Primary School: Empowering Each Child with the YouthStart Entrepreneurial Challenges Programme." Discourse and Communication for Sustainable Education 10, no. 2 (December 1, 2019): 142–56. http://dx.doi.org/10.2478/dcse-2019-0024.

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Abstract This article provides an overview of challenge-based social entrepreneurship education in primary schools in Austria. The “YouthStart”-Programme “Empowering Each Child” is introduced as well as its impact on children. Research accompanying the programme shows that small challenges strengthen particularly the following skills and abilities of pupils: self-confidence and self-initiative, innovation, creativity, mindfulness, empathy, self-motivation and participation in society. Many of the challenges are based on the SDGs, so children are encouraged to learn to think and act in a sustainable way already at the beginning of their school career. The aim is to make young people aware of the fact that a change of people’s mindsets is needed worldwide, educating responsibly acting individuals, who do not only have their personal benefits in mind but also the needs of future generations.
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Spolsky, Bernard. "EDITOR'S INTRODUCTION." Annual Review of Applied Linguistics 29 (March 2009): vii—xii. http://dx.doi.org/10.1017/s0267190509090011.

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From the beginning, public tests and examinations were instruments of policy. The Imperial Chinese examination was created to permit the emperor to replace the patronage system by which powerful lords were choosing their own candidates to be mandarins. The Jesuit schools in 17th-century France introduced a weekly testing system to allow central control of classroom teaching. In 19th-century England, Thomas Macaulay argued for employing the Chinese principle in selecting cadets for the Indian Civil Service; a similar system was later used for the British Civil Service. A primary school examination system was set up in England at the end of the 19th century to serve the same purpose of achieving quality control and accountability in public schools as was proposed for the No Child Left Behind Act (NCLB) that is being bitterly disputed in 21st-century United States. Chauncey's primary goal after World War II in developing the Scholastic Achievement Test for admission to elite U.S. universities was to replace the children of the wealthy establishment with highly qualified students who would see their role as contributing to public service.
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Rosi, Maja, Jerneja Smole, and Jasna Potočnik Topler. "Raising Awareness of Urban Environment Development in Primary Schools." Acta Economica Et Turistica 2, no. 2 (December 1, 2016): 105–13. http://dx.doi.org/10.1515/aet-2016-0009.

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AbstractIn the past few years, excessive efforts have been made to increase the city’s attractiveness and its international positioning. Also studies on the so-called city destination branding are on the rise. Theorists, as Ramirez (2001), Marzano and Scott (2009), among many others, are discussing different aspects of this complex process. Many approaches and strategies are dealing with the positioning of urban environments and city destinations, trying to provide at least some partial answers about achieving this objective. With proper marketing and branding, cities can do a lot to attract tourists and visitors. For successful city marketing and branding and for the successful long-term positioning of the destination in general, it is necessary to involve the key stakeholders and collaborate with as many as possible despite the fact that the branding of a city destination (or any destination for that matter) is a complex process. It is significant that all the stakeholders, who are always carriers of different interests, are invited to collaborate in the planning of the tourism development and tourism development strategies, from the government, the private sector, schools etc. It is also important to involve the citizens, who can provide a valuable opinion about the environment they live in – what they like about their environment, what suggestion would they give to tourists about gastronomy, attractions, shops, events, etc. It is significant that citizens are proud of their urban environment, that they know their own environment, and that they have the motivation for the involvement in the process of improvement of their home environment (through projects, discussions, etc.). It is impossible to create attractive urban environments or cities if residents do not have a positive opinion about the place they live in. That is why it is essential for the education institutions at all levels, but especially for the institutions at the primary levels to educate children, toddlers, pupils, students, about the importance of urban environment development and create a positive learning environment, where children are able to develop as residents with a great understanding of the potential of the environment they live in. The paper explores the importance of raising awareness of the urban environment in primary schools from the theoretical, analytical and practical point of views. In the paper, we will examine whether primary schools in the city of Maribor, Slovenia educate children about their urban environment, if they are creating positive learning environments, where children can develop into proud citizens aware of the significance of the urban environment and its consequences for the quality of their lives. Further on, the curricula in chosen primary schools in Maribor is going to be analyzed. With the survey, we will try to identify the degree of children’s awareness of their surrounding urban environment, the information they receive about their environment, and their attitude towards it. And finally, what is most important, we will try to show the extreme significance of the learning environment and the curricula for raising the awareness of the environment and growing into responsible adults who will also act responsibly towards their urban environments.
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Nash, Rosie, Vaughan Cruickshank, Anna Flittner, Casey Mainsbridge, Shane Pill, and Shandell Elmer. "How Did Parents View the Impact of the Curriculum-Based HealthLit4Kids Program Beyond the Classroom?" International Journal of Environmental Research and Public Health 17, no. 4 (February 24, 2020): 1449. http://dx.doi.org/10.3390/ijerph17041449.

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The HealthLit4Kids program aims to build health literacy in a participatory and contextually relevant way. Whole-of-school and curriculum strategies aim to empower and build capacity to make informed health choices amongst students, teachers, parents, and their local community. The aim of this study was to evaluate the HealthLit4Kids program from the perspective of parents, using a Self-Determination Theory framework. This is one component within a larger evaluation of the program. Parents at four Australian primary schools were interviewed post-program. Qualitative data collected through parent interviews were analyzed thematically to identify themes, and coding checks were completed by experienced qualitative researchers. The three key themes identified were student engagement, behaviour change, and parent engagement. Findings also indicated that parents placed a high value on effective communication from schools and raised a range of health areas such as food and nutrition, physical activity, and mental health with the interviewer. Parent opinions of the HealthLit4Kids program were positive, with many reporting a perceived increase in their children’s ability to understand, communicate and act on health-related knowledge at home. The HealthLit4Kids program requires further research to determine its viability as an optimal pedagogical strategy for the health literacy development of primary school-aged children.
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Mathebula, Rifumuni Nancy, Tawanda Runhare, and Nylon Marishane. "A Critique of the Democratic Functionality of the School Disciplinary Committee Structures within a South African Rural Setting." Journal of Educational and Social Research 11, no. 1 (January 17, 2021): 170. http://dx.doi.org/10.36941/jesr-2021-0017.

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The South Africans Schools Act mandates institutional policy duty bearers such as the school governing bodies (SGBs) and school disciplinary committees (SDCs) through which education stakeholders such as school principals, teachers, parents and learners to democratically formulate and implement school policies. The effectiveness of these bodies in carrying out their responsibilities in most cases is left to speculation. Based on a case study of high schools in a rural district setting in South Africa, this paper reports on the extent to which SDCs are democratically constituted and function in conducting their responsibilities. A qualitative approach was employed to gather data from a purposeful sample of 53 participants at two secondary schools that comprised 10 SGB members, 10 school management team (SMT) members, 9 SDC members, 10 Representative Council of Learners (RCL), 4 class teachers and 10 previously disciplined learners (PDLs). Focus group and individual interviews were the primary data gathering instruments but were complemented by document analysis to cross-check participants’ narratives where necessary. Results indicated that the discharge of the SDC responsibilities was largely undemocratic in both composition and functioning, and therefore unjust in disciplining learners who acted outside school rules. On the basis of our findings, we recommend that the policy duty bearers in school institutional management structures such as the SMT, SGB, RCL and SDC should first be inducted on school policies, roles and responsibilities on assumption of duty. Received: 28 June 2020 / Accepted: 18 November 2020 / Published: 17 January 2021
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Smith, John T. "The Wesleyans, The ‘Romanists’ and the Education Act Of 1870." Recusant History 23, no. 1 (May 1996): 127–42. http://dx.doi.org/10.1017/s0034193200002181.

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The Wesleyan Church in the second half of the nineteenth century exhibited a high degree of anti-Catholicism, a phenomenon which had intensified with the ‘Romanising’ influence of the Tractarian movement in the Church of England. To many Wesleyans Roman and Anglo-Catholicism seemed synonymous and the battleground of faith was to be elementary education. The conflict began earlier in the century. When in 1848 Roman Catholic schools made application to the government for grants similar to those offered to the Wesleyans there was an immediate split in Wesleyan ranks. At the Conference in Hull in 1848 Beaumont, Osborn and William Bunting attacked their leadership. They claimed that Methodists should not accept grants in common with Catholics. Jabez Bunting, the primary Wesleyan spokesman of his age, was however rather less critical of the Roman Catholic Church than he had been previously and clearly advocated the continuation of the grant:
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Gottenborg, Emily, Lindsay Rock, and Alison Sheridan. "Parental Leave for Residents at Programs Affiliated With the Top 50 Medical Schools." Journal of Graduate Medical Education 11, no. 4 (August 1, 2019): 472–74. http://dx.doi.org/10.4300/jgme-d-19-00227.1.

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ABSTRACT Background Of the top 15 medical schools with affiliated graduate medical education (GME) programs, 8 offer paid parental leave, with an average duration of 6.6 weeks. It is not known how other GME programs approach parental leave. Objective We searched for the parental leave policies for residents in programs affiliated with the top 50 medical schools. Methods In 2019, we identified the top 50 medical schools designated by US News & World Report in the research and primary care categories (totaling 59 schools), and identified the associated GME programs. For each school, we accessed its website and searched for “GME Policies and Procedures” to find language related to maternity, paternity, or parental leave, or the Family Medical Leave Act. If unavailable, we e-mailed the GME office to identify the policy. Results Of 59 schools, 25 (42%) described paid parental leave policies with an average of 5.1 weeks paid leave; 11 of those (44%) offer ≤ 4 weeks paid parental leave. Twenty-five of 59 (42%) programs did not have paid parental leave, but 13 of these specify that residents can use sick or vacation time to pay for part of their parental leave. Finally, 13 of 59 (22%) offered state mandated partial paid leave. One school did not have any description of parental leave. Conclusions While paid parental leave for residents has been adopted by many of the GME programs affiliated with the top 50 medical schools, it is not yet a standard benefit offered to the majority of residents.
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Onoyase, Anna. "Principals’ Perception of Misconduct among Secondary School Teachers in Delta State: Implications for Counselling Practice." International Journal of Higher Education 7, no. 5 (October 10, 2018): 150. http://dx.doi.org/10.5430/ijhe.v7n5p150.

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This study investigated Principals’ Perception of misconduct among Secondary School teachers in Delta State. Four research questions and four hypotheses were formulated to guide the study. The instrument used for collection of data was tagged “Principals’ Perception of Teachers Misconduct Questionnaire” (PPOTMQ). For content validity, the instrument was given to some lecturers in the Department of Guidance & Counselling who scrutinized it and made some corrections. The test-retest method of reliability was employed and the co-efficient of 0.72 was obtained. The sample consisted of 100 principals. The t-test statistics was employed to test the hypotheses at 0.05 level of significance. Results of the study revealed that absenteeism, lateness, truancy and poor quality teaching were perceived by principals as forms of misconduct in public secondary schools. Recommendations that were proffered include; monitoring teams should be put in place by school authorities to supervise teachers’ attendance in class as well as their teaching, inspectors from the Post-Primary Education Board should pay regular unscheduled visits to secondary schools to act as a check on teachers’ absenteeism.
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Elbert, Gábor. "The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education Teachers." Physical Culture and Sport. Studies and Research 46, no. 1 (December 1, 2009): 123–29. http://dx.doi.org/10.2478/v10141-009-0010-4.

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The Effect of the Amendments of the Public Education Act on the School Activity of Physical Education TeachersAs a result of the legal regulations in the period after the 1989-1990 transition, teachers working in public education, in our case physical education teachers, were engaged in several activities which were not directly related to the competence of in-school educational work. Consequently, there has been a shift in their scope of activities. The author of this paper is interested in the experience of physical education teachers during the period. The objective of the paper is to reveal what effects such a comprehensive and permanent change had on the teaching of physical education in schools, and on the life of physical education teachers. In order to investigate the subject of research the analysis of legislative documents, in-depth interviews and the survey method were applied. The results show that in the period after the 1989-1990 transition, the work of teachers was not only hindered by the structural changes in accordance with educational legislation and the permanent amendment of documents, but the lack of consistency in pedagogical work as well. For the teachers taking part in the preparation of curricula, the extension of their activities resulted in a double workload. The decision that marks were replaced with textual evaluation in grade 1 of primary schools was not received positively on the part of physical education teachers. Based on the results it can be concluded that the efficient work of physical education teachers would be greatly assisted by more predictable legislation, which would ensure the possibility of planning in advance. Olympism, Olympic culture, sports education, pedagogy of sport
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Savoie-Zajc, Lorraine. "Children's Visual Representations of Food and Meal Time: Towards an Understanding of Nutrition and Educational Practices." European Educational Research Journal 4, no. 2 (June 2005): 132–41. http://dx.doi.org/10.2304/eerj.2005.4.2.5.

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Within the broad perspective of school and social exclusion, this article pays attention to an important factor of exclusion: overweight and obesity in primary school children. An interdisciplinary research was conducted and aimed at the study of social representations and practices surrounding food which primary school children, their parents and their teachers hold. This article proposes, firstly, an analysis of drawings produced by the children. Most of them represented dinner time as a social event when the family gathers together. It is pictured as a pleasant and joyful moment of the day, in settings of people standing close to one another or sitting around a table. While concrete references to the act of eating are present, it is the spirit of family reunion that predominates. Secondly, the article will clarify the perspectives teachers have regarding their role in educating for healthy food habits. Holding a prevention perspective, the conclusion will stress the importance of partnerships between parents and schools that should be enacted. Joint interventions should be planned for.
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Santos, Ademir Valdir dos. "Education and faith: Luther ideas, German immigration to Brazil and the community-organized schools (19th-20th centuries)." Perspectiva 37, no. 4 (December 19, 2019): 1040–58. http://dx.doi.org/10.5007/2175-795x.2019.e53832.

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The research aims to analyze, based on the relations between German immigration, Lutheranism and the process of creation of schools, the historical incorporation of ideas on education of Luther and its influence in the south of Brazil, in a period between the second decade of century XIX and the first decades of the twentieth century. The methodology is characterized by documentary research with the use of sources referring to the creation of schools, discussed based on a bibliographic reference that includes Luther texts and studies that deal with the links between religion and schooling. The results highlight the importance attributed to the school by Luther, understanding him as a religious reformer of Education. They show that the creation of schools by groups of German Lutheran immigrants in the Brazilian South is justified by their foundation in Lutheran conceptions. The schools were created so that children and young people could have access to religious principles and overcome the difficulties of living in a cultural environment different from that of the regions of origin. These reasons were reinforced by the absence of primary schools maintained by the government, either in the Empire period or in the first decades of the Republic. It is concluded that community schools founded on the colonies meant responses to the divine call to act in human education in harmony with faith, being understood as a result of Lutheran inspiration.
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Männistö, Perttu. "An exploration of the public space and its activities1 in a Finnish primary school." Citizenship Teaching & Learning 15, no. 2 (June 1, 2020): 203–20. http://dx.doi.org/10.1386/ctl_00029_1.

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Finnish schools are often pictured as models for open-ended, child-oriented and dialogic education. In this research article, I approached these phenomena by analysing the organization of a public space in one Finnish school. I used Hannah Arendt’s ([1958] 2013) phenomenological concepts ‐ action and labour ‐ to analyse what kind of consequences the organization of the public space of one Finnish school and the activities promoted within it has on the actions and thinking of the students. Did the studied school promote students active participation in the society or did it rather prepare the labour force for the society to keep functioning as it is? In phenomenology, the goal is to study the lived experience of the informants ‐ in this case, of the people acting in the public space of a school. I collected the ethnographic data that was used in the article by doing observations and interviews in one Finnish school in two separate classrooms in the autumn of 2015. My findings elucidate that not everyone was treated equally within the public space of the school. More so, students did not have real opportunities to act freely, i.e. politically and collectively in the school because power was in the hands of the teachers. The students were mostly taught to labour individually, internalize proper behaviour and were recognized through their labour represented by school tasks. Furthermore, most of the classes were packed full, which meant that constant hurry was the pace for life in the school during most of the days. This again made the realization of activities, which would represent action, nigh impossible in the first place.
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Toole, Kimberly, and Cynthia S. Perry. "Increasing Immunization Compliance." Journal of School Nursing 20, no. 4 (August 2004): 203–8. http://dx.doi.org/10.1177/10598405040200040401.

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School nurses often have the responsibility to ensure that students meet all immunization requirements for school entry and school attendance. In large inner-city school districts, many obstacles exist which make this task daunting and often result in lengthy absences and exclusions for students. It is critical that school nurses find creative and systematic ways to meet these challenges, which include working parents, lack of access to primary care, lack of transportation, cost of immunizations, poor compliance and follow-up, myths regarding immunizations, and the impact of the Health Insurance Portability and Accountability Act (HIPAA) legislation. This article describes an immunization project that removed most of those barriers for high-risk students and gave the school nurses tools to succeed in achieving higher levels of immunization compliance in inner-city schools. Since the immunization project’s conception, compliance in the district has risen from an overall level of 50–60% to 90–100%, along with better record-keeping and the prevention of exclusions.
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Goldsmith, Susan Secor. "Implementing Elementary History and Social Science: A Three-Step Plan of K-4 Curriculum Design." Journal of Education 180, no. 1 (January 1998): 15–31. http://dx.doi.org/10.1177/002205749818000103.

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Massachusetts' History and Social Science Curriculum Framework emphatically describes history and social science as a core academic subject at the elementary school level, devoting a separate section to its study in primary grades. It carries out a provision of the 1993 Massachusetts Education Reform Act for standards-based improvement, calling for more substantive study in elementary schools. The Framework's appearance should result in serious new attention being given an area of school study that, as social studies, has had little or no demonstrable academic effect and has left students largely indifferent. But teachers and schools charged with bringing existing elementary curricula into alignment with the Framework's Core Knowledge requirements in history and social science may face both a departure from what is currently done and an encounter with unfamiliar subject matter and resources. “What's a teacher to do?” The author addresses curriculum and course design by organizing some chief considerations of elementary history and social science study into a three-step plan for implementation that discusses the selection and organization of topics for elementary study, their classroom presentation, and the resources available to support the alignment effort.
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Sharma Poudyal, Chandra. "Nepali private schools and tolerated illegality: A Foucauldian analysis of privatisation of education in Nepal." Policy Futures in Education 15, no. 4 (May 2017): 537–49. http://dx.doi.org/10.1177/1478210317715797.

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The Education Act 1971 is the main policy document under which schools in Nepal are operated. With the change in political regime, this policy has been amended as per the ideology of the incoming regime. Although private schools started to show their influence in Nepal in the late 1980s, excessive growth of private schools began with the neoliberal policy adopted by the incoming political parties soon after Nepal became a multiparty democratic country in the early 1990s. However, with the Maoists becoming a dominant political force in the country in the late 1990s, several challenges in the operation of private schools began. Issues such as closing down or monitoring of private schools are now common mass media headlines. This paper analyses such a situation in the operation of private schools in Nepal. It uses primary sources of data collected via semi-structured interviews with teachers, administrators and principals of two private schools located in the capital city of Nepal, Kathmandu. It also uses secondary sources that include mass media output and other documentary sources such as documents from private schools’ associations and government policy related to private schools. This study found that operation of private schools in Nepal is comparable to what Michel Foucault calls tolerated illegality.
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Porębski, Adam. "Composition learning at a music school on the example of the School Composers’ Club at the K. Szymanowski Primary and Secondary Music Schools in Wrocław." Konteksty Kształcenia Muzycznego 7, no. 1(11) (December 31, 2020): 155–66. http://dx.doi.org/10.5604/01.3001.0014.6477.

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It is no use looking for the educated musicians who were given a chance to come into longer contact with composition as a school subject being part of their formal education. Meanwhile, fascination with an act of creation and willingness to get familiar with music “from the inside” accompany school-age people. It is then that first, bashful compositional attempts are made. Over time, pupils search for new sounds on their instruments, improvise, experiment, get familiar with music literature. Such attempts should not go unnoticed – an observant pedagogue will easily notice creative predispositions in their pupils. In this article, the author shares his pedagogical experiences gained while giving composition classes at the K. Szymanowski Comprehensive Primary and Secondary Music Schools in Wrocław. The idea of promoting the art of composition was fully implemented in the form of the School Composers’ Club, founded in the school year of 2016/2017, the activity of which is based on the author’s original school curriculum, a system of individualized education and various forms of young composers’ presentations. The Club’s activity assumes, on the one hand, preparing pupils to take up compositional studies and, on the other one, fostering their general musical development enriched with creative competences.
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Barón, Júlia, Helena Roquet, Natalia Evnitskaya, and Noelia Navarro. "Pragmatics in Teacher Talk: The Case of Pre-Primary Education." English Language Teaching 13, no. 8 (July 28, 2020): 168. http://dx.doi.org/10.5539/elt.v13n8p168.

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This study aims to explore how the speech act of requesting is performed in Catalan (L1), English (L1) and EFL classrooms by pre-primary teachers. The study examines transcripts of 40-minute video-recorded lessons (six in Catalan/L1, six in English/FL, and three in English/L1) collected in several pre-primary schools in Catalonia, Spain. Recall interviews with the teachers were also conducted in order to examine their perceptions of their pragmatic performances in the classroom. Results show that teachers predominantly use imperatives in the three groups (Catalan L1, English L1 and EFL); however, a wider variety of requesting strategies is used in the L1 lessons. The study concludes with reflections on the pedagogical implications of the findings and calls for the need to raise teachers&rsquo; awareness about the effect their language use might have on the development of learners&rsquo; pragmatic competence both in the L1 and the foreign language.
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Arya, Dian, Hana Silvana, and Damayanti Damayanti. "The Policy of Principals Regarding the Implementations of Library School in Bandung City." Record and Library Journal 1, no. 1 (January 2, 2018): 39. http://dx.doi.org/10.20473/rlj.v1-i1.2015.39-47.

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Primary and secondary level of education are essential elements for character building and success of younger generation in developing the nation. Education and learning at this level will very much determine how in the future and individual is able to play role and be competitive in the nation‟s development. One of the important element in the strategy of educational learning in school which is often forgotten by decision makers of principals and library managers is the library. Library operation in schools and mandrassas with a policy that has high legitimacy, should be implemented immediately. How ever, what happened was the opposite. By reason of limited fund, time and energy, many schools choose not to implement the rule about library.Base on this issue, this research studied the policy of principals regarding the implementations of act No. 43 of 2007, Government Regulation No. 19 of 2005 and Ministry of National Education Regulations No. 25 of 2008. The reseach was conducted in 6 schools and the quuesionnare was distributed to 6 prinsipals and 12 library staff in Bandung city. The results showed that understanding of three regulations was in very good category with the score of 1157 out og 1230 for the principals.The same category also applied to the library staff with the score of 1613 out of 1800. This suggests that the principals had known about the organization of school library. Likewise, school librarian have also understood and were able to carry out their duties in accordance with the existing regulations related to the operation of school library.
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48

Arya, Dian, Hana Silvana, and Damayanty. "The Policy of Principals Regarding the Implementations of Library School in Bandung City." Record and Library Journal 1, no. 1 (April 29, 2015): 39. http://dx.doi.org/10.20473/rlj.v1i1.79.

Full text
Abstract:
Primary and secondary level of education are essential elements for character building and success of younger generation in developing the nation. Education and learning at this level will very much determine how in the future and individual is able to play role and be competitive in the nation’s development. One of the important element in the strategy of educational learning in school which is often forgotten by decision makers of principals and library managers is the library. Library operation in schools and mandrassas with a policy that has high legitimacy, should be implemented immediately. How ever, what happened was the opposite. By reason of limited fund, time and energy, many schools choose not to implement the rule about library.Base on this issue, this research studied the policy of principals regarding the implementations of act No. 43 of 2007, Government Regulation No. 19 of 2005 and Ministry of National Education Regulations No. 25 of 2008. The research was conducted in 6 schools and the questionnaire was distributed to 6 principals and 12 library staff in Bandung city. The results showed that understanding of three regulations was in very good category with the score of 1157 out of 1230 for the principals.The same category also applied to the library staff with the score of 1613 out of 1800. This suggests that the principals had known about the organization of school library. Likewise, school librarian have also understood and were able to carry out their duties in accordance with the existing regulations related to the operation of school library.
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49

Mohammed Ali, Umar. "The Effective Ways Of Entrepreneurial Opportunities For Small And Medium Enterprise Scheme (SMEs) In Borno State." American Journal of Management and Economics Innovations 03, no. 04 (April 11, 2021): 1–7. http://dx.doi.org/10.37547/tajmei/volume03issue04-01.

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The study investigated effects of insurgency on educational development in Borno State. Basic education is the first level of education for children at primary 1 level to basic 9 which is the junior secondary school level in Nigeria. However, achieving education for all Nigerian children, Borno state need a secured teaching and learning environment. The study examined the effect of insurgent activities such as abduction of pupils and attacks on teachers in basic schools of Borno State and its effect to the development of the education in the state. The sample for the study was 270 teachers of basic schools, selected on the basis of 10 teachers from each of the 27 local government area that constitute Borno State. The instrument for data collection was a 20 items questionnaire title: Boko Haram Insurgency and educational development Questionnaires (HIEDQ). Two research questions were formulated, data collected were converted to mean, standard deviation and used to answer the research questions. It was therefore recommended that the Nigerian government should provide security to the state. The government should show higher commitment in mobilizing the armed forces to end the insurgency in the State and provide adequate security in schools. It was further recommended that the religious leaders should preach against violence act in their respective communities.
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50

Wu, Jue. "Exploring Pragmatic Identities of Teachers, Pupils and Parents in Chinese Primary School Online Education." International Journal of Linguistics 13, no. 3 (June 17, 2021): 124. http://dx.doi.org/10.5296/ijl.v13i3.18605.

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The study of pragmatic identity has been a trend in the field of pragmatics. The primary schools in China have carried out online education in the spring of 2020 due to the outbreak of COVID-19, and this study focuses on two primary pupils and their teachers and parents, paying attention to the pragmatic identities constructed and the discursive devices used by the primary school teachers, pupils and their parents in this special online communication process. It is found that the teachers in this case study tend to construct four types of pragmatic identities in the online teaching activities, namely the knowledgeable scholars, instructional technicians, activity organizers and performance evaluators. The pupils participated in this study mainly build two types of pragmatic identities, namely the study explorers and atmosphere enliveners. The parents involved in the study tend to construct three pragmatic identities – teaching assistants, facility supporters and co-learners – in the online education context. Some discursive devices are used to construct these pragmatic identities, including the devices of language style, speech act, address, vocabulary selection and paralinguistic means. This study also yields some interesting findings on the interaction among teachers, pupils and parents during the process of identity construction in the online teaching and learning environment.
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