Relevant bibliographies by topics / Children and death Study and teaching

Academic literature on the topic 'Children and death Study and teaching'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Children and death Study and teaching"

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Abdul-Mumin, Alhassan, Cesia Cotache-Condor, Sheila Agyeiwaa Owusu, Haruna Mahama, and Emily R. Smith. "Timing and causes of neonatal mortality in Tamale Teaching Hospital, Ghana: A retrospective study." PLOS ONE 16, no. 1 (January 13, 2021): e0245065. http://dx.doi.org/10.1371/journal.pone.0245065.

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Neonatal deaths now account for more than two-thirds of all deaths in the first year of life and for about half of all deaths in children under-five years. Sub-Saharan Africa accounts up to 41% of the total burden of neonatal deaths worldwide. Our study aims to describe causes of neonatal mortality and to evaluate predictors of timing of neonatal death at Tamale Teaching Hospital (TTH), Ghana. This retrospective study was conducted at TTH located in Northern Ghana. All neonates who died in the Neonatal Intensive Care Unit (NICU) from 2013 to 2017 were included and data was obtained from admission and discharge books and mortality records. Bivariate and multivariate logistic regression were used to assess predictors of timing of neonatal death. Out of the 8,377 neonates that were admitted at the NICU during the 5-year study period, 1,126 died, representing a mortality rate of 13.4%. Of those that died, 74.3% died within 6 days. There was an overall downward trend in neonatal mortality over the course of the 5-year study period (18.2% in 2013; 14.3% in 2017). Preterm birth complications (49.6%) and birth asphyxia (21.7%) were the top causes of mortality. Predictors of early death included being born within TTH, birth weight, and having a diagnosis of preterm birth complication or birth asphyxia. Our retrospective study found that almost 3/4 of neonatal deaths were within the first week and these deaths were more likely to be associated with preterm birth complications or birth asphyxia. Most of the deaths occurred in babies born within health facilities, presenting an opportunity to reduce our mortality by improving on quality of care provided during the perinatal period.
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Emeka, Chukwubuike Kevin. "Anesthesia-Related Mortality in Children: A Surgeon’s Perspective." Budapest International Research in Exact Sciences (BirEx) Journal 3, no. 3 (July 3, 2021): 152–57. http://dx.doi.org/10.33258/birex.v3i3.2079.

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Background: Anesthesia-related mortality refers to death resulting from the complications of anesthesia or death due to at least one anesthesia-related complication happening as a cause among the multiple causes of death. The aim of this study was to evaluate the incidence and causes of anesthesia-related mortality in pediatric patients, as experienced by a surgeon. Materials and Methods: This was a retrospective study of children aged 15 years and younger who died at the pediatric surgery unit of Enugu State University Teaching Hospital (ESUTH) Enugu, Nigeria following administration of anesthesia between January 2010 and December 2019. Results: A total of 31,210 pediatric anesthesias/surgeries were performed during the study period; out of which 78 mortalities occurred due to anesthesia. There was male predominance and the median age of the patients was 4 years with a range of 1 week to 12 years. Mortality occurred more in neonates and during emergency surgeries. Airway complications and intussusception were the most common etiology of mortality and pathology in the children respectively. About two-thirds of the deaths occurred in the operating room before commencement of the surgery. Conclusion: Anesthesia-related deaths in children in middle income country like Nigeria are higher than what is obtainable in developed countries. The risk factors for anesthesia-related mortality include male gender, neonates and emergency surgeries. Airway problem is a common cause of mortality.
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Zhang, Shichao, Jia Dai, and Zhenxin Nie. "Can Swimming Teaching Prevent Drowning? An Experimental Study of Children in China." Discrete Dynamics in Nature and Society 2022 (April 29, 2022): 1–8. http://dx.doi.org/10.1155/2022/6141342.

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Background. The drowning death rate of Chinese students ranks among the top three in the world, and drowning has become an urgent problem for the country and society to solve. Objective. To test whether traditional swimming teaching can improve students’ knowledge and skills of water safety and reduce the probability of drowning in China. Methods. A total of 82 second-grade students in elementary school were selected as experimental subjects, and the repeated measures analysis of variance experiment design was used to carry out the research. Results. After the experiment, the swimming safety education model significantly increased the scores of swimming safety knowledge and skills and the difference was statistically significant (t = 4.060, 5.325, P < 0.05 ); the attitude and behavior scores decreased, and the difference was statistically significant (t = −4.392, −2.201, P < 0.05 ). After the experiment, the swimming safety education model is more effective in teaching swimming safety knowledge, attitude, and behavior than the traditional swimming teaching, and the difference is statistically significant (t = 2.699, 3.852, 4.308, P < 0.05 ). After the experiment, when the traditional swimming teaching model is compared with the control group, the difference in swimming safety skills was statistically significant (t = 4.704, P < 0.05 ) and other dimensions were homogeneous. In conclusion, the traditional swimming teaching can only improve student’s swimming safety skills but cannot reduce student’s drowning injuries. The swimming safety education model is superior to the traditional swimming teaching in terms of swimming safety knowledge, attitudes, and behaviors. Recommendations. For beginners in swimming, the teaching content of swimming self-rescue skills and swimming safety knowledge should be added.
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Soumyashree, M. N., R. G. Viveki, and Sunanda Halki. "Epidemiological determinants of infant deaths occurring in a teaching hospital: an observational study." International Journal Of Community Medicine And Public Health 6, no. 3 (February 22, 2019): 1192. http://dx.doi.org/10.18203/2394-6040.ijcmph20190609.

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Background: India has the highest number of infant deaths, contributing about 23% to the global burden of infant deaths. Sustainable development goal states that, by 2030, preventable deaths of new-borns and children under 5 years of age should be ended, with all countries aiming to reduce neonatal mortality to at least as low as 12 per 1000 live births and under-5 mortality to at least as low as 25 per 1000 live births. Aims of the study: (1) to understand the socio-demographic profile of the study cases, (2) to correlate the causes of infant deaths with age, parity and other obstetrics parameters.Methods: The present study was undertaken for the period of one year from January to December 2016. The study included 120 deceased infants from department of Pediatrics, Belagavi Institute of Medical Sciences (BIMS) Hospital, Belagavi. Information regarding socio-demographic profile, antenatal, intranatal and infant details were collected using a structured questionnaire.Results: 61.6% of study cases were male and three-fourth of them resided in rural area. 56.2% of the deceased infants were LBW, followed by VLBW (34.9%) and ELBW (8.9%). The common causes of death among the deceased infants were prematurity (45%) followed by, birth asphyxia (34.2%), sepsis (12.5%), pneumonia (3.3%) and congenital anomalies and other (2.5%).Conclusions: Age of the infants, gestational age, place of delivery, delivery assisted and LBW were associated with infant deaths. There is a need for proper implementation of programmes related to mother and child health care.
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Shanmugam, Ramya S., Arun Karthik, Muthukumaran N., and Chinnathambi Kamalarathanam. "Mortality profile of extreme to very preterm infants in an extramural tertiary care neonatal unit of a teaching hospital in Southern India: a retrospective study." International Journal of Contemporary Pediatrics 7, no. 4 (March 21, 2020): 776. http://dx.doi.org/10.18203/2349-3291.ijcp20201097.

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Background: Neonatal deaths account for 47% of all deaths in children younger than 5 years globally. More than a third of deaths are due to preterm related complications. Understanding the factors contributing to preterm deaths and pattern of mortality is needed to implement interventions that are essential in improving neonatal survival.Methods: This was a retrospective study done in neonatal intensive care unit, Institute of Child Health (ICH) and Hospital for Children, Chennai, a tertiary care regional center. All preterm (<32 weeks) deaths registered in the neonatal medical records from 1st of January 2018 to 31st of December 2018 were analysed. Primary causes of deaths were analysed by two consultants. When there were more than one cause contributing to responsible for death the most significant problem was taken as the cause of death.Results: Overall neonatal mortality was 312 (14.2%) of 2189 neonates. Out of 148 admissions in the study population mortality was 74.2% (26 of 35) for extreme preterm (<28 weeks) infants and 42.7% (48 of 113) for very preterm (28 to 32 weeks) infants. Predominant causes of death were sepsis 44.5% (33), prematurity-related complications 37.8% (28) followed by congenital anomalies 12.1% (9) and miscellaneous causes 2.7% (2). Respiratory Distress Syndrome (RDS) and Intra Ventricular Haemorrhage (IVH) attributed to 75% (21/ 28) of deaths among prematurity-related complications.Conclusions: This study identified sepsis; prematurity related complications were the predominant causes of mortality in the extreme to very preterm population. Understanding the specific causes of preterm mortality would help to implement interventions to promote their survival.
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Moon, Hyoung-Jin, Jong-ho Nam, and Jong-suck Kim. "A Study on Korean History Education Plans for Children from Mixed Marriages in Korea : Focus on Korean-Vietnamese, -Chinese, and -Japanese Children." New Educational Review 69, no. 3 (2022): 39–50. http://dx.doi.org/10.15804/tner.2022.69.3.03.

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This study aims to prepare the most effective Korean history education plan for children from mixed marriages in Korea using a questionnaire survey and in-depth interviews. Before the survey, the children from mixed marriages between Korea and Vietnam, China, and Japan preferred the auto-visual teaching method (ATM). However, after learning Cramming Teaching Method (CTM), Audio-Visual Teaching Method (ATM), Comparative-History Teaching Method (CHTM), and Discussion Teaching Method (DTM) for one week, Chinese and Korean – Japanese children preferred CHTM, whereas Korean-Vietnamese children preferred ATM itself. Hence, CHTM was found to be the most effective method when educating Korean history to the children from mixed marriages between Korea and countries with many historical conflicts, similar to that of their mothers (first-generation immigrants).
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Azize, Pary M., Layla A. Muhammad, and Nasren A. Kareem. "The causes of early neonatal death in Sulaimani Intensive Care Unite at Maternity Teaching Hospital between Jan 2016 - Feb 2017." Kurdistan Journal of Applied Research 2, no. 2 (June 30, 2017): 121–27. http://dx.doi.org/10.24017/science.2017.2.17.

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Early neonatal death refers to all deaths of liveborn infants occurring on or before the first seven days of life. There is a shortage of research on the specific causes of early neonatal death. This study has been conducted in order to assess causes of early neonatal death in Sulaimani's Neonatal Intensive Care Unit at Maternity Teaching Hospital. Information was obtained retrospectively from the patients’ medical records, including (Mother and neonate socio-demographic, Maternal, Fetal and labor causes of death). Generally, this study found that in 2016 out of total 18.573 recorded delivery, 168 early neonatal deaths were analyzed from January 2016 to February 2017. However, this number was declined in comparison to the data of 2015, which estimated around 244 early deaths out of 21.142 total births. The mean age of mothers was ranged (28.22 ±7.69), 73.2% of neonate mothers were multi gravid with 67.3% of them delivered through normal vaginal, The majority of early neonate death was happening in the mean expected date delivery of (28.64 ± 2.90) weeks, with mostly weighing 700- 1.10 gm. Regarding the maternal causes, more than a quarter of the mother had Preeclamptic toxemia followed by (25% antepartum hemorrhage, 22.6% diabetes, respectively), In terms of the fetal causes, more than three-quarter of neonate were dead because of prematurity and the majority 85.2% were deceased because of the respiratory distress syndrome. Almost no labor causes. The study also found that there is a significant association between gravidity, mode of delivery and maternal cause in p value < 0.05. However, that relationship was not found to fetal cause. Moreover, there is also no significant relationship between fetal cause and (Age of mother, Expected date delivery and fetal weight) in p-value > 0.05 accept the gender of the neonate. In conclusion, some factors affecting early neonatal death have been identified in this study special care is essential for these children in order to reduce their mortality rates.
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Rahimy, Mohamed Cherif, Annick Gangbo, Gilbert Ahouignan, Roselyn Adjou, Chantal Deguenon, Stephanie Goussanou, and Eusebe Alihonou. "Effect of a comprehensive clinical care program on disease course in severely ill children with sickle cell anemia in a sub-Saharan African setting." Blood 102, no. 3 (August 1, 2003): 834–38. http://dx.doi.org/10.1182/blood-2002-05-1453.

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Abstract Clinical severity of sickle cell anemia (SS) in Africa may not be solely determined by genetic factors. This study evaluated the effects of intensive parental education and adequate clinical care on the course of SS in children in Benin. SS children referred to the National Teaching Hospital in Cotonou were included in the study. Teaching about SS was repeated frequently, emphasizing the importance of keeping clinic appointments, improving the nutrition of the affected children, and instituting antipneumococcal and antimalarial prophylaxis. Frequency and severity of SS-related events, changes in physical growth, frequency of malarial attacks, causes of transfusion, and causes of death were the principal variables assessed. 236 young children with repeated SS-related acute complications were studied from July 1, 1993, to December 31, 1999 (983 patient-years). A marked reduction in the frequency and severity of SS-related acute events was observed. Improvement in general status and physical growth was noted in 184 patients (78%); in addition, 22 of the remaining 52 patients showed similar improvement after remotivating the parents for compliance. There were 10 deaths, primarily in this cohort of 52 patients. Intensive sociomedical intervention can produce sustained clinical improvement in many severely ill SS children in sub-Saharan Africa.
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Jha, Chandra Bhushan, Hem Sagar Rimal, and Ram Bhakta Subedi. "Prevalence of Anemia among Children Diagnosed with Pneumonia Attending Birat Medical College Teaching Hospital, Morang, Nepal." Birat Journal of Health Sciences 6, no. 2 (November 3, 2021): 1545–48. http://dx.doi.org/10.3126/bjhs.v6i2.40356.

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Introduction: Childhood pneumonia is the leading cause of serious illness and death worldwide. In developing countries, pneumonia is the biggest single cause of childhood death under the age of 5 years. Globally, anemia is a major nutritional problem of immense public health significance. Iron deficiency anemia in children occurs most frequently between the age of 6 months and 3years, the same period of age when repeated infections occur. Objective: The main objective of this study is to determine the prevalence of anemia among children diagnosed with pneumonia. Methodology: This is a hospital based cross sectional study carried out in the Department of Paediatrics, Birat Medical College Teaching Hospital, from 15th February 2020 to 15th August 2020. This study was performed on 150 pneumonic children between 6 to 60 months of age. History regarding fever, cough and fast breathing was taken. All the data were recorded in the preformed proforma. Data was analyzed using SPSS version 16. Results: This study was performed on 150 pneumonic children, in which male babies (n=93; 62%) outnumbered the female babies (n=57; 38%). The majority of children were in the age group of 6 to 24 month (n=85; 56.7%). The mean hemoglobin level was 9. 49±1.39 gm/dl. The hemoglobin level less than 11 gm/dl was seen in 102 (68%) cases. Microcytic hypochromic anemia was present in 73 (71.6%) children. Conclusion: The prevalence of anemia among the pneumonic children of 6-60 months is 68% that is higher than the national data (52.6%) of prevalence of anemia in the same age group. While treating childhood pneumonia, checking hemoglobin on regular basis will be very useful to diagnose and manage concurrent anemia
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Shehu, UA, SA Adegoke, U. Abdulsalam, M. Ibrahim, OA Oyelami, and OO Adeodu. "Pattern of childhood malignant tumours in two tertiary teaching hospitals in Nigeria: Comparative study." Nigerian Journal of Paediatrics 40, no. 2 (April 8, 2013): 175–78. http://dx.doi.org/10.4314/njp.v40i2.14.

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Background: Cancer is a public health problem worldwide affecting all categories of persons. It is the second common cause of death in developed countries and among the three leading causes of death in developing countries.Objective: To compare the patterns of malignant childhood tumours intwo tertiary hospitals in the north- Western and South western Nigeria.Methods: Retrospective studies of childhood malignancies diagnosedat Aminu Kano Teaching Hospital (AKTH), Kano and Obafemi Awolowo University Teaching Hospital Complex (OAUTHC) (Ife Hospital Unit, Ile-Ife and Wesley Guild Hospital Unit, Ilesa, Osun state) were undertaken from January, 2001 to December, 2010. The patterns of childhood cancers inthese hospitals were compared.Results: Four hundred and ten children aged 7 months to 15 years were admitted at AKTH with malignancies of which 236 were males and 174 females with male to female ratio of 1.4:1. At OAUTHC, 568 children aged two months to 15 years were admitted with malignancies over the ten year period. There were 401 males and 167 females, with male to female ratio of 2.4:1. Lymphomas were the commonest type of malignancy in both centers, which accounted for 47.3% and 59.7% at AKTH and OAUTHCrespectively. Retinoblastoma was the second commonest tumour atAKTH constituting 14.9% of all malignancies followed by nephroblastomaand acute leukemias. In contrast, acute leukemias were the second commonest malignancy at OAUTHC accounting for 12.7% of all malignancies followed by retinoblastoma and nephroblastoma. Tumoursof central nervous system were observed to be commoner at AKTH, while bone tumours were commoner at OAUTHC.Conclusion: The pattern of childhood cancer varies rather little betweendifferent regions in Nigeria, with malignant lymphomas being the most common as is the case in most developing countries. However, the findings in this study suggest that there is variation in prevalence of leukemia, CNS and bone tumours in northern and southern Nigeria.Key words: Childhood, malignant tumours, pattern, teaching hospitals,Nigeria
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Dissertations / Theses on the topic "Children and death Study and teaching"

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Bertoia, Judi. "Drawings from a dying child : a case study approach." Thesis, University of British Columbia, 1990. http://hdl.handle.net/2429/28964.

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Only in the past two decades have adults become aware that terminally ill children do know at some level when they are dying. This research used a case study format to investigate the changes in how one child dying of leukemia viewed herself. Specifically, it looked for symbolic and emotional themes which emerged in the material, including Decathexis (separation) and Rebirth. Each of twenty-eight drawings created by this child was analyzed in-depth for content by the researcher. Convergent material from hospital records and a parent journal supplemented the stories and teacher notes accompanying the drawings. Six experts from three countries also categorized each drawing for images of Decathexis and Rebirth. Initially, themes of threats, dreams, trickery and intuition appeared along with fear and sadness. Once the child seemed to clearly understand that she would die, these changed to fading and distancing images, indicative of separation. There was a slight increase in images supporting themes of resignation and happiness. Physical deterioration and resistance appeared throughout the series as distortions of a girl and dilapidated and edged houses. Themes of a new home and travel also appeared throughout. The classification by experts according to Decathexis and Rebirth resulted in unanimous agreement on twenty-five per cent of the pictures and two thirds of the experts agreed on the placement of eighty-six per cent of the pictures. It would appear that on one level the child knew from the beginning that she would die, but at another level she resisted that knowledge for a time. As clear awareness of death was developing, defensive themes such as trickery and dreaming appeared in stories which accompanied the drawings. However, the images, themes and convergent material suggest that she reconciled the dual awareness levels and worked towards acceptance of her fate.
Education, Faculty of
Educational and Counselling Psychology, and Special Education (ECPS), Department of
Graduate
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Ho, Fung-ping Wendy, and 何鳳屛. "Effects of death education on students: a case study." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31957845.

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Gehringer, Jennefer Fry. "A study of developmentally appropriate teaching strategies for teaching writing in the early childhood classroom." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 2003. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M. Ed.)--Kutztown University of Pennsylvania, 2003.
Abstract precedes thesis as preliminary leaf i. Typescript. Source: Masters Abstracts International, Volume: 45-06, page: 2770. Includes bibliographical references (leaves 29-31).
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Hardy, Nicola Elizabeth. "The effectiveness of doing grief work with children : an exploratory study." Thesis, University of Plymouth, 1993. http://hdl.handle.net/10026.1/2034.

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This study aimed to evaluate the efficacy of a group intervention with 12 bereaved children, aged 8-12. All of the children had been bereaved of a parent within the past 2 years. Due to the small number of children available for inclusion in the study, 6 of the children had previously received individual professional help for grief related issued. The design was a repeated measure pre and post intervention between group design. The study compared the two sub-groups of bereaved children with a group of non-bereaved children who were matched in terms of age and sex.
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Kalischuk, Ruth Grant, and University of Lethbridge Faculty of Education. "Nurses' perception of death education." Thesis, Lethbridge, Alta. : University of Lethbridge, Faculty of Education, 1992, 1992. http://hdl.handle.net/10133/49.

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The primary purpose of this study was to examine nurses including student nurses perceptions of death education in southern Alberta as one way of improving futrue nursing curricula. Five nurse subgroups were included, as follows: college and university students, hospital nurses, community nurses, and nurse educators. A questionnaire was developed and piloted prior to distribution to 450 nurses in six locations, including two urban and four rural sites, in southern Alberta. Completed, useable returns numbered 373 (83%). Descriptive statistics, ANOVA, and t-tests were used to analyze the data from scaled questionnaire items; content analysis was used to interpret written response items. Theoretical and conceptual frameworks were developed and utilized to guide the interpretation of findings. Generally, nurses perceived that existing death education remains inadequate as preparation for sound clinical nursing practice. Several statistically significant findings related to the provision of professional terminal care were reported amon the five nurse subgroups. Nurses identified concerns and deficits within existing nursing death educaiton and offered several specific suggestions for improvement. The improvement of death education for nurses will most likely result in the delivery of safe, effective, quality nursing care practice to the dying person and family.
xi, 160 leaves : ill., charts ; 28 cm.
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Singley, Vickie. "Teaching multiplication and division to learning disabled children." CSUSB ScholarWorks, 1985. https://scholarworks.lib.csusb.edu/etd-project/169.

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Leavy, Deon G. "Facilitating communication about death between mothers and adolescent sons using fictional children's literature." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd1049.pdf.

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Shangyan, Li, and Yuan Tingjun. "mainstreaming teaching methods for disabled children in china : a quantitative study." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-18387.

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Lloyd, Lorraine Gladys. "The problem-solving strategies of grade two children : subtraction and division." Thesis, University of British Columbia, 1988. http://hdl.handle.net/2429/28106.

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This study was aimed at discovering the differences in how children responded to word problems involving an operation in which they had received formal instruction (subtraction) and word problems involving an operation in which they have not received formal instruction. Nineteen children were individually interviewed and were asked to attempt to solve 6 subtraction and 6 division word problems. Their solution strategies were recorded, and analysed with respect to whether or not they were appropriate, as to whether or not they modeled the structure of the problem, and as to how consistent the strategies were, within problem types. It was found that children tended to model division problems more often than subtraction problems, and also that the same types of errors were made on problems of both operations. It was also found that children were more likely to keep the strategies for the different interpretations separate for the operation in which they had not been instructed (division) than for the operation in which they had been instructed (subtraction). For division problems, the strategies used to solve one type of problem were seldom, if ever used to solve the other type of problem. For subtraction problems, children had more of a tendency to use the strategies for the various interpretations interchangeably. In addition, some differences in the way children deal with problems involving the solution of a basic fact, and those involving the subtraction of 2-digit numbers, were found. The 2-digit open addition problems were solved using modeling strategies about half as often as any other problem type. The same types of errors were made for both the basic fact and the 2-digit problems, but there were more counting errors and more inappropriate strategy errors for the 2-digit problems, and more incorrect operations for the basic fact problems. Finally, some differences were noted in the problem-solving behaviour of children who performed well on the basic fact tests and those who did not. The children in the low group made more counting errors, used more modeling strategies, and used fewer incorrect operations than children in the high group. These implications for instruction were stated: de-emphasize drill of the basic facts in the primary grades, delay the formal instruction of the operations until children have had a lot of exposure to word problem situations involving these concepts, use the problem situations to introduce the operations instead of the other way around, and leave comparison subtraction word problems until after the children are quite familiar with take away and open addition problems.
Education, Faculty of
Curriculum and Pedagogy (EDCP), Department of
Graduate
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Ip, Ching-man Amy, and 葉靜雯. "Death education as a developmental guidance programme." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2004. http://hub.hku.hk/bib/B31963651.

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Books on the topic "Children and death Study and teaching"

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Death and loss: Compassionate approaches in the classroom. London: Cassell, 1995.

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Barbara, Ward. Good grief [1]: Talking and learning about loss and death. London: Good Grief Associates, 1988.

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The weird things that happen when someone you love dies: A book of lists. Pittsburgh: Hygeia Media, An imprint of the Oncology Nursing Society, 2015.

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Good grief: Exploring feelings, loss, and death with over elevens and adults : a holistic approach. 2nd ed. London: Bristol, Pa., 1996.

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Corporation, Centering, ed. Plans: Using storybooks to help explain death and the grieving process to elementary school age children : a Centering Corporation resource. Omaha, NE: Centering Corp., 2005.

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Barbara, Ward. Good grief [2]: Exploring feelings, loss, and death with under 11's : a holistic approach. Uxbridge, Middlesex: Good Grief, 1989.

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Liz, Foster, and Moore Margaret, eds. A thanatology of the child: Children and young people's perceptions, experiences and understanding of life, death and bereavement. Dinton, Wiltshire: Quay Books, 1998.

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Barbara, Ward. Good grief: Talking and learning about loss and death. London: Good Grief Associates, 1987.

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The life project: Forming Christian attitudes toward death and dying. Liguori, MO: Liguori Publications, 1995.

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Sex, death, and the education of children: Our passion for ignorance in the age of AIDS. New York: Teachers College Press, 1995.

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Book chapters on the topic "Children and death Study and teaching"

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Netherwood, Kathryn, Jenny Buchanan, David Palmer, Laura Stocker, and Barry Down. "Valuing Diversity in Children’s Voice: A Case Study of Children, Stewardship and Mapping the Care of Special Places in the Western Australian Cluster." In Values Education and Quality Teaching, 83–103. Dordrecht: Springer Netherlands, 2009. http://dx.doi.org/10.1007/978-1-4020-9962-5_6.

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Carvalho, Diana, Tânia Rocha, Paulo Martins, and João Barroso. "Developing an Application for Teaching Mathematics to Children with Dyscalculia: A Pilot Case Study." In Lecture Notes in Computer Science, 377–86. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-91540-7_39.

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Liu, Zaixing, Lijun Jiang, Xiu Wang, and Zhelin Li. "A Study of Teaching Aids Design for Autistic Children with Focus on Hand-Eye Coordination." In Design, User Experience, and Usability: Design for Diversity, Well-being, and Social Development, 270–83. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78224-5_19.

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Chapa-Pazos, Gisela, Estrella Cotillo-Galindo, and Ivan Iraola-Real. "Can Primary School Children Be Digital Learners? A Peruvian Case Study on Teaching with Digital Tool." In Trends in Artificial Intelligence and Computer Engineering, 119–27. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-96147-3_10.

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English, Brittney A., Alexis Coates, and Ayanna Howard. "Recognition of Gestural Behaviors Expressed by Humanoid Robotic Platforms for Teaching Affect Recognition to Children with Autism - A Healthy Subjects Pilot Study." In Social Robotics, 567–76. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-70022-9_56.

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MacCallum, Kathryn, and Heather R. Bell. "Improving Teaching Practice in Early Childhood Supported by Mobile Technology." In Mobile and Blended Learning Innovations for Improved Learning Outcomes, 85–101. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-5225-0359-0.ch005.

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This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.
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MacCallum, Kathryn, and Heather R. Bell. "Improving Teaching Practice in Early Childhood Supported by Mobile Technology." In Early Childhood Development, 1066–82. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch053.

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This chapter discusses the findings of an ethnographic case study investigating the implementation of mobile learning at an early childhood centre in Hawkes Bay, New Zealand. The study describes how mobile technology is being used to support children's learning and communication. The findings show that the devices are an integral part of the learning culture of the centre. The devices are being used to actively engage children in the learning environment and support teaching inquiry. As one of the early studies to investigate how mobile technology is being used in early childhood education, the current study provides pedagogically sound examples and insight on how mobile technology can be embedded into early childhood. The study is seen as a starting place for more in-depth investigations into the impact of mobile learning on young children's learning.
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Ameen, Nausheen. "Training Needs for Teachers Teaching Children With Autism in Special Schools." In Advances in Religious and Cultural Studies, 83–100. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4867-7.ch006.

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This chapter focuses on the training needs of teachers teaching children with autism in special schools in South Africa. It outlines the type of training, competencies, and perceptions of teachers teaching children with autism in special schools. A qualitative phenomenology multiple case study methodology was used. In-depth semi-structured interviews, observations, and field notes were conducted with eight teachers from four different schools in Gauteng Province. The study showed that the training received by teachers assisted them with a general overview of autism and how to use various strategies to teach children with autism. Evidence showed that there was a lack of additional training and monitoring of the training provided in some instances. It highlighted teachers' preferences on the sources of training with private providers being preferred over the training received by The Gauteng Department of Education due to reasons that include perceptions of expertise and training procedures.
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Skelley, Dana L. "Second Graders' Perceptions on Writing Identity." In Handbook of Research on Writing Instruction Practices for Equitable and Effective Teaching, 194–213. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-6684-3745-2.ch010.

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Literature points to a dearth of information on the use of a digital writing process with elementary children. Specific to the use of digital tools for writing is the question of how they might impact children's writing identities. Writing identity is crucial as beliefs about one's identity as a writer impacts one's writing. Addressing these concerns, this study questioned how using an iPad book creation app with a process writing approach influenced second graders' writing identities in an afterschool setting. This semester-long qualitative case study includes data from six focal children and eight undergraduate tutors. Findings revealed three factors influenced children's writing identities: use of the phrase “what good writers do,” personal perceptions on digital tools, and the bookmaking project. Four instructional considerations are shared: the value of a culturally responsive learning environment, the importance of writing feedback, the need for typing opportunities, and the impact of a bookmaking project.
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"Case study 2: Industry links." In Teaching Mathematically Able Children, 69–72. Routledge, 2013. http://dx.doi.org/10.4324/9780203065549-14.

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Conference papers on the topic "Children and death Study and teaching"

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McKay, Maxine, and Lorna McKay. "Children with Disabilities and Distance Education: Experiences of Primary School Teachers and Parents: Covid-19 Lockdown." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6009.

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This study highlights the experiences of parents of children with disabilities and primary school teachers who taught these children via Distance Education during the COVID-19 Lockdown. The teachers who participated in the study teach children ages 10-14 with varying disabilities. The teachers are from three districts located in Belize (Belize, Orange Walk, and Cayo). The 30 parents were chosen based on recommendations made by the teachers. A phenomenological approach was used as the research method because this approach allowed the researchers to make in-depth analyses and provide thematic descriptions. Research data was collected through semi-structured interviews and analyzed using the inductive method. The researchers asked vital questions and the results show that teachers experienced various issues while using Distance Education. Teachers noted that although they made all attempts to cater to the needs of the children and their families via modalities like Zoom, WhatsApp and Googlemeet, children struggled regardless of the platforms used. The results also show that children did complete assignments, did not log on at times, did not follow directions without the help of the teachers, and the content was too challenging. Teachers also noted that they were not given adequate time nor support from Government, their school management, or their immediate supervisors. The teachers also reported a financial, psychological, and emotionally challenging experience while teaching via Distance Education. The teachers also noted that the parents expected them to work when they were available rather than schedule times. Teachers also noted that parents were rude when they sought clarification and insulted them on the platforms and in writing. Teachers also noted that it was hard to cater to the various exceptionalities. On the other hand, parents reported that teachers' assignments were challenging and not innovative. The teachers offered little support during Distance Education to their children, who struggled to keep up. Parents also noted that teachers seemed ill-equipped to deliver their lessons via Distance Education; they did not give quick feedback, which delayed their children's learning. Parents also reported that the teachers were late and at times did not meet deadlines they had set. Lastly, parents noted that they prefer face-to-face because their children get better support in the classroom.
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Louw, Jaysveree, and Molaodi Tshelane. "TEACHER-GENDER: EXPERIENCES OF MALE TEACHERS IN THE FOUNDATION PHASE IN SOUTH AFRICAN SCHOOLS." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end031.

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"In South African primary schools, the Foundation Phase (Grade R, the year before formal schooling until Grade 3) is dominated by female teachers because few men enrol for a teaching qualification in this phase. There are various reasons why there is a reluctance by males to teach in this phase. These include parental nervousness around men who decide to seek employment in a traditionally female profession, scepticism in males’ abilities to teach young children as well as their female counterparts, the perception that men cannot handle the responsibility of taking care of young children and the perception that men who choose to teach young children are unnatural, homosexuals and deviants. The study was motivated by two factors: firstly, by the researcher’s interest in male teachers who teach young learners (because of the scarcity of male teachers in early education); and secondly, by the large number of students who enrolled for the B. Ed Foundation Phase degree at a South African university. The aim of the study was to explore the experiences of male teachers in the Foundation Phase. Data were collected through focus group and face-to-face interviews and were analysed thematically. The participants were nine male teachers who teach in the Foundation Phase. The researcher wanted to obtain narrative portraits and in-depth understanding of the participants’ experiences as males in a reality that is female-dominated. The results show that in many schools, male teachers experience gender prejudice and gender stereotyping from both male and female colleagues, and often from parents. For example, some of the male participants asserted that teachers make fun of them by saying that men cannot be ‘nannies’. However, some schools were happy to employ male teachers, regardless of the societal misconceptions about male teachers teaching young children. It is recommended that, amongst others male teachers in the Foundation Phase be encouraged and educated about strategies to cope with criticism in order to be resilient."
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Stadler-Altmann, Ulrike, and Susanne Schumacher. "I’M NOT A ROBOT - REPORT ON THE IMPLEMENTATION OF AI IN EARLY CHILDHOOD EDUCATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end033.

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"Artificial intelligence (AI) technology is creating a new reality in daily life with e.g., smart home functions. This in turn has a major impact on both the socialisation processes of children and communication behaviour in family. The increasing technology-driven saturation of our everyday routines with AI is a crucial challenge for educational institutions. However, looking at AI in pedagogical work in kindergartens from a scientific perspective, the topic still has some research gaps. Only a few articles, describe efficient education concepts aiming at fostering AI literacy (cf. Chen et al., 2020; Kandlhofer et al., 2017). In Early Childhood Education (ECE) practice, however, there are many reservations about technology, digital media, and AI in particular (Mertala, 2017). Nevertheless, it is imperative that pedagogically trained professionals understand in depth the implications that arise from the interaction between humans and AI. Within the framework of the project, which is focused on pedagogical practice, educators are encouraged to deal with the topic of AI on the one hand and to test concrete implementation possibilities with didactic materials, so-called toolboxes, on the other. In this way, the use of AI can become a key competence both in pedagogical professional training and in the educational biography of children. Consequently, the aim of I’m not a robot-project is to design transferable and practical modules within the further training of educational professionals to enable an active, creative, and conscious use of AI-based technologies throughout Europe. Furthermore, the goal is to develop and test innovative didactic methods regarding AI teaching and learning materials. The EduSpace Lernwerkstatt -a working unit of the Free University of Bolzano- will conduct the mixed-method study in close cooperation with the project partners, who will all carry out development and testing independently and with country-specific characteristics. The ultimate aim is to develop training programmes for educators that will enable them to integrate current technological developments into their everyday work in a meaningful way."
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Hartley, Davina, Kate Renton, Catriona McKeating, Liz Lyles, Louise Clarkson, and Anton Mayer. "114 Where children die; a retrospective cohort study of child death overview panel (CDOP) data." In The APM’s Supportive & Palliative Care Conference, Accepted Oral and Poster Abstract Submissions, The Harrogate Convention Centre, Harrogate, England, 21–22 March 2019. British Medical Journal Publishing Group, 2019. http://dx.doi.org/10.1136/bmjspcare-2019-asp.137.

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de Carvalho, Marina Hammes, and André Paulo de Almeida Whiteman Catarino. "Study and Development of a Preventive Drowning Fashion Vest for Small Children." In 20th AUTEX World Textile Conference - Unfolding the future. Switzerland: Trans Tech Publications Ltd, 2022. http://dx.doi.org/10.4028/p-p5mvn5.

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Drowning is a dramatic situation, with very serious consequences and with economic impact, since when it does not cause death, causes sequelae that will affect the victim throughout his life. With regard to children, the prevalence of drowning death is higher than deaths caused by tuberculosis or measles. Considering the context of these accidents, it is known that the immersion occurs without shouting or "noises", which makes it even more difficult to detect and rescue. Rescue agility is crucial for the survival of victims, as after being submerged for only 2 minutes, the victim loses consciousness and after 4 minutes brain damage can become permanent and unalterable. Even if they survive from being submerged for some time, the victims may suffer from severe and often irreversible neurological sequelae [1, 2]. From this perspective, developing safety mechanisms for children requires knowledge of the unique needs of these individuals, arising from the cognitive and motor development of this stage of human development [3, 4]. To foster this problem, the work proposes to develop a usual garment that contains an integrated rescue device for children. The main design challenge is the harmonious matching of the rescue device's function with the fashion item, making it unnoticed. The work presented is feasibility study (online survey), which aims to verify the acceptance of parents/guardians regarding the launch of such product concept, which is presently under development, and the requisites that it should comply with.
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Richardson, SC, OM Neylon, and E. Barrett. "P259 Interprofessional teaching on eating disorders in children: a qualitative feedback study." In Faculty of Paediatrics of the Royal College of Physicians of Ireland, 9th Europaediatrics Congress, 13–15 June, Dublin, Ireland 2019. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2019. http://dx.doi.org/10.1136/archdischild-2019-epa.609.

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Beasley, D., and T. Hildebrandt. "G70 Sudden unexpected death in infancy/childhood multidisciplinary simulation study day experience." In Royal College of Paediatrics and Child Health, Abstracts of the Annual Conference, 13–15 March 2018, SEC, Glasgow, Children First – Ethics, Morality and Advocacy in Childhood, The Journal of the Royal College of Paediatrics and Child Health. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2018. http://dx.doi.org/10.1136/archdischild-2018-rcpch.68.

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Ming Jian, Nicolas Lim, Chit Su Mon, and Kasthuri Subaramaniam. "Adoption of Mobile Technology in Teaching Moral Values to Children: A Study in Malaysia." In 2020 IEEE 10th Symposium on Computer Applications & Industrial Electronics (ISCAIE). IEEE, 2020. http://dx.doi.org/10.1109/iscaie47305.2020.9108827.

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Ren, Ke. "Toward Father/dad-friendly Early Intervention for Families of Children with Special Educational Needs: A Qualitative Study." In 3rd World Conference on Research in Teaching and Education. ACAVENT, 2021. http://dx.doi.org/10.33422/3rd.worldte.2021.04.09.

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Balan, Valeria. "STUDY ON THE MEANS USED IN TEACHING CHILDREN WITH DOWN SYNDROME, THE CROWL FEET MOVEMENT." In 2nd International Multidisciplinary Scientific Conference on Social Sciences and Arts SGEM2015. Stef92 Technology, 2015. http://dx.doi.org/10.5593/sgemsocial2015/b12/s3.121.

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Reports on the topic "Children and death Study and teaching"

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Lavadenz, Magaly. Think Aloud Protocols: Teaching Reading Processes to Young Bilingual Students. Center for Equity for English Learners, 2003. http://dx.doi.org/10.15365/ceel.article.2003.1.

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This digest describes the use of think-aloud protocols with young bilingual children. Qualitative findings from a small study with 12 first through third grade students in dual language programs demonstrated that think-alouds were used effectively with elementary school emergent bilingual learners. The evidence from this study suggests that instruction in reading strategies should be given to young bilingual students and that more research needs to be done in this area.
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Olefirenko, Nadiia V., Ilona I. Kostikova, Nataliia O. Ponomarova, Liudmyla I. Bilousova, and Andrey V. Pikilnyak. E-learning resources for successful math teaching to pupils of primary school. [б. в.], September 2019. http://dx.doi.org/10.31812/123456789/3266.

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Ukrainian primary schools are undergoing significant changes as for Reform ‘New Ukrainian School’, it reflects rapid updating information technology and high level of children’ informational activity. Primary schools are basically focused on development subject knowledge and general study skills. One of the ways of their developing is to use tools and apps. There are the examples of using interactive tools and apps for teaching Math for young learners by teachers-to-be in the article. The article presents as well the experimental data about training teachers-to-be to use tools and apps. Interactive tools and apps provide real task variability, uniqueness of exercises, operative assessment of correction, adjustment of task difficulty, a shade of competitiveness and gaming to the exercises. To create their own apps teachers-to be use the tools that are the part of the integrated Microsoft Office package using designing environments, and other simple and convenient programs. The article presents experimental data about the results of training teachers-to-be to create apps. A set of criteria for creation apps was made and checked at the experimental research such as ability to develop apps, knowledge and understanding the functional capabilities of apps, knowledge of tools for creating apps and their functional capabilities, ability to select and formulate tasks for young learners, ability to assess adequately the quality of the developed apps.
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Dabrowski, Anna, Maya Conway, Yung Nietschke, Amy Berry, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building resilience in the Philippines: Readiness, response, and recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-704-5.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and prepare for subsequent waves of COVID-19 infection, there is a need to develop a higher capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have effectively supported learning continuity during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the research findings undertaken in the Philippines and Southeast Asia. This report forms part of a broader study that explores the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the policymaker practices that supported teaching and learning and consider ways school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of Asia countries, this study will highlight innovations in the system and school policies and programs in the Philippines and make recommendations based on insights from the Philippines’ education system. The study will focus on the school system and participants that support students in the Philippines but will not include students themselves.
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Travis, Amanda, Margaret Harvey, and Michelle Rickard. Adverse Childhood Experiences and Urinary Incontinence in Elementary School Aged Children. University of Tennessee Health Science Center, October 2021. http://dx.doi.org/10.21007/con.dnp.2021.0012.

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Purpose/Background: Adverse Childhood Experiences (ACEs) have an impact on health throughout the lifespan (Filletti et al., 1999; Hughes et al., 2017). These experiences range from physical and mental abuse, substance abuse in the home, parental separation or loss, financial instability, acute illness or injury, witnessing violence in the home or community, and incarceration of family members (Hughes et al., 2017). Understanding and screening for ACEs in children with urinary incontinence can help practitioners identify psychological stress as a potentially modifiable risk factor. Methods: A 5-month chart review was performed identifying English speaking patients ages 6-11 years presenting to the outpatient urology office for an initial visit with a primary diagnosis of urinary incontinence. Charts were reviewed for documentation of individual or family risk factors for ACEs exposure, community risk factors for ACEs exposures, and records where no related documentation was included. Results: For the thirty-nine patients identified, no community risk factors were noted in the charts. Seventy-nine percent of patients had one or more individual or family risk factors documented. Implications for Nursing Practice This chart review indicates that a significant percentage of pediatric, school-aged patients presenting with urinary incontinence have exposure to ACEs. A formal assessment for ACEs at the time of initial presentation would be helpful to identify those at highest risk. References: Felitti VJ, Anda RF, Nordenberg D, Williamson DF, Spitz AM, Edwards V, Koss MP, Marks JS. Relationship of childhood abuse and household dysfunction to many of the leading causes of death in adults: the adverse childhood experiences (ACE) study. Am J Prev Med. 1998;14:245–258 Hughes, K., Bellis, M.A., Hardcastle, K.A., Sethi, D., Butchart, D., Mikton, C., Jones, L., Dunne, M.P. (2017) The effect of multiple adverse childhood experiences on health: a systematic review and meta-analysis. Lancet Public Health, 2(8): e356–e366. Published online 2017 Jul 31.doi: 10.1016/S2468-2667(17)30118-4 Lai, H., Gardner, V., Vetter, J., & Andriole, G. L. (2015). Correlation between psychological stress levels and the severity of overactive bladder symptoms. BMC urology, 15, 14. doi:10.1186/s12894-015-0009-6
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Jiménez-Parra, José Francisco, Sixto González-Víllora, and Alfonso Valero-Valenzuela. The evolution of the Teaching Personal and Social Responsibility from a contextual to a transcontextual model. A systematic review. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, April 2022. http://dx.doi.org/10.37766/inplasy2022.4.0031.

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Review question / Objective: The aim of this research was to identify and analyze the advances produced during the last 6 years in intervention studies based on the Model of Personal and Social Responsibility (TPSR) both in the subject of physical education and in any other area of knowledge within the school context. To conduct this study, the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were followed (Moher et al., 2015) and the question was elaborated in the PICO format: (P) Participants or Problem (eg children, adolescents, Elementary, secondary, country), (I) Intervention (eg units, lessons, quantitative, qualitative or mixed research), (C) Comparators (“Teaching Personal and Social Responsibility”, “Education”), and (O) Outcomes (eg personal and social responsibility, motivation, prosocial behaviors, basic psychological needs, perception of students and teachers).
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Svynarenko, Radion, Theresa L. Profant, and Lisa C. Lindley. Effectiveness of concurrent care to improve pediatric and family outcomes at the end of life: An analytic codebook. Pediatric End-of-Life (PedEOL) Care Research Group, College of Nursing, University of Tennessee, Knoxville, 2022. http://dx.doi.org/10.7290/m5fbbq.

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Implementation of the section 2302 of the 2010 Patient Protection and Affordable Care Act (ACA) enabled children enrolled in Medicaid/Children's Health Insurance Program with a prognosis of 6 months to live to use hospice care while continuing treatment for their terminal illness. Although concurrent hospice care became available more than a decade ago, little is known about the socio-demographic and health characteristics of children who received concurrent care; health care services they received while enrolled in concurrent care, their continuity, management, intensity, fragmentation; and the costs of care. The purpose of this study was to answer these questions using national data from the Centers of Medicare and Medicaid Services (CMS), which covered the first three years of ACA – from January 1, 2011, to December 31, 2013.The database included records of 18,152 children younger than the age of 20, who were enrolled in Medicaid hospice care in the sampling time frame. Children in the database also had a total number of 42,764 hospice episodes. Observations were excluded if the date of birth or death was missing or participants were older than 21 years. To create this database CMS data were merged with three other complementary databases: the National Death Index (NDI) that provided information on death certificates of children; the U.S. Census Bureau American Community Survey that provided information on characteristics of communities where children resided; CMS Hospice Provider of Services files and CMS Hospice Utilization and Payment files were used for data on hospice providers, and with a database of rural areas created by the Health Resources and Services Administration (HRSA). In total, 130 variables were created, measuring demographics and health characteristics of children, characteristics of health providers, community characteristics, clinical characteristics, costs of care, and other variables.
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in the Kyrgyz Republic: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-702-1.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID-19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. While the system and school structures are a crucial component of educational quality, understanding what happens in a school setting can offer meaningful insights into overcoming barriers to educational quality as education systems recover and rebuild from the pandemic. This report presents the findings of research undertaken in the Kyrgyz Republic, Central Asia. It forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The study will focus on the practices of policymakers that have supported teaching and learning and consider ways in which school leaders, teachers, and parents have worked to support children during periods of disruption. Rather than comparing the responses of countries in Asia, this study will highlight innovations in the system and school policies and programs in the Kyrgyz Republic and make recommendations based on insights from the Kyrgyz Republic’s education system. The study will focus on the system and school participants that support students in the Kyrgyz Republic but will not include students themselves.
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Wong, Debbie, and Elizabeth Cassity. . Teacher development multi-year studies. Emerging themes: Challenges and enablers. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-675-8.

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The global learning crisis has highlighted the urgent need to improve the quality of education. COVID-19 disruptions have placed even greater focus on the learning improvement agenda, and the need to ensure disadvantaged children are not further left behind. Teacher development, and improving teaching quality, therefore is at the heart of many education systems’ policies and programs. This paper presents some of the key considerations for improving teaching across three countries which are being investigated as part of a multi-year teacher development study series. This study series, commissioned by the Australian Government’s Department of Foreign Affairs and Trade (DFAT), involves the investigation of teacher development initiatives in Timor-Leste, Vanuatu and Lao People’s Democratic Republic (Laos). The overall aim of each study is to investigate: To what extent does the Australian investment produce improved teaching quality and improved student learning?
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Nietschke, Yung, Anna Dabrowski, Maya Conway, and Chaula Pradhika. COVID-19 Education Response Mapping Study: Building Resilience in Lao PDR: Readiness, Response, and Recovery. Australian Council for Educational Research, 2023. http://dx.doi.org/10.37517/978-1-74286-703-8.

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The coronavirus disease 2019 (COVID-19) crisis has caused unprecedented levels of disruption to education systems worldwide. Across the Asia region, it is estimated that around 760 million children were impacted by school closures at the height of the pandemic. Government response strategies have varied across the region, with some countries imposing prolonged school lockdowns while others have had short, repeated closure periods. As countries begin to reopen schools and continue to prepare for subsequent waves of COVID 19 infection, there is a need to develop the greater capability of education systems to safeguard learning and address persistent barriers to learning equality by harnessing the opportunities for systemic change. However, school-based practices and responses that have been effective in supporting the continuity of learning during the COVID-19 pandemic have yet to be well examined, particularly in Asia. This report presents the findings of a document review focused on the Lao People’s Democratic Republic (Lao PDR). This report forms part of a broader study that aims to explore the system and school-level practices that have supported learning continuity in Asia during the pandemic. The report will focus on the practices of policymakers that have the potential to support teaching and learning. Rather than comparing the responses of countries in Asia, this study will identify areas of opportunity and innovations in the system and school policies and programs in Lao PDR and make recommendations for those working to support Lao PDR’s education system.
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Barjum, Daniel. PDIA for Systems Change: Tackling the Learning Crisis in Indonesia. Research on Improving Systems of Education (RISE), September 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/046.

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Indonesia is facing a learning crisis. While schooling has increased dramatically in the last 30 years, the quality of education has remained mediocre (Rosser et al., 2022). Teacher capability is an often cited weakness of the system, along with policies and system governance. Approaches focused primarily on adding resources to education have not yielded expected outcomes of increased quality. “It is a tragedy that in the second decade of the twenty-first century, some children in Indonesia are not completing primary school and are turned out into the workforce as functional illiterates.” (Suryadarma and Jones, 2013; Nihayah et al., 2020). In the early 2000s, Indonesia began a process of decentralising service delivery, including education, to the district level. Many responsibilities were transferred from the central government to districts, but some key authorities, such as hiring of civil service teachers, remained with the central government. The Indonesian system is complex and challenging to manage, with more than 300 ethnic groups and networks of authority spread over more than 500 administrative districts (Suryadarma and Jones, 2013). Niken Rarasati and Daniel Suryadarma researchers at SMERU, an Indonesian think tank and NGO, understood this context well. Their prior experience working in the education sector had shown them that improving the quality of education within the classroom required addressing issues at the systems level (Kleden, 2020). Rarasati noted the difference in knowledge between in-classroom teaching and the systems of education: “There are known-technologies, pedagogical theories, practices, etc. for teaching in the classroom. The context [for systems of education] is different for teacher development, recruitment, and student enrollment. Here, there is less known in the public and education sector.” Looking for ways to bring changes to policy implementation and develop capabilities at the district level, SMERU researchers began to apply a new approach they had learned in a free online course offered by the Building State Capability programme at the Center for International Development at Harvard University titled, “The Practice of PDIA: Building Capability by Delivering Results”. The course offered insights on how to implement public policy in complex settings, focused on using Problem Driven Iterative Adaptation (PDIA). The researchers were interested in putting PDIA into practice and seeing if it could be an effective approach for their colleagues in government. This case study reviews Rarasati and Suryadarma’s journey and showcases how they used PDIA to foster relationships between local government and stakeholders, and bring positive changes to the education sector.
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You might also be interested in the extended bibliographies on the topic 'Children and death Study and teaching' for particular source types:
Journal articles Dissertations / Theses Books
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