Journal articles: 'DEIS schools'

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Molloy, Grace, Lelia Murtagh, and Laura P. McAvinue. "An examination of the oral language competence of junior infant pupils attending DEIS and Non-DEIS schools." Irish Educational Studies 35, no. 2 (March 2, 2016): 213–31. http://dx.doi.org/10.1080/03323315.2016.1146159.

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Skerritt, Craig. "The code for success? Using a Bernsteinian perspective on sociolinguistics to accentuate working-class students’ underachievement in the Republic of Ireland." Irish Journal of Sociology 25, no. 3 (August 11, 2017): 274–96. http://dx.doi.org/10.1177/0791603517724969.

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Educational disadvantage has been a long-standing issue in Ireland, and since the 2006/07 academic year, schools recognised as serving disadvantaged areas receive DEIS (Delivering Equality of Opportunity in Schools) status and subsequent additional funding, resources, and staffing allocations. Studies on DEIS schools usually report the traditional challenges associated with the lower classes when identifying problems schools face: unemployment in the community, a lack of parental interest, involvement and support, absenteeism, behavioural and emotional difficulties, dysfunction among students’ families, etc. while the theme of sociolinguistics and the linguistic repertoire of working class students receives little to no attention. Drawing on Basil Bernstein’s theory of code, this paper outlines the discontinuities that exist between the language of working-class children and the language of the school as a formal institution, which is a salient issue in the context of the Irish education system as it is particularly focused around strong linguistic skills at the expense of other forms of intelligence. This paper therefore highlights the role sociolinguistics play in hindering the academic attainment of working-class students in Irish schools, and explains why this theme has not traditionally surfaced as a detrimental factor in Irish education.

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Cahill, Kevin. "What CLASS are you in? A study of social class, school choice and identity." Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 26–30. http://dx.doi.org/10.33178/boolean.2011.6.

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My PhD investigates schools and communities as places constructed by ideas of social class, school choice, identity and comparisons between people as worthy and unworthy, deserving and undeserving. This thesis contributes to the social justice genre of social science research where equal educational opportunities are seen as an essential ingredient in a just society. I explore the tension between what may be termed here, for the purposes of clarity, the middle-class and the working-class in the context of an Irish urban second level school with DEIS status. DEIS stands for Delivering Equality of Opportunity in Schools and it is the designation given to schools where a significant proportion of students are from working-class backgrounds. One adult participant in this study informed me that “social class didn’t exist in Ireland, that it was an English thing”. You may make your own mind up but not before you ask some important questions:

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Callaghan, Mary, Michal Molcho, Saoirse Nic Gabhainn, and Colette Kelly. "Food for thought: analysing the internal and external school food environment." Health Education 115, no. 2 (February 2, 2015): 152–70. http://dx.doi.org/10.1108/he-04-2014-0058.

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Purpose – Availability and access to food is a determinant of obesity. The purpose of this paper is to examine food availability within and outside of post-primary schools in Ireland. Design/methodology/approach – Data on the internal school food environment were collected from 63 post-primary schools using questionnaires. The external school food environment for these 63 schools was assessed by mapping food businesses within 1 km of schools, using a Geographic Information System (GIS). Food businesses were categorised based on type of food sold. Findings – A total of 68.3 per cent of schools had a canteen, 52.5 per cent had a small food shop and 37.1 per cent had a vending machine. A total of 32.7 per cent of schools reported selling chips (French fries) in their canteen while 44.2 per cent of schools reported selling energy-dense nutrient-poor foods in their school shop. Of the schools surveyed, there was an average of 3.89 coffee shops and sandwich bars, 3.65 full service restaurants, 2.60 Asian and other “ethnic” restaurants, 4.03 fast food restaurants, 1.95 supermarkets, 6.71 local shops and 0.73 fruit and vegetable retailers within a 1 km radius of the post-primary schools. Findings are presented by geography (urban/rural), disadvantage (Delivering Equality of Opportunity in School (DEIS)/non DEIS), gender (girls/boys/mixed) and food policy in place at the school (yes/no). Practical implications – These data will facilitate schools working on the framework for Health Promoting Schools in Ireland. Social implications – This work can contribute to current discussions on restricting accessibility to certain foods and food premises for school children. Originality/value – The study explores the internal and external school food environment. GIS have been used to link the external food environment to specific schools thus allowing a comprehensive analysis of the schools’ food environment. To the authors knowledge, this is the first time that both environments are explored simultaneously.

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Cronin, Anthony Gerard, Aoibhinn Ni Shuilleabhain, Emily Lewanowski-Breen, and Christopher Kennedy. "Maths Sparks: Investigating the impact of outreach on pupil’s attitudes towards mathematics." MSOR Connections 15, no. 3 (April 30, 2017): 4. http://dx.doi.org/10.21100/msor.v15i3.535.

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In this article, we examine the impact of participating in a series of mathematics workshops on secondary-school pupils’ attitudes towards mathematics. A six-week program, entitled ‘Maths Sparks’, was run by a team of lecturers and students at a research-intensive university in the Republic of Ireland. The outreach series aimed to promote mathematics to pupils from schools designated as socio-economically disadvantaged (DEIS - Delivering Equality of Opportunity in Schools), who are less likely to study mathematics at higher level than their non-DEIS counterparts (Smyth et al. 2015). Sixty-two pupils participated in the research and data was generated through pre-post questionnaires based on the Fennema-Sherman (1976) framework of Attitudes to Mathematics. Findings suggest that while male students initially had more positive attitudes towards mathematics, there was a narrowing in this gender gap across several factors on the Fennema-Sherman scale as a result of participation in the programme. The most prominent of these features were: ‘Attitudes towards success in mathematics’ and ‘Motivation towards mathematics’. Findings suggest that the construct and delivery of this Mathematics outreach programme, involving undergraduate students and academic staff, may provide a useful structure in benefitting pupils’ attitudes towards mathematics and encouraging their study of the subject.

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Mc Ginley, Hannagh, and Elaine Keane. "“The School for the Travellers and the Blacks”: Student and Teacher Perspectives on “Choosing” a Post-Primary School with a High Concentration of Disadvantage." Education Sciences 11, no. 12 (November 30, 2021): 777. http://dx.doi.org/10.3390/educsci11120777.

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Since the formation of the Irish State, the participation and attainment in education of members of the Irish Traveller community have been low. In terms of school-related factors, research points to Travellers perceiving the curriculum as irrelevant, experiencing problematic relationships with peers and teachers, a strong sense of not belonging, and low teacher expectations. This paper draws on the findings of a wider study which explored how an intercultural approach to education was conceptualised and enacted, with particular reference to Travellers, in one urban DEIS (disadvantaged) post-primary school in the West of Ireland (St. Greg’s) with a highly diverse student population. Located in the interpretivist/constructivist paradigm, and informed by critical race theory, an in-depth qualitative case study research design was employed. Data collection involved twenty-eight semi-structured interviews with teacher and student participants, including Traveller and “other” minority ethnic students, as well as White settled Irish students. Data analysis involved several coding stages, and the development of categories. In this paper, we examine one of the categories, the participants’ perceptions of the school as being a school “for the Travellers and the Blacks” and its “reputation” in this regard, as well as the factors impacting the “choice” of the school by different groups of students. Both teacher and student participants were aware of the school’s negative reputation and how this was associated with the socio-demographic composition of its student population. Regarded as the school “for the Travellers and the Blacks”, it was seen as a “tough” school and one in which academic expectations were low. Choosing St. Greg’s was perceived as being related to having a family history of attending the school, not being able to access other schools, and the school providing supports and “freebies”. The findings are discussed in the context of previous research, focusing in particular on critical issues of school socio-demographics, reputation, and choice. The paper concludes with observations about the problematic nature of Ireland’s increasingly segregated schooling system and recommendations about how the education system might better work to include and support Traveller and other minority ethnic students in post-primary education.

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Zhang, Dennis. "Report on the 2016 IEEE DEIS summer school, co-organized by Xi'an Jiaotong University (DEIS News)." IEEE Electrical Insulation Magazine 33, no. 4 (July 2017): 60–62. http://dx.doi.org/10.1109/mei.2017.7956634.

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Rana, Muhammad Ahsan. "Business as Usual: District Education Authorities in Punjab." Asian Journal of Management Cases 14, no. 2 (September 2017): 176–97. http://dx.doi.org/10.1177/0972820117713594.

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The recently established District Education Authorities (DEAs) are expected to improve governance of government schools in Punjab by decentralizing authority to local stakeholders. Presumably, grassroots-level elected representatives will oversee the performance of schools more effectively than has been the case so far. However, a critical assessment shows DEAs to be largely irrelevant to improving governance and quality of education in government schools. DEAs place all hope of improving education delivery solely on better supervision of the existing human, physical, and financial resources. Even if this were possible – and this is a big if – it is unclear as to how the DEAs will take teaching to new heights from its present low or how the DEAs will produce the money they will need for the various necessary improvements at the schools. There seems to be little forward thinking accompanying the establishment of the DEAs on how to respond to key issues, such as improving the teaching effort, generating resources for expansion and improvement of the school infrastructure, and targeting out-of-school children. The DEAs are expected to somewhat rearrange, but not disturb, business as usual on the educational landscape in Punjab.

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Murphy, Timothy R. N., and Mary Masterson. "Teacher Learning Communities and Leadership: Insights from A DEIS Urban Second-Level School." Societies 12, no. 4 (August 7, 2022): 114. http://dx.doi.org/10.3390/soc12040114.

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This article explores the connection between teaching effectiveness and participation in teacher learning communities (TLCs) in the context of a second-level co-educational urban school. In particular, it examines the role of educational leadership in their development and concomitantly toward the enhancement of teaching and learning. Seven teachers contributed to the research across two existing TLCs at the site school. It emerged that relationships and respect amongst the participants are pivotal to their effectiveness. It also transpired that both learning communities that were the focus of this study are characterized by a democratic style of leadership. Such however was possibly largely on account of the leadership style that this study found to be present in the school. Particular importance was attached to the significance of “professional relationships” for effective TLCs. It is recognized that further research on the nature of these relationships in the context of a constantly developing and changing education system will be beneficial and of the concomitant leadership styles that will provide the optimum context for these relationships to flourish.

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Morshuis, Peter, Alun Vaughan, and Thomas Andritsch. "Report on DEIS summer school, june 2015 a breakthrough in nanodielectrics: PhD student revolution?" IEEE Electrical Insulation Magazine 32, no. 5 (September 2016): 50–51. http://dx.doi.org/10.1109/mei.2016.7552377.

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Nesterov, Artem Yu. "Social Adaptation of Orphans in the Post-Boarding Period: Sociological Aspect." DEMIS. Demographic research 1, no. 1 (2021): 53–63. http://dx.doi.org/10.19181/demis.2021.1.1.6.

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The article is devoted to one of the pressing problems, such as post-boarding adaptation of graduates-orphans of boarding schools. The author of the publication defines the essence of interinstitutional (interdepartmental) interaction in the work on post-boarding support for graduates-orphans. The main problems of post-boarding support for orphans are identified. Also, the author of the publication defines the concept of “post-boarding support for graduates-orphans” in a broad and narrow sense. Recommendations are given for improving the process of post-boarding support for orphans graduated from boarding schools.It is noted that post-boarding adaptation of boarding school graduates is one of the most difficult stages of their life, therefore, the result of this process is the formation of positive skills of social adaptation in society, such as the ability to live and interact in the social space of rights and responsibilities; the need for study and work as a means of personal self-realization; an active and responsible attitude towards oneself and one’s own destiny, as well as the manifestation of an active attitude in helping and supporting people in need. Almost all (or more than 90%) of orphans in boarding schools, especially in adolescence, experience difficulties in the formation of a system of value orientations, professional and personal self-determination, the establishment of emotional (positive) connections with other people, the free mastery of leisure, social, everyday activities ... It is also undeniable that the difficulties of the process of social adaptation of graduates-orphans of boarding schools are due, on the one hand, to the specifics and type of the boarding institution itself, in which the graduate was brought up, the use of methods and techniques of pedagogical influence on orphans in the process of education, etc. on the other hand, the lack of a family and family education, as well as a positive experience of being in a family environment in the life of orphans, as the dominant institution of socialization.

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Espinoza, Eduardo Castillo. "The School of Applied Arts, University of Chile (1928–1968)." Design Issues 25, no. 2 (April 2009): 75–93. http://dx.doi.org/10.1162/desi.2009.25.2.75.

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Johnson, Professor Bruce. "Implementing a Child Protection Curriculum: Lessons from a South Australian Trial." Journal of Student Wellbeing 2, no. 1 (October 24, 2008): 1. http://dx.doi.org/10.21913/jsw.v2i1.146.

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In 2004â€“5, the South Australian Department of Education and Childrenâ€™s Services (DECS) revised its child protection curriculum by producing new draft materials and having them trialled by teachers in a small number of schools. The trial was conducted to establish the quality of the draft curriculum and to identify the support processes used by schools to help teachers implement the new curriculum. The study confirmed that the curriculum materials were of good quality and generally helpful to teachers planning to teach child protection. It also revealed that school leaders and teachers used a range of sophisticated micropolitical strategies to address several key issues and dilemmas that emerged from the trial. These strategies included establishing the moral purpose of the child protection curriculum, reducing teacher isolation by building collaborative coalitions, integrating the curriculum with other school initiatives, and dealing with resistance to the curriculum. Knowledge gained from the study will inform other schools wishing to use the materials (launched this year as Keeping Safe (DECS, 2008)) to support the teaching of child protection strategies.

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Alvarenga, Marle S., Priscila Koritar, Vanessa D. Pinzon, Manoela Figueiredo, Bacy Fleitlich-Bilyk, Sonia T. Philippi, and Fernanda B. Scagliusi. "Validation of the Disordered Eating Attitude Scale for adolescents." Jornal Brasileiro de Psiquiatria 65, no. 1 (March 2016): 36–43. http://dx.doi.org/10.1590/0047-2085000000101.

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ABSTRACT Objective To perform the psychometric evaluation of the Disordered Eating Attitude Scale (DEAS) for adolescents. Methods Sample consisted of 1,119 Brazilian adolescents (12-18 years old; 59.6% female) studying at technical schools in São Paulo state-Brazil, who answered an online survey with the DEAS, the Eating Attitude Test (EAT-26), and the Restraint Scale (RS). The internal consistency of the DEAS was assessed using Cronbach’s alpha. The convergent validity of DEAS was evaluated by means of Pearson’s coefficient correlation with EAT-26 and RS. The test-retest reliability was evaluated using a sub-sample of 61 adolescents. Known-groups validity was determined by comparing female student mean scores with scores of 33 female adolescents with eating disorders. Results The reliability of the DEAS was 0.79. EAT-26 and RS scores were positively correlated with DEAS scores (EAT: 0.78 for females and 0.59 for males, p < 0.001; RS: 0.63 for females and 0.48 for males, p < 0.001). The DEAS total and subscale scores differentiated students and patients with eating disorders (p < 0.001). The intra-class correlation coefficient for test-retest reliability was 0.87. Conclusion Results indicate that the DEAS adolescent version showed good internal consistency, convergent validity, known-groups validity, and test-retest reliability, suggesting its potential in identifying disordered eating attitudes among adolescents. It could also be helpful in identifying adolescents at risk from eating disorders, assisting in prevention programs.

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Lewis, Sue. "An evaluation ofthe teaching of reading to pupils with hearing impairment in mainstream schools." Deafness & Education International 2, no. 1 (February 2000): 61–67. http://dx.doi.org/10.1002/dei.72.

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Shereen Jamal Daas, Shereen Jamal Daas. "The Degree of Practice Secondary Schools Principals in Deir Alla in Jordan The Managing by Values from the Perspectives of Teachers: درجة ممارسة مديري المدارس الثانوية في لواء ديرعلا بالأردن للإدارة بالقيم من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 6, no. 2 (January 29, 2022): 28–48. http://dx.doi.org/10.26389/ajsrp.j170721.

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The current study aimed to identifying the degree of practice secondary schools principals in Deir Alla of Jordan the managing by values from the perspectives of teachers. The population of the study included all (305) teachers. The study sample consisted of 145 teacher, And 48% of the secondary school study population in Deir Alla District for the academic year 2019/2020 who were selected using the simple random method. To achieve the objectives of the study, the researcher used the descriptive survey method and developed the study instrument, which was a questionnaire consisting of (41) items in five dimensions. The results revealed that of practicing managing by values by high schools principals was high, with a mean score of (4.15). The results showed statistically significant differences at the level (α≤ 0.05) between the mean scores of respondents for the dimension of "justice values" according to the gender variable, and in favor of females. There were not any statistically significant differences at the level (α≤ 0.05) between the mean scores of the responses in the dimensions of (Experience, Specialization, Academic Qualification). In light of the study results, the researcher recommended identifying a set of basic organizational values and special to schools within the Ministry of Education, and circulating them in the field. The study recommended defining the most important areas and practices of these values through periodic publications issued by the Ministry that include the vision and mission based on values.

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Langenkamp, Amy. "Diverse Families, Desirable Schools: Public Montessori in the Era of School Choice. By Mira Debs. Cambridge, Mass.: Harvard Education Press, 2019. Pp. xi+230. $64.00 (cloth); $33.00 (paper)." American Journal of Sociology 125, no. 6 (May 1, 2020): 1682–84. http://dx.doi.org/10.1086/708875.

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Sungurov, Аlexandr, Stanislav Kukartcev, and Mikhail Noskov. "Youth Councils of the Heads of Local Governments in Leningradskaya Oblast’." DEMIS. Demographic Research 2, no. 3 (October 7, 2022): 146–57. http://dx.doi.org/10.19181/demis.2022.2.3.11.

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The article is devoted to the analysis of youth councils under the heads of administrations of municipalities of the Leningrad region, both MO–1 (cities and towns) and MO–2 (districts of the Leningrad region). Information about the development, activities and problems of youth councils was obtained through semi-structured expert anonymous interviews, both with activists of these youth councils and with employees of municipalities overseeing their activities. Based on the research materials, we can identify three main options for the real activity of youth councils under the heads of district administrations: Option A – “Club of interested leaders of youth initiatives”, option B – “A communicative platform for dialogue with the interested head of the district”, option C – “A communicative platform without the participation of the head of the district”. An analysis of the development of youth councils in municipalities of the 1st level allows us to conclude that three factors are important conditions for success. The first is the presence in the settlements of at least a small group of young people with some expressed interests. The most frequent interests are sports and modern music. There is also an interest in volunteering, local history, etc. (as a result of the school's efforts). The second factor is the presence of an extensive network of youth policy specialists who will be able to see such young people and see the specifics of their interests in order to help them find themselves. These may be employees of both local administrations and other structures working with young people. And the third factor is the attention to initiative youth from the head of the settlement. The communication factor itself is important, as well as the opportunity to provide some financial support, starting with a room in which young people can meet.

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Al-Hindi, Adnan Ibrahim. "Prevalence of Intestinal Parasites among School Children in Deir El-Balah Town in Gaza Strip, Palestine." Annals of Saudi Medicine 22, no. 3-4 (May 2002): 273–75. http://dx.doi.org/10.5144/0256-4947.2002.273.

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Pye, Frances. "Deaf and hearing impaired pupils in mainstream schools. Linda Watson, Susan Gregory and Stephen Powers, David Fulton Publishers, London, 1999, 64pp, ISBN: 1-85346-588-7." Deafness & Education International 3, no. 1 (February 2001): 45–46. http://dx.doi.org/10.1002/dei.95.

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Swanwick, Ruth. "Sign in education: the teaching of hearing children British sign language in school. Kathy Robinson, Teeside TEC, 1997, 45 pp." Deafness & Education International 1, no. 3 (October 1999): 200. http://dx.doi.org/10.1002/dei.63.

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Ali, Kareema, and Amal Sawalha. "THE EFFECT OF DIGITAL EDUCATIONAL GAMES ON MOTIVATION TOWARDS E-LEARNING AND LIFE SKILLS AMONG PRIMARY SCHOOL STUDENTS IN ARAB SOCIETIES." International Journal of Humanities and Educational Research 03, no. 06 (December 1, 2021): 74–89. http://dx.doi.org/10.47832/2757-5403.6-3.6.

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This study investigates the effect of employing digital educational games (DEGs) on motivation towards e-learning, and life skills of primary school students in more than one Arab context: in Palestine, Jordan, Bahrain, and United Arab Emirates. It also investigates the need to employ these games in the educational process, the challenges which faced the employment of these games, and ways to develop their employment in the learning process. This qualitative study used a multiple case study by conducting open, semi-structured interviews on a sample of four teachers and four parents of two from each country to reveal in-depth views to clarify the mechanism of employing these digital educational games. Data were subjected to multiple case study analysis using Ary et al. (2010) model. The results show that DEGs were a contributing factor in increasing students' motivation towards e-learning and enabling them to acquire the life skills necessary to live in this era when adding these games to the elements of fun and excitement to learn in a collaborative environment. They provide students with communication, problem-solving, decision-making and technological skills. The results also show the challenges that face employing them in the e-learning process, represented in material ones, such as the weakness of the technological infrastructure, and educational ones, such as the weakness of teachers in dealing with DEGs and choosing the appropriate game for the age category and subject. The study recommends adopting the employment of DEGs officially in public education institutions, and providing material and technical support to teachers, students and parents‎.

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Warrier, Narayanankutty, Uma V. Sankar, Sreedharan P S, Nirmal V, Sajeevan K V, and Ajmal Sherif. "Detect Early Be Safe–Care for Mother (DEBS-CaM) project: School-based interventions to improve awareness and screening for breast cancer among the young mothers of Kerala." Journal of Clinical Oncology 38, no. 15_suppl (May 20, 2020): e13570-e13570. http://dx.doi.org/10.1200/jco.2020.38.15_suppl.e13570.

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e13570 Background: The prognosis rate among the breast cancer patients was less than 50% in India when compared to European countries due to the late diagnosis and most of them diagnosed at an advanced stage of disease. Early detection can reduce the risk of advancement of disease by 30%. There is an immediate need to target both younger population to empower the women with the knowledge on their breast cancer risk and self-breast examination (SBE). So the project aimed to examine the efficacy of a Brief Motivational Intervention (BMI) and Student based Parental intervention (SBPI) based on motivational interviewing as a universal preventive and early diagnosis interventions to fight against breast cancer among the school students using a randomized factorial design. Methods: Daughters and Mothers are always a good dyads for doing an personal health intervention. Since it is a ‘matter of closeness’, a mother and a daughter can easily communicate, intervene and ensure the act of doing in self breast examination.We identified 85 schools (including the Junior high and senior high schools in the northern region of Kerala. The female resource person from the MVR Cancer Centre & Research Institute delivered the awareness session on risk factors of breast cancer breast and SBE. So the attendees demonstrated the SBEs to their mothers and ensure the act of doing monthly. The study utilized a 2 × 2 × 3 factorial design, crossing a BMI; (yes, no) and SBPI (yes, no), with one within-subjects factor (Time; baseline and 10 months). Over 10 months, we recruited cohorts of parent-student dyads and randomize by dyad to one of four experimental conditions: BMI only and BMI and SBPI only. We did the randomization by computer algorithm to ensure that the experimental conditions will balance on prognostic indicators of students and their mother’s on breast cancer risk and including waist to hip ratio, frequency of SBE, healthy dietary intake and physically active. Results: Baseline data collected from students and parents during the summer prior to college matriculation. Follow-ups occurred at 10 months post-baseline for parents in the face to face interview with students at their schools. We found 17% of mothers detected any kind of breast abnormalities and among that, 68% of mothers went for further detailed diagnostic tests. Conclusions: It is an innovative approach incorporating the principles of primary prevention and early detection for the breast cancer among the young mothers of Kerala.

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ALI, Kareema Abd Al Kareem, and Amal Zuheir SAWALHA. "THE EFFECT OF DIGITAL EDUCATIONAL GAMES ON THE MOTIVATION TOWARDS E-LEARNING AND LIFE SKILLS OF PRIMARY SCHOOL STUDENTS IN ARAB SOCIETIES." International Journal of Humanities and Educational Research 03, no. 04 (August 1, 2021): 194–205. http://dx.doi.org/10.47832/2757-5403.4-3.17.

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This study investigates the effect of employing digital educational games (DEGs) on motivation towards e-learning, and life skills of primary school students in more than one Arab context: in Palestine, Jordan, Bahrain, and United Arab Emirates. It also investigates the need to employ these games in the educational process, the challenges which faced the employment of these games, and ways to develop their employment in the learning process. . This qualitative study used a multiple case study by conducting open, semi-structured interviews on a sample of four teachers and four parents of two from each country to reveal in-depth views to clarify the mechanism of employing these digital educational games. Data were subjected to multiple case study analysis using Ary et al. (2010) model. The results show that DEGs were a contributing factor in increasing students' motivation towards e-learning and enabling them to acquire the life skills necessary to live in this era when adding these games to the elements of fun and excitement to learn in a collaborative environment. They provide students with communication, problem-solving, decision-making and technological skills. The results also show the challenges that face employing them in the e-learning process, represented in material ones, such as the weakness of the technological infrastructure, and educational ones, such as the weakness of teachers in dealing with DEGs and choosing the appropriate game for the age category and subject. The study recommends adopting the employment of DEGs officially in public education institutions, and providing material and technical support to teachers, students and parents.

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Turan, Refik. "Approach to Stalin and His Applications in History Textbooks Used in Schools of Azerbaijan." Bilig, Journal of Social Sciences in Turkish World 67 (October 29, 2013): 273–94. http://dx.doi.org/10.12995/bilig.2013.6712.

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Ní Chlochasaigh, Karen, Pádraig Ó Duibhir, and Gerry Shiel. "Dearcthaí agus Cleachtais Ghairmiúla maidir le Tionchar an Tumoideachais ar Dhaltaí i nGaelscoileanna atá lonnaithe i gCeantair faoi Mhíbhuntáiste: Deiseanna agus Dúshláin." TEANGA, the Journal of the Irish Association for Applied Linguistics 25 (November 15, 2018): 74–98. http://dx.doi.org/10.35903/teanga.v25i0.50.

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Irish immersion education, although traditionally deemed as an advantage enjoyed principally by middle-class families where parents were a driving force of demand and promotion, has become increasingly available to a more diverse body of students throughout Ireland. Diversity takes shape mainly in the socio-economic, linguistic, ethnic and special educational needs of students from various backgrounds attending Irish-medium schools. Thirteen Irish-medium primary schools situated in designated areas of disadvantage throughout Ireland are part of the DEIS1 Plan, which offers additional support to improve the educational experiences and outcomes of young people who are at social disadvantage. This paper examines the challenges and benefits of immersion for students in Irish-medium education in disadvantaged settings. We present data collected from school principals, teachers and special education teachers on the issues that impact the schools and their students. The main issues highlighted were poor acquisition of English as a first language, attending to the needs of children with learning difficulties, lack of awareness and diagnostic tools in Irish during psychological assessments, lack of parental support, deficiencies in appropriate teaching and assessment resources through Irish, the absence of language support for Irish and a language support teacher, and a need for a greater emphasis in teacher education on immersion education and on education in socially disadvantaged settings.

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Botha, I., G. Bright, and J. Collins. "Dielectric Elastomer Actuators and Optical Character Recognition in a Braille Display." R&D Journal 38 (2022): 31–42. http://dx.doi.org/10.17159/2309-8988/2022/v38a4.

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The purpose of this study was the development and experimental validation of a novel portable tactile braille reading device. This design aimed to address the lack of quality braille reading material in South African schools dedicated to the blind and visually impaired. The design was divided into four subsystems: the actuation of the refreshable braille display, the mechanical design of the hand mounted device, the Optical Character Recognition (OCR) software and the electronic control system. The objectives of the study included the design of the electrical, mechanical and software subsystems of the device with emphasis on miniaturisation and a low-cost design, as well as the experimental validation of the haptic feedback and OCR subsystems. The system validation focussed on the experimental analysis of the OCR software design and the Dielectric Elastomer Actuators (DEAs) utilised in the refreshable display. The performance of low-cost elastomer and electrode materials were experimentally assessed during the design of the miniature DEAs. The ideal material combination for the proposed application was identified as a VHB4910 acrylic film lined with MG Chemicals 846 carbon grease. The largest vertical deflections of the diaphragm-type DEA were attained with a stipple-based electrode application, with the elastomer prestrained to 300 % initial area. The OCR program analysis indicated that multiple character recognition was more efficient and less prone to inaccuracies than the initially proposed single character recognition method. The integration of OCR software with miniature DEAs served as a novel approach to text-to-braille transcription.

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Swanwick, Ruth. "The deaf child in the family and at school. Edited by PE Spencer, CJ Erting and M Marschark. Lawrence Erlbaum, 2000. 336pp, ISBN 0 8058 3220 3." Deafness & Education International 4, no. 3 (October 2002): 166–67. http://dx.doi.org/10.1002/dei.130.

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Acai, Anita, and Genevieve Newton. "A Comparison of Factors Related to University Students’ Learning: College-Transfer and Direct-Entry from High School Students." Canadian Journal of Higher Education 45, no. 2 (August 31, 2015): 168–92. http://dx.doi.org/10.47678/cjhe.v45i2.184417.

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Articulation agreements between colleges and universities, whereby students with two-year college diplomas can receive advancement toward a four-year university degree, are provincially mandated in some Canadian provinces and highly encouraged in others. In this study, we compared learning in college-transfer and direct-entry from high school (DEHS) students at the University of Guelph–Humber in Ontario, using eight factors related to learning: age, gender, years of prior postsecondary experience, learning approach, academic performance, use of available learning resources, subjective course experience, and career goals. Our results show that while college-transfer students tend to be older than DEHS students, they do not significantly differ in either learning approach or academic performance. This is an important finding, suggesting that college-transfer programs are a viable option for non-traditional university students. We conclude that the academic success of college-transfer students is attainable with careful consideration of policies, such as admissions criteria, and the drafting of formal articulation agreements between institutions.

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Majed Khaleel Salem, Majed Khaleel Salem. "The Reality of Using Electronic Management From the Point of View of Basic School Principals in Deir Alla Directorate - Jordan in light of the Corona pandemic: واقع استخدام الإدارة الإلكترونية من وجهة نظر مديري المدارس الأساسية بمديرية ديرعلا – الأردن في ظل جائحة كورونا." مجلة العلوم التربوية و النفسية 5, no. 44 (November 28, 2021): 49–26. http://dx.doi.org/10.26389/ajsrp.d040621.

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This study aimed to identify the reality of using electronic management from the point of view of school principals of basic stage in Deir Alla Directorate – Jordan in light of the Corona Pandemic. The study used the descriptive and analytical method; the study sample consisted of (36) principals in the basic schools of Deir alla ; (100%) of the study population. To achieve the objectives of the study we used the questionnaire to measure the degree of the reality of the use of electronic management, the findings of the study were: the reality of the use of electronic management on a total average (4.10 out of 5), a high degree (high), and at the level of fields The field of training and qualification of school staff got the highest average (4.17), and the readiness of infrastructure and medium equipment (4.10) and thirdly: the role of the school principal in supporting electronic administration, with an average of (4.06) and the practice of basic school principals for strategic planning; Average (4.03) and all are rated (High), and The results showed that there were no statistically significant differences in the use of electronic management In light of the corona pandemic, from the point of view of basic school principals in Deir Alla the Directorate of Education due to the variable of (gender, educational qualification and experience), while the results revealed the existence of a difference according to the variable of job experience for 10 years and more, The study recommended the necessity of holding courses and seminars for school principals and organizing scientific meetings to enlighten them about contemporary issues related to laws and instructions with electronic administration, and on the mechanism of their implementation and planning, and to provide incentives for principals and administrators to encourage them to deal with e- learning and follow up teachers and students.

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Holý, Martin. "Educational patronage and Lutheran school system in the Bohemian Lands in 16th and early 17th Centuries." Opera Historica 18, no. 2 (September 30, 2017): 268–78. http://dx.doi.org/10.32725/oph.2017.027.

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Badeah Ali Rashid, Badeah Ali Rashid. "The degree of application of government secondary school principals in Deir Alla district in Jordan to the strategy of self-management and its relationship to administrative creativity from the point of view of teachers: درجة تطبيق مديري المدارس الثانوية الحكومية في لواء دير علا بالأردن لاستراتيجية الإدارة الذاتية وعلاقتها بالإبداع الإداري من وجهة نظر المعلمين." مجلة العلوم التربوية و النفسية 6, no. 13 (March 29, 2022): 1–24. http://dx.doi.org/10.26389/ajsrp.s140921.

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The study aimed to identify the degree of application of government secondary school principals in Deir Alla district in Jordan to the self-management strategy and its relationship to administrative creativity from the teachers' point of view. This study used the descriptive associative method. Where a questionnaire was prepared in order to measure the degree of application of the self-management strategy. The study population consisted of all secondary school teachers in the Directorate of Education in Deir Allah (2019/2020). The study sample was chosen by stratified random method, and the results of the study showed that the arithmetic averages of the study sample’s estimates for each dimension of the field of self-management ranged between (3.87-3.96) with a high evaluation degree for all dimensions, where the “follow-up and evaluation” dimension came in first place. With an arithmetic average (3.96), it came in second place after "delegating authority" with a arithmetic mean (3.89), and ranked third and last after "professional growth" with an arithmetic mean (3.87), and the arithmetic average for the field as a whole was (3.90) with a high evaluation score as well, and there is a relationship Positive correlation between strategy. Self-management and application of administrative creativity skills for secondary school principals in Deir Alla Education Directorate. In light of these results, the study recommends spreading the organizational culture to implement the self-management strategy. The directorates of education must provide the requirements for implementing the self-management strategy and pay attention to the school’s infrastructure and technology to improve administrative, technical and social communication so that it can practice self-management for this and the skills of administrative creativity.

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Gaudin, Mattéo, and Jean Hindriks. "An international comparison of school systems based on social mobility." Economie et Statistique / Economics and Statistics, no. 499s (June 13, 2018): 61–78. http://dx.doi.org/10.24187/ecostat.2018.499s.1940.

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TURAN, Refik. "Tracing Change and Continuity in History Textbooks of the Republican Period in Turkey: The Case of the Union and Progress Society." e-Kafkas Eğitim Araştırmaları Dergisi 9, no. 2 (August 12, 2022): 770–00. http://dx.doi.org/10.30900/kafkasegt.982031.

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According to the generally accepted approach, the Union and Progress Society, which was established as a secret society by a group of military medical students in Istanbul in 1889, left its mark on the events that developed in the last ten years of the Ottoman Empire. The Society also played a role in the organization of the National Struggle and became an important figure in domestic politics, albeit for a short time, during the Republican period. The document analysis method was used in this survey model, which aims to reveal the change in the approach to the Union and Progress Society and unionists in the history textbooks taught in high schools in the Republican era in Turkey. History and the History of the Republic of Turkey (and the History of the Turkish Republic Revolution and Kemalism) textbooks taught in high schools in Turkey between 1931 and 2020 were used as the main material in the research. In this regard, the research was carried out on a sample of 20 textbooks thought to represent the research period. The data obtained in the research were analyzed with descriptive analysis, which is a qualitative data analysis technique, and the findings were evaluated by considering the categories created. As a result of the research, it is understood that the framework and approach to the issues related to the Union and Progress Society in the Republican period were determined in the History textbooks published in 1931, and as a reflection of the internal political developments of the period, the negative approach towards the Committee of Union and Progress in these textbooks gradually weakened and the subjects diversified as they approached the present day. It is possible to say that the opposition between the Republican staff and the Unionists, which was generally felt in the 1931 textbooks, gave way to the Ottoman-Unionist opposition to a certain extent as the 2000s approached

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GÜNER, Müberra Devrim, and Perihan Elif EKMEKCİ. "Is Medical Schools, Curricula Content of Pharmacovigilance and Rational Pharmacotherapy- Related Subjects Sufficient for Future Physicians?" Turkiye Klinikleri Journal of Medical Ethics-Law and History 27, no. 3 (2019): 186–95. http://dx.doi.org/10.5336/mdethic.2019-66097.

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Santangelo, Cynthia Etheves. "THE IDEOLOGY AND THE CULTURE WITHIN THE TEXTBOOKS OF FRENCH NOT MATERNAL LANGUAGE: EXAMPLE OF THE FIRST YEAR OF THE ITALIAN HIGH SCHOOLS." Slavonic Pedagogical Studies Journal 6, no. 1 (February 2017): 130–45. http://dx.doi.org/10.18355/pg.2017.6.1.11.

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ÖRS, Esra, and Ahmet ŞİMŞEK. "The Development of Human Rights and Responsibilities in The Republic Period Primary School Life Science Textbooks." Selçuk Üniversitesi Edebiyat Fakültesi Dergisi, no. 47 (June 15, 2022): 1–28. http://dx.doi.org/10.21497/sefad.1128255.

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The aim of this research is to examine the inclusion of human rights responsibilities in primary school Life Studies textbooks from the foundation of the republic to the present. For this, primary school 3rd grade Life Studies textbooks are focused. One or two books were selected from each decade using the purposive sampling technique. Document analysis, one of the qualitative research methods, was used in the research. The data obtained from the research were subjected to content analysis and descriptive analysis. According to the data obtained from the research, the emphasis on nationalization is in the foreground in the textbooks between the years 1930-1950. In the 1960s, it was seen that human rights and responsibilities were presented very limitedly. After the 1970s, progress has been made in the context of human rights and responsibilities. However, more obedient citizen model has been adopted. This situation continued in the textbooks until the 1980s. With the influence of the 1982 Constitution, human rights in textbooks showed a significant improvement compared to previous years. However, the real improvement occurred in the 2000s. This development has been experienced especially in terms of the diversity of rights and responsibilities. Two prominent concepts are “privacy of private life” and “fair trial”. As a result, it is aimed to raise citizens who are suitable for the mentality of the period through education in Turkey. It can be said that the Life Studies textbooks, which also deal with citizenship education, are affected by the mentality and current problems of the periods.

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Al-sheyab, Nihaya A., Tamer Gharaibeh, and Khalid Kheirallah. "Relationship between Peer Pressure and Risk of Eating Disorders among Adolescents in Jordan." Journal of Obesity 2018 (September 19, 2018): 1–8. http://dx.doi.org/10.1155/2018/7309878.

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Background. The prevalence of disordered eating behaviors (DEBs) have increased worldwide. It is estimated that about 31.6% of Jordanian adolescents developed DEB. Engaging in peer groups is a prominent event in which adolescents try to belong to peers as part of exploring their social identity. Purpose. To assess the relationship between risk of eating disorders and peer pressure among adolescents. Methods. A descriptive, correlational, cross-sectional design utilized multistage cluster sampling technique was used to recruit students from 8th to 10th grades from both sexes from schools in northern Jordan. Data were collected from a self-administered, online questionnaire which was given to 738 participants. Results. The difference in overall mean of the Inventory of Peer Influence on Eating Concerns (I-PIEC) between adolescents with disordered eating behaviors and normal eating behaviors states was statistically significant. Scores for interaction peer pressure means were statistically higher for girls than for boys; conversely, likeability mean scores were statistically higher for boys than girls. Conclusions. The current findings suggest that healthcare professionals are encouraged to conduct appropriate school-based primary prevention for disordered eating behaviors.

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OKUYUCU, Mehmet Ata. "Dimensioning of measurement and evaluation tasks in high school education mathematics text-books and examination of cognitive." International Journal of Social Sciences and Education Research 8, no. 4 (October 31, 2022): 390–403. http://dx.doi.org/10.24289/ijsser.1166709.

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The aim of the study is to examine the relationship between the tasks in the high school mathematics textbooks and the information in the textbook and their cognitive levels. For this purpose, it was decided to use the qualitative research method in the research. The data of the research were obtained through document analysis. In the research, the tasks related to the learning fields of “numbers and algebra”, “geometry” and “data, counting and probability” in the high school mathematics textbooks taught in the 2020-2021 academic year were discussed. The analysis of the tasks in the textbooks was carried out at the micro level. In the micro level analysis, tasks were sized as high relatedness, local low relatedness, and global low relatedness. As a result; In terms of the tasks in the 9th, 10th, 11th and 12th grade textbooks, it was determined that the highest relatedness tasks and the least global low relatedness tasks. In addition, when the tasks in the textbooks of all grade levels were analyzed according to the revised Bloom taxonomy, it was determined that the tasks belonging to the application level were the most. For these reasons, the number of local and global low relatedness tasks in the textbooks can be increased and the tasks in the textbooks can be prepared considering metacognitive skills.

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Hernandez, Edgar D., Cristian Arvey Guzman, and Pamela Seron. "Interventions based on environmental determinants for nutritional and physical activity behaviours in Colombia: a scoping review." BMJ Open 12, no. 9 (September 2022): e060085. http://dx.doi.org/10.1136/bmjopen-2021-060085.

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ObjectiveTo identify, systematically, the interventions based on environmental determinants to improve the nutritional and physical activity (PA) habits available in Colombia.DesignA scoping review was performed according to the guidelines of the Joanna Briggs Institute.Study selectionAll studies about intervention programmes for PA and nutritional behaviours in Colombia were included.MethodsSearches in Medline/PubMed, Embase, Cochrane, Scielo and Lilacs, using MeSH, Decs and Emtree terms, were performed up to August 2020. Additionally, a manual search was made in specialised national journals. An internet documentary search of the official websites on policies and programmes by departmental, district and municipal secretariats was also performed.Two reviewers independently screened titles and abstracts. Then, the full texts were reviewed to select documents to be included.Data management relevant information from selected documents and articles was extracted. A descriptive analysis was considered.ResultsSixty-seven documents and 70 published articles were found. The programmes were identified in 13 initiatives, 7 in the area of PA and 6 with a nutrition focus. They were on physical and social environmental modifications such as the ‘muévete’ (‘get moving’) programmes in Bogota, Quindio and Cartagena; a modification of ‘ciclovía’; or bicycle path programmes as well as nutrition programmes in schools, universities and companies.ConclusionThis scoping review identified national programmes and policies in Colombia in the area of nutrition and PA from the environmental perspective in different scenarios: from schools to workplaces and communities. The need to implement such programmes from public and private institutions is also noted, promoting the practice of PA and healthy eating in every scenario in the national territory. New research to determine the impact of these programmes is essential to get a glimpse of the effects of these programmes and the implications for public health.

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Li Luen Ching, Christian. "Competencies of trainee secondary school teachers in using common ICT tools and Office software packages and the implications for successful integration of ICT in the Mauritian education system." Formation et profession: revue scientifique internationale en éducation 24, no. 1 (January 13, 2016): 56–65. http://dx.doi.org/10.18162/fp.2016.67.

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Nsereko, Isa, Alex Bignotti, and Mohamed Farhoud. "Creating change through social entrepreneurship: the case of girls’ school dropouts in Uganda." Emerald Emerging Markets Case Studies 11, no. 4 (December 9, 2021): 1–18. http://dx.doi.org/10.1108/eemcs-05-2021-0157.

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Subject area This case focusses on social innovation and social entrepreneurship in Africa, specifically looking at behavioural characteristics of social entrepreneurs, their motivations to create social value and the application of personal initiative theory. The case discusses the self-starting proactiveness and innovation traits of the social entrepreneur. The social business model canvas will be used to analyse the social enterprise’s business model. Study level/applicability Students of social entrepreneurship, development studies, sustainable livelihoods and asset-based development. It is useful for customised or short programmes on social entrepreneurship or for students with a background in business wanting to understand social enterprise as a vehicle for social and economic change. As such, this case is written for Business Management and Entrepreneurship undergraduates or students of elective courses in social entrepreneurship (“understanding” and “remembering” learning activities under Bloom’s taxonomy). When personal initiative theory is used, the case provides an initial understanding of social entrepreneurship in a less developed context for post-graduate students and may be used for higher-order learning activities (“analysing” and “applying”). Case overview The case tells the story of Dr Engr Moses Musaazi, who is a Social Entrepreneur and Managing Director of Technology for Tomorrow (T4T). Troubled with the persistent social problems in his country. Musaazi, through T4T, strived for social innovations to reduce school dropouts of Ugandan girls. While exploring Moses’ journey for solving persistent social problems through social innovations, students will be able to understand, remember, analyse and apply Dees’ (2001) social entrepreneurial behaviours and Santos’ (2012) theory of social entrepreneurship. The case discusses what motivates African social entrepreneurs to start a social venture (Ghalwash, Tolba, & Ismail, 2017). Students will apply personal initiative theory to identify the social entrepreneurial behaviours displayed in the creation of social ventures. To exemplify and analyse the different components of social ventures’ business model, the social business model canvas by Sparviero (2019) will be introduced. Expected learning outcomes The teaching objectives are Objective 1. Students are able to remember, understand, identify and apply the social entrepreneurial behaviours as defined by Dees (2001) and the elements of Santos’ (2012) theory of social entrepreneurship to Dr Moses Musaazi’s case as a social entrepreneur. Objective 2. Students remember, understand and identify what motivates social entrepreneurs in less developed economies to create social value (Ghalwash et al., 2017). Objective 3. Early-stage postgraduate students are able to apply and analyse (also evaluate and create for higher-level post-graduates) personal initiative theory to explain the emergence of social entrepreneurial behaviour and especially how innovation, self-starting and proactiveness may lead to social entrepreneurial venture start-up (Frese, Kring, Soose, & Zempel, 1996). Objective 4. Students use the social business model canvas (Sparviero, 2019) as a tool to understand, analyse and improve a social-enterprise business model. Supplementary materials Supplementary learning materials are provided in the Teaching Note (Table 1). Table1, which includes videos and their description. Also, a link to Uganda’s sustainable development index is provided (the focus is sustainable development goals [SDGs] 3: Good health and well-being, SDG 4: Quality Education, SDG 5: Gender equality, SDG 10: Reduced inequalities). Subject code CSS 3: Entrepreneurship.

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Sekun, M., O. Vlasova, and V. Berezovska-Brigas. "Monitoring the form of resistance of populations of schools of culture and culture to the insecticide." Interdepartmental Thematic Scientific Collection of Plant Protection and Quarantine, no. 65 (December 20, 2019): 149–60. http://dx.doi.org/10.36495/1606-9773.2019.65.149-160.

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Goal. To study the toxicity of the modern variety of insecticides from different classes of chemical substances at the level of the mean concentration (СК50, %) of the active substance for the common cereal aphids, cabbage flea, rape blossom weevil, common spider mite. Based on these data to determine the rate of resistance of natural populations of these species of phytophagous arthropods to insecticides. Methodology. The sensitivity of phytophagous arthropods was studied on natural populations collected on crops of winter wheat, canola, soybeans in the Kiev region in 2015—2018. For the poisoning of cereal aphids and mites using the method of immersion of the populated lists wheat and soybeans, and flea beetles and pollen beetle — dip them in a gauze bag for 3 seconds in the appropriate solution of insecticides. Were taken 24 hours after poisoning. Toxicological parameters were calculated by using Proban. Results. Identifies the different sensitivity of the natural arthropod populations to current insecticides. In terms of the mean concentration (СК50, %) of the active substance rapeseed pollen beetle were most sensitive to Configure, while the rest of the drugs is almost the same. Over the years research is more resistant to Decis Profi turned ordinary spider mites. This pest was a higher resistance. Conclusions. The sensitivity of arthropods to insecticides of different chemical classes depends on the characteristics of the pest and the properties of the drug. Indicators of resistance are determined by the biology of the phytophage and terms of use of insecticide. The highest PR was observed for polyvoltine species (aphids, mites). Low levels of resistance to phytophagous pyrethroid insecticides can be explained by two factors: a smaller volume of use or reversion (return of chuvstvitelnosti to the initial level).

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Coutrim, Rosa Maria da Exaltação, Fernanda Moreira Ferreira, and Elodia Honse Lebourg. "Studying for what? The (de)valuation of high school in the speech of three generations." Revista Eletrônica de Educação 10, no. 2 (August 31, 2016): 84–94. http://dx.doi.org/10.14244/198271991758.

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KAPICI, Hasan Özgür, and Ünsal UMDU TOPSAKAL. "Science and Non-Science Teachers' Views about Astronomy Diagrams in Middle School Science Textbooks." Eurasian Academy of Sciences Social Sciences Journal 2, no. 1 (March 15, 2015): 1–9. http://dx.doi.org/10.17740/eas.soc.2015-v2-01.

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Özen, Fatmanur, and Müzeyyen Altunbay. "Students' Expectations From Postgraduate Education and the Factors Affecting Course and Advisor Selection Processes: The Case of a City University." Yuksekogretim Dergisi 11, no. 1 (April 29, 2021): 97–110. http://dx.doi.org/10.2399/yod.20.722456.

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Postgraduate education consisting of master's, doctorate and proficiency in arts programs is an educational process that continues according to certain criteria after undergraduate education. It is the education process through which certain specializations and doctorate qualifications are gained. In this quantitative study, the expectations of graduate students studying at Giresun University, which has a city university status in Turkey, from postgraduate education, i.e. their reasons for continuing with their postgraduate education and the factors affecting their selection of courses and advisors are investigated. With the help of a questionnaire created by the researchers in line with the opinions of the field experts, the data were collected from a group of graduate students who were attending the programs affiliated with Giresun University Graduate School of Science and Social Sciences. The results obtained from the data analyzed by using descriptive statistics, conceptual connotation and descriptive analysis show that the main expectation of the participants is to pursue an academic career. Thus, postgraduate education evokes 'academia' and 'development' the most. They are careful to choose the courses related to the field they will study and research and they mostly learn about the content of the courses by reading the course contents published electronically. In the selection of advisors, while some of the postgraduate students chose their advisor according to their academic discipline; the majority was automatically assigned an advisor without first asking for their opinions. In the two graduate schools where the research is conducted the course and advisor selection processes should be improved and the quality of the offered programs should be increased by aligning them with the student expectations from postgraduate education.

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Changwe, Robert, Christine Mwanza, Harrison Daka, and Moreblessing Ng’onomo. "Linking Theory to Practice: Perspectives on Practical Measures and Policies in Enhancing the Implementation of the Localised curriculum in Mwansabombwe District of Zambia." International Journal of Research and Innovation in Social Science 06, no. 12 (2022): 297–304. http://dx.doi.org/10.47772/ijriss.2022.61217.

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The relevance of the school curriculum cannot be over emphasised in every form of education system. Of vital importance in the upholding of curriculum relevance in any society is the insurance that it is well contextualised or localised. When the curriculum is not contextualised and its implementation process not localised, the education system risk producing learners in a vacuum who may not eventually play a significant role in solving various societal glitches. If a country is to achieve rapid economic growth however, its education should be related to productivity (Bishop, 1985). Some of the solutions to problems currently encountered in African societies and communities Zambia inclusive, must proceed from understanding the dynamics with the local context. It is from this background that this study was undertaken to explore perspectives on practical measures and policies in enhancing the implementation of the localised curriculum in Mwansabombwe district of Zambia. The researchers used qualitative research approach specifically descriptive research design to collect, analyse and interpret data. Out of the study population of 30,000 residents of Mwansabombwe district, 50 respondents were purposively sampled whose break downs were as follows; 10 local community members, 10 learners, 20 teachers, 5 officers from Mwansabombwe District Education Board Secretary’s office (DEBS) and 5 Education Standards Officers. Both semi structured interview guide and focus group discussion guide were used to collect data and content analysis was used to analyse the collected data. Research findings revealed that there was no effective implementation of the localised curriculum in Mwansabombwe district. This was necessitated by lack of appropriate practical measures by the Ministry of Education (MoE) to address key issues such as those that had to do with; teaching and learning materials, lack of capacity building amongst the teaching staff, lack of motivation amongst the learners, teachers and community members as well as ignorance on pertinent issues surrounding the localisation of the curriculum amongst various stakeholders. Hence from the research findings, it was recommended that the MoE need to thoroughly conduct both needs assessment and situation analysis for the localisation of the curriculum to be effectively implemented in Zambian schools. Besides, the MoE needed to reinforce policy on localisation of the curriculum in schools if the country was to achieve the intended results about the localised curriculum.

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Bitzan, M. G., and E. May. "Interpretation of morphometric data of 10-to-13-year old school children from the Braunschweiger Längsschnitt in 1978." Anthropologischer Anzeiger 50, no. 1-2 (May 25, 1992): 127–44. http://dx.doi.org/10.1127/anthranz/50/1992/127.

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Taleb, S., H. Oulamara, and A. N. Agli. "Prevalence of overweight and obesity in school children in Tebessa [eastern Algeria] between 1995 and 2007." Eastern Mediterranean Health Journal 19, no. 7 (July 1, 2013): 649–56. http://dx.doi.org/10.26719/2013.19.7.649.

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Kula, Ewa. "Ad maiorem Dei gloriam (“To the greater glory of God”). Ex-Jesuits in the service of the National Education Board at the school in Kamieniec Podolski." Pedagogika 27, no. 1 (2018): 325–38. http://dx.doi.org/10.16926/p.2018.27.26.

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Journal articles on the topic 'DEIS schools'

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