Journal articles on the topic 'Economics Study and teaching (Primary) Victoria'
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1
Still, Leonie V. "Women Managers in Advertising: An Exploratory Study." Media Information Australia 40, no. 1 (May 1986): 24–30. http://dx.doi.org/10.1177/1329878x8604000105.
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The growing interest in the status of women in the Australian workforce has prompted a related interest in the position of women in certain industries, occupations and professions. Several studies have begun to emerge which have explored women's employment position and status in law (Mathews, 1982; Bretos, 1984); chartered accountancy (Equal Opportunity Board, Victoria, 1983); retailing (Turner & Glare, 1982); and social work (Brown & Turner, 1985). The position of women managers in business has also been examined by the Victorian Office of Women's Affairs (1981) and Still (1985), while Sampson (1985) is currently investigating the status of women in the primary, secondary and technical areas of the teaching profession.
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Kanmaz, Ahmet. "A study on interdisciplinary teaching practices: Primary and secondary education curricula." African Educational Research Journal 10, no. 2 (June 24, 2022): 200–210. http://dx.doi.org/10.30918/aerj.102.22.032.
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This study addresses the views of teachers about the benefits of interdisciplinary teaching practices in primary and secondary school education curricula, the level of the use of interdisciplinary approach and the place of interdisciplinary approach in the curriculum. The study seeks to examine the views of teachers about the interdisciplinary approach and their level of use of this approach in primary and secondary education curricula. To this end, the explanatory mixed design was employed in the study. A descriptive scanning model was employed for the quantitative dimension of the study. In the quantitative dimension, the phenomenological method was used. The Interdisciplinary Teaching Approach Questionnaire was utilized to gather quantitative data, and qualitative data were gathered through a semi-structured interview form. The sample of the research is composed of 413 classroom and branch teachers working in official primary and secondary schools in the central districts of Denizli. Consequentially, it can be argued that teachers have positive views on the interdisciplinary approach. Further, the teachers found the interdisciplinary approach relatively useful, however, they did not effectively implement it in in-class activities as this approach was not sufficiently incorporated into the curriculum. Teachers' views on the interdisciplinary approach differed by the variables of professional seniority and teaching level, whereas the gender variable was not found to be a significant predictor.
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Ajello, Anna Maria, Anna Silvia Bombi, Clotilde Pontecorvo, and Cristina Zucchermaglio. "Teaching Economics in Primary School: The Concepts of Work and Profit." International Journal of Behavioral Development 10, no. 1 (March 1987): 51–69. http://dx.doi.org/10.1177/016502548701000104.
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Research on children's social cognition has dealt mainly with face to face relations; only a few studies have considered how children understand impersonal aspects of society such as economics. This study involves an investigation of teaching the concepts of work and profit to third-graders. Five instruction units were created and during a one-month period these were presented to five classes at different schools in Rome. A sample of 80 pupils was interviewed before and after teaching aimed at ascertaining their ideas on prices, profit and product distribution. Children's responses were scored on several scales, on which separate ANOVAs (class x sex x repeated measures or class x repeated measures) were carried out. The results show an overall improvement in children's knowledge, with differences that may be related not only to the complexity of the different concept but also to children's initial levels of competence.
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Schug, Mark C. "Teaching the Economics of the Environment." Citizenship, Social and Economics Education 2, no. 1 (March 1997): 47–55. http://dx.doi.org/10.2304/csee.1997.2.1.47.
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This article addresses what is currently taught about the environment in the school curriculum and explains how an economics approach can change it. A recent study in the United States provides evidence supporting the suspicions of many economists that the environmental education in schools is often flawed. The Independent Commission on Environmental Education (1997) concluded that most curriculum materials it examined lacked an emphasis on basic economic concepts. Curriculum materials would be improved by recognising the importance of economic forces. For example, markets provide incentives that influence people's environmental actions and market approaches — as opposed to government command and rule systems — foster cooperation between groups and individuals. The primary contribution of economics to environmental education is recognition of the tragedy of the commons. The tragedy of the commons states that people take better care of things they own and tend to overuse things they do not own. This simple but powerful lesson holds important meaning for environmental education. In contrast non-market solutions leave us only with solutions involving force, expense, and guilt. The author concludes by describing a middle-level curriculum published by the National Council on Economic Education, which strives to use market forces to analyse environmental problems.
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Robertson, John. "Teaching Controversial Issues: The Attitudes of Student Primary Teachers." Citizenship, Social and Economics Education 3, no. 1 (March 1998): 36–49. http://dx.doi.org/10.2304/csee.1998.3.1.36.
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Guidelines for Scottish schools have little to say on the value or otherwise of controversy as a criterion for the selection of topics for teaching. By contrast, the authors of the recently published advisory report on citizenship education for schools in England and Wales and many writers in academic and pedagogical journals are enthusiastic about the importance of such topics as a means to developing democratic citizenship. This study sought to establish the views of beginning teachers in South-west Scotland. Eighty-seven final-year student teachers for the 5–12 age range took part in the study over a period of two years. The data gathered reveal considerable variety in responses but a clear rejection of issues involving personal, face-to-face violence by contrast with zealous enthusiasm for teaching using issues of perhaps equally tragic consequences but of a more impersonal nature such as famine or pollution-associated disease. The potentially explanatory variables - chronological and spatial or geographic distance - were helpful in understanding some choices but the presence of other variables made interpretation extremely complex and uncertain.
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Crawford, Renée. "Creating unity through celebrating diversity: A case study that explores the impact of music education on refugee background students." International Journal of Music Education 35, no. 3 (July 21, 2016): 343–56. http://dx.doi.org/10.1177/0255761416659511.
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This article reports the findings of a case study that investigated the impact of music education on students in an F-12 school in Victoria, Australia that is considered as having a high percentage of young people with a refugee background. Key findings from this research indicated that music education had a positive impact on this group of young refugee students, which related to three primary themes: fostering a sense of wellbeing, social inclusion (a sense of belonging), and an enhanced engagement with learning. While some of these impacts were not always clearly distinguished from the more general experience of school, the students did identify some best practice elements of music learning and teaching that link to these three themes in a number of interrelated contexts. This research raises important questions about the ways in which education might be approached in schools with a high percentage of refugee background students and reaffirms the necessity of music and the arts as an important component.
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Yusof, Mazlan Muhamad, Habibah Ab Jalil, and Thinagaran Perumal. "Exploring Teachers’ Practices in Teaching Robotics Programming in Primary School." Asian Social Science 17, no. 11 (October 15, 2021): 122. http://dx.doi.org/10.5539/ass.v17n11p122.
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Programming and coding are important skills and competencies in the 21st century. Due to this importance, robotics programming has been introduced in the Malaysian education system since 2013. Robotics is important in education because it could be used to cultivate various skills. Various studies have been conducted on robotics and its applications in education, and proponents of robotics believe that using robotics to teach programming could be impactful and effective in the Malaysian education context. On the other hand, many students think that programming is challenging. Consequently, some questions have arisen, such as the suitable programming language or platform to be used in Malaysian Primary School and the best instructional method. Studies have also examined the existing robotics modules used in the teaching and facilitation (T&F) process, in which it was found that the current curriculum is focused on introducing robotic programming. In this regard, there is a need to explore the current teaching design, pedagogy, and teachers’ practices. Therefore, this study is aimed to explore the teachers’ practice in teaching robotics programming as part of the Design and Technology (RBT) subject in Primary School. This study discusses teachers’ practices, the issues in robotics programming education, the importance of robotics to education, especially in primary schools, and the robotics kits and programming languages or platforms commonly used in schools. This study is a qualitative case study, and data were collected using in-depth interviews. The findings of this study have produced several key themes, namely: (a) RBT teacher practices (GRBT) in T&F, (b) Strategies in lesson planning, (c) Challenges and obstacles of T&F, (d) Use of technology, and (e) Teacher’s commitment. These are hoped to help educators, education administrators, and policymakers to understand the implications of robotics teaching in teaching programming.
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Bauml, Michelle. "Examining preservice teachers’ thinking about teaching first grade economics through inquiry." Social Studies Research and Practice 14, no. 1 (May 20, 2019): 150–64. http://dx.doi.org/10.1108/ssrp-12-2018-0051.
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Purpose In recent years, the field of social studies education has seen renewed interest in using inquiry to teach intradisciplinary concepts and skills. However, prospective primary grade teachers may have few (if any) opportunities to observe classroom teachers modeling inquiry during field placements. Methods courses provide fitting contexts in which to introduce preservice teachers (PSTs) to inquiry as a basis for intellectually challenging, meaningful social studies instruction. The purpose of this paper is to utilize a published inquiry curriculum developed for the New York Social Studies Toolkit (NYSST) Project as a tool to explore PSTs’ thinking about teaching first grade economics. Design/methodology/approach This qualitative study utilized focus groups with two groups of early childhood PSTs enrolled in a social studies methods course (n=28). Secondary data sources included PSTs’ handwritten comments on hard copies of the inquiry curriculum and the researcher’s analytic memos. Findings In the process of critiquing curriculum during focus group interviews, PSTs concentrated on the proposed tasks, evaluated those tasks for their potential to affect children’s understanding, and suggested new activities that would promote more active student engagement. Participants recognized the significance of children’s prior knowledge and were sensitive to students’ family values, although they underestimated young children’s capacity for robust discussion and intellectually challenging content. Originality/value This study is unique in its use of a published NYSST Project inquiry to explore how PSTs make sense of new curriculum. Its attention to PST education for primary grades contributes to elementary social studies literature. Additionally, this study addresses a general concern in teacher education about the need for PSTs to develop skills in interpreting and adapting curriculum materials. Findings suggest that engaging PSTs in discussions about social studies curriculum can help teacher educators identify latent learning goals for their courses that may be overlooked or assumed unnecessary.
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Szendrői, László, Krishna S. Dhir, and Katalin Czakó. "Implementing Gamified Teaching." International Journal of Game-Based Learning 12, no. 1 (January 2022): 1–19. http://dx.doi.org/10.4018/ijgbl.294014.
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In this study, a gamification process was implemented in an undergraduate course of Economics that consisted 397 students. The primary purpose of the research was to empirically validate the effects of gamification in terms of the variables of engagement, motivation, entertainment, perceived relevance of the course, knowledge increase and participation. To ascertain these, a questionnaire was administered to the participants. The results indicated that gamification provided significant positive effect on all variables listed above except motivation. Additional objectives of the article were to link the effects to Marczewski’s player types, namely, Philanthropists, Socialisers, Free spirits, Achievers, Players, and Disruptors, and to measure whether there are differences between the types in terms of the variables indicated above. Gamification resulted in positive effects on all player types except the player type of Disruptors.
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Casinillo, Leomarich F., Emily L. Casinillo, and Ma Rachel Kim L. Aure. "Economics of Happiness: A Social Study on Determinants of Well-Being among Employees in a State University." Philippine Social Science Journal 4, no. 1 (March 27, 2021): 42–52. http://dx.doi.org/10.52006/main.v4i1.316.
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This study aimed to elucidate the level of happiness and its influencing determinants among employees (teaching and non-teaching) of Visayas State University, Baybay City, Leyte, Philippines. With the aid of purposive sampling, the study engaged 162 employees as participants in the survey to gather richer information. The study utilized primary data, which were collected through a developed and structured questionnaires. The data were analyzed through descriptive analysis and econometric modeling. Results revealed that non-teaching employees are more likely happy working in a university. It was found out that the predictors of happiness in working in a university are: age, years in service, permanent status, opportunities for promotion, and fair administration. Employees found their respective jobs as challenging, enjoyable and rewarding. However, results showed that income is not a determinant of employees' happiness. Furthermore, employees who are socially oriented and physically healthy are more likely happy workers.
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Justina, Nchekwube, and Amarachi Igwe. "HOME ECONOMICS VERSUS OTHER SUBJECTS: A STUDY OF NIGERIANS PARENT ATTITUDE TOWARDS HOME ECONOMICS EDUCATION IN SECONDARY SCHOOLS." International Journal of Advanced Research 9, no. 5 (May 31, 2021): 517–20. http://dx.doi.org/10.21474/ijar01/12867.
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Home economics is an essential subject in Nigerias education system with the potential of providing life skills and teaching basic homecare knowledge to the students. However, there is a growing concern about the decreasing enrollment and interest of students in home economics education in Nigeria. Thus, the primary purpose of this study wasto investigate the attitudes of parentsregarding home economics education in comparison to other subjects. Two hundred and thirty-six parents were drawn from different locations in the Enugu State of Nigeria. A simple percentage score indicates that the majority of the parents (74%) indicated a negative attitude towards home economics, while less (26%) showed positive attitudes. The study concludes that there is a prevalence of negative attitudes towards home economics education in secondary schools in Nigeria.
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Khulel, Buyun. "TEACHING ENGLISH FOR YOUNG LEARNERS IN RURAL AREA: TEACHERS’ CHALLENGES." Lingua 17, no. 2 (December 25, 2021): 115–30. http://dx.doi.org/10.34005/lingua.v17i2.1558.
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Rural education, in comparison to its urban and suburban counterparts, is seen to face a distinct challenge. The location and implementation of an English curriculum in primary school are significant problems. As a result, the purpose of this study is to look into the difficulties that English teachers face when teaching English to young learners in rural public primary schools in Baureno, East Java. A semi-structured interview with six participants from six elementary schools in five villages (Gajah, Gunungsari, Tulungagung, Selorejo, and Blongsong) is utilized to address the question. It begins by briefly reviewing the role of English in the national primary school curriculum on the one hand, and the implementation of English programs in rural schools on the other. Throughout the research, the researcher encountered three difficulties: (i) Students’ socio-economics condition, (ii) the status of English in the school, and (iii) Covid-19 pandemic. As a result, the writer suggested that more research be done to highlight English teachers’challenges on the implementation of primary school learning. The findings of the study can be used by English teachers, stakeholders, policymakers, and institutions to develop practical strategies for teaching English in primary school.
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Vasilenko, Timofey Andreevich. "The Use of Information and Communication Technologies in Teaching Economics to Students in Basic School." Development of education, no. 3 (9) (September 24, 2020): 84–88. http://dx.doi.org/10.31483/r-86210.
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The author of the article outlines that the problem of teaching methods is one of the most important in pedagogical science and practice of school teaching, since teaching methods are the main tools with which a tutor teaches the basics of science to students, develops their cognitive abilities, ensures personal development and forms a scientific worldview. The article formulates the role of information and communication technologies (ICT) in the educational process. The pedagogical experiment of using ICT in teaching economics to primary school children is described. The purpose of the research is to form economic knowledge in primary school children using information and communication technologies. Method of research. The following methods were used in the study: comparison, analysis, observation and experiment. The experiment was conducted among 24 schoolchildren who were divided into a control and experimental group. A variety of ICTs were used: an interactive whiteboard, reference and multimedia Internet resources, social networks, various messengers, presentations made in the Microsoft Power Point program, as well as using the Prezi service. Research result. In the control group, the average level of economic knowledge increased by more than 40%. The number of schoolchildren with an average and high level of economic knowledge in the experimental group increased by 3 and 2.5 times. Conclusions are made about the possibility of using ICT in teaching economics to school children.
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Ibashova, A. B., and L. A. Suleimenova. "Effectiveness of Using Animated Videos in an Information Educational Environment." Iasaýı ýnıversıtetіnіń habarshysy 124, no. 2 (June 15, 2022): 279–89. http://dx.doi.org/10.47526/2022-2/2664-0686.23.
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The article deals with the development of an information educational environment for elementary school, building its structure, the use by teachers of the wide possibilities of interesting educational activities in teaching primary school students. The goal is to motivate primary school teachers about the importance of communicating with students in a social space, as well as the need to use multimedia learning materials for better communication and interaction. The animated videos considered in the article, interactive tasks compiled on the basis of short-term and long-term plans, the use of e-learning methods in the lessons contribute to the formation of interest in learning. In our article, we examined part of our scientific research – the effectiveness of using animated videos in an information and educational environment (IEE). Let's define the main components of animated videos used in IEE when teaching primary school students. The study examined the views of teachers teaching the subject «Digital Literacy», as well as the experience of using animated videos in primary classes. The main hypothesis in the study is that if animated interactive videos are implemented by students in an information educational environment with their own ideas and materials, then the lesson will be interesting and exciting. At the end of the article, this hypothesis is confirmed and the main results are proposed, reflecting the effectiveness of the use of animated videos in the conditions of using the information educational environment in the organization of training and educational activities.
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Safitri, Lis. "CONTEMPORARY EDUCATION IN AUSTRALIA: WELLBEING EDUCATION AT BALCOMBE GRAMMAR SCHOOL MOUNT MARTHA VICTORIA." Lentera Pendidikan : Jurnal Ilmu Tarbiyah dan Keguruan 23, no. 1 (June 30, 2020): 33. http://dx.doi.org/10.24252/lp.2020v23n1i4.
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Abstract:Australian schools paid a great attention to the students’ wellbeing at school. This study aimed to explain wellbeing education in Australia with Balcombe Grammar School as a sample of the study. This research was qualitative research using descriptive method. The primary data had been collected through interview, documentation, and observation at Balcombe Grammar School (BGS) Mount Martha, Victoria in 2017. The data had been analyzed using Miles and Huberman framework. The result showed that wellbeing education in Australia was instructed by the Australian Government, organized by the school, and helped by independent institutions named KidsMatter, MindMatters, and CASEL. Balcombe Grammar School had some programs on wellbeing education, such as the golden time, circle time, faith and wellbeing classes, pastoral care classes, and health classes. These programs were not only conducted as part of BGS curriculum but also integrated into the teaching instruction in all of the subjects and daily life at school.Abstrak:Sekolah-sekolah di Australia telah memberikan perhatian yang cukup besar terhadap pendidikan wellbeing para siswa. Penelitian ini bertujuan untuk menjelaskan pendidikan wellbeing di Australia dengan mengambil Balcombe Grammar School sebagai sampel penelitian. Penelitian ini merupakan penelitian kualitatif dengan menggunakan metode deskriptif. Pengumpulan data dilaksanakan dengan metode wawancara, dokumentasi, dan observasi di Balcombe Grammar School (BGS) Mount Martha, Victoria pada tahun 2017. Data dianalisis dengan model analisis Miles dan Huberman. Hasil penelitian menunjukkan bahwa pendidikan wellbeing di Australia diatur oleh Pemerintah Federal Australia, dijalankan oleh masing-masing sekolah, dan dibantu oleh lembaga independen yang bernama KidsMatter, MindMatters, dan CASEL. Balcommbe Grammar School memiliki beberapa program dalam mengembangkan pendidikan wellbeing di sekolah, misalnya golden time, circle time, faith and wellbeing classes, pastoral care classes, dan health classes. Program-program tersebut tidak berjalan secara parsial melainkan terintegrasi di kelas dalam pelajaran lain serta dalam kehidupan keseharian selama jam sekolah berlangsung.
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Makhetha, Isaiah. "Work overload and organisational climate as predictors of job burnout among primary school teachers in Lesotho." African Educational Research Journal 10, no. 3 (July 13, 2022): 219–26. http://dx.doi.org/10.30918/aerj.103.21.149.
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This investigation adopted a correlational research design. This study aimed to establish whether work overload and organisational climate are predictors of burnout among primary school teachers in Lesotho. The sample comprised 350 primary school teachers. Data were collected through the use of the Maslach Burnout Inventory-Educators Survey, Overload Scale and School Environmental Questionnaire. Multiple regression analysis reveals that work overload and organisational climate are predictors of burnout among teachers. Pertaining to work overload, the study finds that primary school teachers in Lesotho are burdened with teaching many grades. In relation to organisational climate, the findings of the study are that teachers work under unfavourable working conditions.
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Chikha, Anis Ben, Aymen Hawani, and Ghazwa Ben Maouia. "Effects of Orienteering Game on Directional Relationships and Inhibitory Control in Children 7-8 Aged." Journal of Sports Research 8, no. 2 (September 8, 2021): 64–74. http://dx.doi.org/10.18488/journal.90.2021.82.64.74.
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The spatial orientation, ability is very important for the child, for the development of its executive functions such as inhibitory control and directional skills. In fact, the role of play as a locomotive for learning and motivation is very imperative in this age group. Our methodological choice consists of offering a teaching program around the orientation game (OG) that takes place in the school playground. The aim of this study was to examine the effect of OG on directional skills and inhibitory control. The assessment was respectively conducted by Topological and Directional Relation (RTD) and Stroop Color-Word Test -Victoria version (SCWT). Primary school students (N = 40; 7.3 years) participated in this study. They were divided into two groups: an experimental group (20 students) and a control group (20 students). The first group followed a 12-week orienteering game (OG) program with 3 sessions of 40 minutes per week and the second a regular physical education program. The results of the experimental group show a clear improvement in most of the study variables.
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Arslan, Seda. "Primary school teachers’ and students’ views about robotic coding course." African Educational Research Journal 10, no. 2 (June 16, 2022): 178–89. http://dx.doi.org/10.30918/aerj.102.22.018.
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Coding, which is among the 21st century skills, has been included in the curriculum of many countries in recent years from preschool to high school. Primary school teachers are very important in the teaching of coding. In this context, this study aims to reveal the coding education that primary school students receive and the contribution of this course to them from the perspective of classroom teachers and primary school students. In this study, the qualitative method and phenomenological design were used in the study. The study group consists of 8 classroom teachers and 16 primary school students in the city center of Amasya. Easily accessible sampling was used to constitute the study group. In order to obtain the data, a quasi-structured interview form consisting of six questions for teachers and one question for students was prepared. Nvivo 9 program was used to analyze the data. Content analysis has been done as previously created code and themes are used. According to the results of the research, Robotics and Coding course contributes to children's mental development and metacognitive skills such as creative and reflective thinking and improves their problem-solving skills. In addition, it was concluded that Robotics and Coding course should be given to students at an early age, so it should be included in primary school programs.
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Kula, Sultan Selen. "The effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils: Reflections of the pupils and their teacher." African Educational Research Journal 9, no. 3 (July 14, 2021): 679–86. http://dx.doi.org/10.30918/aerj.93.21.102.
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This study examined the effects of reciprocal teaching on the perceived reading comprehension self-efficacy of 2nd-grade pupils. The study was designed in pre-post test experimental design with a control group. Qualitative data was also collected from the intervention group students and the classroom teacher who carried out the intervention lessons. Participants consist of typically developing 2nd-grade pupils from a state primary school (n = 34) in Turkey. While the intervention group used a total of 36 lesson hours of reciprocal teaching techniques for 6 lessons per week for 6 weeks, the lesson was taught in traditional ways in the control group. According to the research findings, there was no statistically significant difference between the post-test scores of the intervention and control groups. Students stated that the most difficult reciprocal teaching strategy was summarizing, while the easiest was the prediction. As a result of the observations of the classroom teacher who conducted the intervention lessons, the positive effects of reciprocal teaching on the pupils' reading comprehension were emphasized. For this reason, it is suggested that the use of reciprocal teaching in Literacy lessons should be widespread in Turkey.
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Ismail, Nyak Mutia, Veni Nella Syahputri, and Septhia Irnanda. "Gestures in Prolonging Semantic Memory of Young EFL Learners: A Serial Retention." Journal of Innovation in Educational and Cultural Research 3, no. 4 (November 7, 2022): 714–21. http://dx.doi.org/10.46843/jiecr.v3i4.366.
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This study aimed at putting an experiment to young learners in acquiring through the use of gestures as the treatment process. This study was carried out under the procedure of the quasi-experimental approach with repeated measurement design. There were 35 primary school students involved in this study. The data were gathered through pretest-posttest. After the pretest was administered, the treatment process was carried out during the three following weeks by teaching the students verb vocabulary using gestures. The post-tests were then administered repeatedly in the 4th, 6th, and 7th week after the treatment to see the level of their memory retention. Later, the data obtained were analyzed using repeated test analysis. The results unveiled that the use of gestures can definitely enhance the students’ vocabulary intake. It implies that EFL teachers—especially those teaching youths—should consider integrating their teaching method with gestures, but they are expected to be more creative in generating understandable gestures to convey abstract verb vocabulary.
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Ualikhanovа, B. S., and N. S. Karataev. "Methods of Teaching the Robotics Course in Elementary School." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 189–99. http://dx.doi.org/10.47526/2022-4/2664-0686.16.
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The article is devoted to the presentation of the results of the study in order to disclose in primary school certain aspects of the use of the information and educational on the subject of computer science. The program and methodology of teaching the «Robotics» course for students of the 4th grade of elementary school are given. Therefore, it was noted that robotics is an applied science that prepares an automated technical system, is an important technical basis for the development of production, it was revealed that robotics at school is a way of preparing children for modern life, equipped with high – tech equipment, and it was shown that the application of robots in various fields in the life of mankind in the world and the prospects for the development of robotics are high. At the same time, it was shown that having technical creativity opens up a lot of opportunities for the younger generation, and if a child learns to build and master a robot, he will achieve large – scale achievements in adulthood. It is known that the most important task of the modern education system is the formation of educational activities in which students acquire the ability to self-development and selfimprovement, that is, it is obvious that the main goal will be to achieve through the conscious, active assimilation of social experience by students. That is why the teaching of robotics in primary grades contributes to the development of such information culture as the ability of students to carry out subsequent educational activities, as well as the ability to purposefully work and process information, use modern technical means and methods. In this regard, it is written that for the educational activities of the teacher, the connection of theory with the practice of applying the acquired knowledge on the way to turning it into a real product is important. As a result of drawing up a program that meets the objectives of the study, the forms and methods of teaching a «Robotics» course in elementary school were determined. The expected results are also clarified, which: -know the names and ways of connecting the main types of parts, the principles of operation of simple mechanism: the sequence of creating simple models: -the ability to read diagrams; observe discipline when performing work; analyze the model under the guidance of a teacher. Plan the sequence of its manufacture, control the result of practical work on the technological map; work individually, in a group; observe safety rules when working with a designer; be able to classify model details based on; -offer solutions to the problem, know the end result, choose and look for means to achive the goal, make a plan for solving problems, compare expediency in the process of work and be able to correct mistakes.
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Griffin, Maggie, and David Harvey. "When do Principals and Teachers Think Children Should Start School?" Australasian Journal of Early Childhood 20, no. 3 (September 1995): 27–32. http://dx.doi.org/10.1177/183693919502000307.
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The purpose of this study was to obtain the opinions of principals and teachers on school entry age and determine if principals and teachers believe younger children are disadvantaged academically and/or socially compared with their older peers. Subjects were all primary principals and teachers currently teaching in 41 schools situated within a 30km radius of a rural city in South Eastern Victoria. The schools comprise State, Catholic and one Christian school, ranging from a one-teacher rural school with six pupils to a school with 23 teachers and 470 pupils. Data was obtained by distribution of two self-administered questionnaires - one for principals and one for teachers. Thirty-two principals and 112 teachers returned questionnaires. A majority of both principals and teachers believe children should be at least five years of age when they begin school. Younger children have more problems academically and socially and they tend to remain behind their older peers. It is suggested that children be evaluated for school readiness before being allowed to begin
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Thompson, Sandra C., and Maureen Norris. "Hepatitis B Vaccination of Personnel Employed in Victorian Hospitals: Are Those at Risk Adequately Protected?" Infection Control & Hospital Epidemiology 20, no. 01 (January 1999): 51–54. http://dx.doi.org/10.1086/501552.
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AbstractObjective:To examine the policies and practices in hospitals within the state of Victoria, Australia, with respect to vaccination of staff against hepatitis B infection.Design:A written self-administered questionnaire to be completed by the infection control officer (or designated officer for hepatitis B vaccination) within each hospital.Setting:Public (teaching and nonteaching) and private hospitals, including metropolitan and rural institutions in Victoria.Participants:A random sample of 30% of Victorian hospitals were asked to participate in the survey. Of 78 eligible institutions, 69 (88%) completed and returned questionnaires.Results:There was no consistent hepatitis B prevention policy in place across Victoria. Of the 69 responding hospitals, 63 (91%) offered hepatitis B vaccination to staff, and 58 (84%) of these also paid all costs of vaccination. Of the 63 hospitals offering vaccination to staff, 39 offered vaccination to all staff, 23 offered vaccination based on job title, and one offered vaccination based on anticipated exposure. In many institutions, postexposure protocols were recalled more readily than preexposure vaccination guidelines. Numerous respondents indicated a need for clear guidelines on policy and clarification on practical matters of management, such as acceptable immune levels, management of nonresponders to the primary series, and the need for, and timing of, booster doses of vaccine. Eleven (18%) of the 63 hospitals offering hepatitis B vaccination to staff undertook routine prevaccination screening, a practice not generally regarded as cost-effective in Australia. Fifty-five of these hospitals (91%) also undertook postvaccination screening.Conclusions:It is evident from this study that a considerable number of potentially susceptible healthcare personnel in Victorian hospitals remain unprotected against hepatitis B infection. A more reliable and consistent approach to preexposure hepatitis B vaccination is recommended
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Sukmawan, Sony, and Lestari Setyowati. "Using Tenggerese Oral Folktales for Teaching Paragraph Writing: How Good Are the Students’ Composition?" Journal of Innovation in Educational and Cultural Research 3, no. 4 (September 5, 2022): 625–34. http://dx.doi.org/10.46843/jiecr.v3i4.248.
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Indonesia is a nation that is rich in cultural artifacts. One of the cultural artifacts is the oral literature which is spread across the archipelago. This study is intended to describe the use of documented local Indonesian oral folktales applied for a paragraph writing class. The oral literature chosen was the Tenggerese oral literature in Pasuruan, East Java, Indonesia. The study used a mixed-method design. The subjects of the study were 46 students of the English Education Study Program who joined a paragraph writing class in Universitas PGRI Wiranegara, Pasuruan. The students’ writing was assessed by using a primary trait scoring rubric. The result shows that 98% of the students were able to make a topic sentence that shows comparison and contrast paragraphs. Although most of the students were able to make comparison and contrast paragraphs (83%), half of them were still unable to develop the ideas in the paragraph well (52%). The probable causes identified were first, the students were not given enough chance to revise and edit their composition, and secondly, the documented local oral literature lacked details in its story development. Yet, the study implies that local oral folklores have a chance to be used as one of the teaching materials for skill courses.
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Opanasenko, Nataliia, and Halyna Chernenko. "The Role of Interactive Teaching Methods in Shaping the Innovative Competence of Future Teachers of Primary Education Institutions." Professional Education: Methodology, Theory and Technologies, no. 15 (November 4, 2022): 207–24. http://dx.doi.org/10.31470/2415-3729-2022-15-207-224.
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The article reveals the problematics of forming innovation competence of future primary school teachers in the study of professional subjects. The relevance of the chosen topic is indicated. The aim of the study, which consists in substantiating the role of interactive teaching methods in the formation of innovative competence of future teachers of primary education institutions, is substantiated. A number of theoretical and empirical methods of scientific research, in particular analysis, generalization and systematization, observation, was used in the course of the study to achieve the objectives. The results. It is stated that the requirements for compulsory learning outcomes are defined taking into account the competence-based approach to learning, which is based on key competences. One of the key competences is innovativeness. It implies openness to new ideas, initiation of changes in a close environment, formation of skills, attitudes, which are the basis of competence approach, provide further ability to learn successfully, carry out professional activities, feel themselves as a part of the community and participate in community affairs. It is established that an important role in the formation of innovative competence is played by interactive learning, which is a specific form of organization of cognitive activity, which provides creation of such learning conditions, in which each applicant feels its success, intellectual ability. The focus is on the content of interactive learning methods: design thinking, feedback, decision tree, mind maps, jury, case-method, etc. Examples of the implementation of these methods in the teaching of professional subjects «Didactics», «Theory and Methodology of Educational Work», «Methods of teaching an integrated course «I am exploring the world»» to 2nd and 3rd year students are presented. Topics of classes and methods of implementing interactive methods are indicated. Conclusions. According to the results of the research, the above-mentioned interactive learning methods open up tools for students, using which they will be able to start thinking innovatively and see their hidden possibilities. After all, using the methods described in the article is not only a time requirement, it is a sign of a knowledgeable person with a high degree of organization and thinking. The research results obtained during the experiment have allowed the authors of the article to assert that interactive teaching methods effectively influence the process of forming the innovative competence of future teachers of primary education institutions, because the students who participated in the experiment showed positive results. The authors argue that the formed innovative competence of future primary school teachers is necessary for pedagogical activities in the New Ukrainian School, because it is innovation as a key competence defined in the State Standard of Primary Education.
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Ulu, Hacer. "Creative writing exercises study in 1-8th grade Turkish textbooks." African Educational Research Journal 9, no. 2 (April 21, 2021): 339–49. http://dx.doi.org/10.30918/aerj.92.21.054.
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Improving students` writing ability enables self-expression development as well as high-order thinking skills such as creative thinking. Alongside the active teaching in the classroom, the suitability of textbooks for creative writing contributes to the development of students’ writing skills. In this regard, the purpose of this study is to examine the distribution of creative writing exercises in Turkish primary school textbooks in terms of grade level, theme, instruction, and text type. The data of this study conducted on the strength of the qualitative approach, was based on the document analysis. The data sources were derived from 1-8th grade Turkish textbooks and workbooks belonging to various publishers approved by the Ministry of National Education (MEB) between the academic years 2019-2020 and 2020-2021. In the scope of the research, Turkish textbooks and workbooks, which are affiliated with the MEB and private publishers, were analyzed. The content analysis method was used in evaluating the data. According to the results obtained from the research, it was identified as there is no balanced distribution in terms of grade level, theme, instruction, and text type. Some suggestions were made in accordance with the research findings.
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Chou, Richard Y., Daniel Daly, Pearl Wong, Rafael Gaszynski, Christos Apostolou, and Neil Merrett. "Pancreatectomy for metastatic renal cell carcinoma: twenty years of experience at a tertiary centre." International Surgery Journal 9, no. 8 (July 26, 2022): 1460. http://dx.doi.org/10.18203/2349-2902.isj20221901.
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Renal Cell Carcinoma (RCC) accounts for approximately 90% of primary renal malignancies, of which the clear cell subtype is most common. While metastatic disease is common at the time of diagnosis and generally confers a poor prognosis, metastatic RCC may demonstrate relatively indolent behaviour and present many years after resection of the primary tumour, including to the pancreas. The available literature suggested that surgical resection was appropriate for select patients, including those with a solitary pancreatic metastasis, minimal comorbidities and uncomplicated progress from initial treatment of their primary renal malignancy. A retrospective case series of patients presenting with RCC metastases to the pancreas, managed via surgical resection at a tertiary teaching hospital was reviewed. Analysis of patient demographics, investigations, management and outcomes were performed, with a focus on post-operative morbidity and overall survival. Between 2000 and 2020, 7 patients underwent pancreatic resection of RCC metastases at our tertiary teaching hospital with curative intent. Median age at time of resection was 66 years. No post-operative mortality or major morbidity was experienced by the 7 patients, although 4 patients developed some degree of pancreatic insufficiency. Four patients experienced recurrent metastatic RCC, with median time to recurrence of 3.5 years. This was the largest local study to describe an Australian experience of the surgical management of RCC pancreatic metastases. These patients are frequently afforded prolonged survival following pancreatic resection, but often develop other distant sites of disease and second renal tumours.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Mbon, Usen F., Festus O. Arop, Ekpenyong E. Ekanem, Victor O. Ebuara, and Emanghe E. Emanghe. "School Administrators' Instructional Supervision, Psychosocial Assistance, and Professional Support as Determinants of Teacher Job Performance in Elementary Schools." Journal of Social Sciences Research, no. 73 (July 31, 2021): 116–25. http://dx.doi.org/10.32861/jssr.73.116.125.
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Previous studies have assessed the relative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in secondary or higher education. Little or nothing is yet to be known about the effect of these variables on teacher’s job performance at the primary education level. This study is the first to show the relative and cumulative effect of instructional supervision, psycho-social and professional support on teacher’s job performance in primary education. An ex-post facto research design was adopted for the study, with a sample of 965 teachers selected through the proportionate stratified sampling technique. Two instruments – the “Improvement Strategies Questionnaire (ISQ)” and the Teachers’ Effectiveness Scale (TES) were used for data collection. Findings showed a significant effect of all the independent variables partially and jointly on the job performance of primary education teachers. Based on this conclusion, policy implications are discussed, while it is recommended amongst others, that headteachers in primary school should ensure that they visit classrooms regularly to monitor the teaching activities of teachers. This would enable them (headteachers) to identify teachers with sound, average or weak pedagogical skills for service delivery; professional counsellors should be recruited and deployed to all primary schools to cater for the psychological and social needs of teachers and pupils; regular retraining programmes on the ethics of teaching should be organised for teachers from time to time to enable primary education teachers to acquire skills in line with the changing society.
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Aqeel Hamod Alodaily, Wadha. "Obstacles of Teaching Physical Education for Primary School Female Students at Hail City from Teachers' Perspectives." Journal of the Arabian Peninsula Center for Educational and Humanity Researches 02, no. 14 (September 30, 2022): 142–72. http://dx.doi.org/10.56793/pcra221396.
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The study aimed to identify the obstacles to teaching physical education among primary school students in the city of Hail from the point of view of the teachers. The researcher used the descriptive survey method; The questionnaire as a tool was distributed electronically; On an intended sample - all of the study population - physical education and home economics teachers for the primary stage for girls in the city of Hail, and their number was (130) female teachers, and the data was analyzed using the (SPSS) program. The results showed that the whole tool obtained a total average of (2.26 out of 3), i.e., at a (medium) degree. At the level of the axes, the axis of material obstacles got the highest average (with an average of (2.47 out of 3) that is to a (large) degree, then the axis of educational obstacles with an average of (2.23), and within it came the obstacles related to the course with an average of (2.25), then on teaching methods (2.23) and thirdly on the evaluation (2.21) And all of them are at a (medium) degree, and the third is the human obstacles axis with a total average (2.09 out of 3), and within it came the female teachers with an average of (2.18), then the family (2.10), and thirdly the school administration (2.05) and the fourth related to the female students (2.04), all of which are at a (medium) degree. The results also showed no statistically significant differences at the level (α ≤ 0.05) between the responses of the study members about the study axes according to the specialization variable (physical education - home economics). And a place for keeping physical education tools, and taking into account the design of new buildings - by the Ministry of Education - for playgrounds suitable for physical education activities, and developing the skills and training of teachers, as suggested by studies on the subject. Keywords: Teaching obstacles, physical education, elementary students, teachers' point of view, the city of Hail. الملخص بالعربية: هدفت الدراسة إلى التعرف على معوقات تدريس التربية البدنية لتلميذات المرحلة الابتدائية بمدينة حائل من وجهة نظر المعلمات، واستخدمت الباحثة المنهج الوصفي المسحي؛ والاستبانة كأداة تم توزيعها إلكترونيا؛ على عينة مقصودة- وهن جميع مجتمع الدراسة- معلمات التربية البدنية ومعلمات الاقتصاد المنزلي للمرحلة الابتدائية للبنات بمدينة حائل وبلغ عددهن (130) معلمة، وتم تحليل البيانات باستخدام البرنامج(SPSS). وأظهرت النتائج حصول عموم الأداة على متوسط كلي (2.26 من3) أي بدرجة (متوسطة). وعلى مستوى المحاور، حصل محور المعوقات المادية على أعلى متوسط (بمتوسط (2.47 من3) أي بدرجة (كبيرة) ثم محور المعوقات التعليمية بمتوسط (2.23) وضمنه جاءت المعوقات المتعلقة بالمقرر بمتوسط (2.25) ثم بطرق التدريس (2.23) وثالثا بالتقويم (2.21) وجميعها بدرجة (متوسطة)، وثالثا محور المعوقات البشرية بمتوسط كلي (2.09 من3) وضمنه جاءت المتعلقة بالمعلمات بمتوسط (2.18) ثم الأسرة (2.10) وثالثا بالإدارة المدرسية (2.05) ورابعا المتعلقة بـالتلميذات (2.04) وجميعها بدرجة (متوسطة)، كما بينت النتائج عدم فروق ذات دلالة إحصائية عند مستوى (α≥0.05) بين استجابات أفراد الدراسة حول محاور الدراسة تبعا لمتغير التخصص(تربية بدنية- اقتصاد منزلي) واستنادا للنتائج اوصت الباحثة بتوفير أجهزة ووسائل تعليمية تتناسب مع عدد التلميذات، وتخصيص قاعة مزودة بالألعاب المختلفة، ومكان لحفظ أدوات التربية البدنية، ومراعاة تصميم المباني الجديدة- من قبل وزارة التعليم- لملاعب مناسبة لأنشطة التربية البدنية، وتنمية مهارات المعلمات وتدريبهن، كما اقترحت دراسات في الموضوع. الكلمات المفتاحية: معوقات تدريس، التربية البدنية، تلميذات الابتدائية، وجهة نظر المعلمات، مدينة حائل.
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Rao, Laxmi Nagendra, and Habibah Ab Jalil. "A Survey on Acceptance and Readiness to Use Robot Teaching Technology Among Primary School Science Teachers." Asian Social Science 17, no. 11 (October 15, 2021): 115. http://dx.doi.org/10.5539/ass.v17n11p115.
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Interest in educational robotics has grown in recent years, and many efforts have been undertaken across the globe to include robots into school instruction from kindergarten to high school, mostly in science and technology subjects. The current study is to determine teachers' technological acceptance and readiness to implement robotic technology in the teaching and learning process. A descriptive research design was employed which utilized a survey method. This survey was conducted among primary school teachers of Science, Mathematics, Design and Technology, and Information and Communication Technology (ICT) in Malaysia. According to the findings, teachers' acceptance of robot technology in the classroom is at a modest 3.77 (SD = 0.598) while the readiness score is 3.67 (SD = 0.611). The findings indicated that school teachers are only moderately prepared to employ robotic technology in classrooms. Respondents also argued that the high cost of robotic technology is a significant barrier to incorporate robotic technology into teaching and learning. The practicality of this paper is the provision of insights for exploring adoption possibilities and barriers in auguring robots into primary school classrooms. This indicates that the higher the level of teachers’ acceptance, the higher teachers’ readiness in robotic technology. Respondents argued that the high cost of robotic technology is a significant barrier to incorporating robotic technology into teaching and learning.
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Raut, Shristi, Srijan Bhattarai, Rita Khanal, Sulochana Khatiwada, and Rajeshwar Reddy Kasarla. "Burden of Intestinal Parasitic Infections among Children from Five Schools in Bhairahawa, Nepal: A Comparative Cross-Sectional Study." Journal of Universal College of Medical Sciences 9, no. 02 (December 31, 2021): 30–35. http://dx.doi.org/10.3126/jucms.v9i02.41993.
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INTRODUCTION: Intestinal parasites cause significant morbidity and mortality, particularly in the tropics including Nepal. The main objective of this study was to explore the burden of intestinal parasitic infections among children in 5 different primary schools in Bhairahawa, Nepal. MATERIAL AND METHODS: This was a cross-sectional comparative study among 408 children from 5 schools in Bhirahawa, Nepal. Stool specimens collected in a plastic container were transported to microbiology laboratory in Universal College of Medical Sciences Teaching Hospital (UCMSTH) immediately. Each sample was examined macroscopically and microscopically for the evidence of parasitic infection. All samples were re-analysed by sedimentation and floatation concentration techniques one after another. RESULTS: The overall prevalence of the parasitic infection was 46.5%. The prevalence varied by the methods that included routine microscopy (23.2%), sedimentation (41.6%) and flotation (8.3%). Ascaris lumbricoides was the most common (29.1%) parasite followed by Entamoeba histolytica (6.1%). Mixed infection was also seen in 7.8% of the samples. Factors such as children’s academic year, age, religion, existing illness, household water sources, meat consumed, domestic animals at house, and recent history of taking anti-helminthics were significantly associated with the intestinal parasitic infections. Prevalence of intestinal parasitic infection was higher in public school (61.1%) compared to private school (37%). Male students had slightly more infections (47.3%) than females (45.7%). CONCLUSIONS: Enteric parasitic infection was very high among the primary schools’ students in Bhairahawa, Nepal. Integrating concentration techniques in routine test can help to detect most of the enteric parasites in stool specimens.
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Kravalis, Ivars, Kalvis Ciekurs, Anastasija Ropa, Inese Mavlutova, and Janis Hermanis. "Teaching Methods for Generation Z for Physical Activities: a Stable Labor Market Provision under the COVID-19 Pandemic." WSEAS TRANSACTIONS ON BUSINESS AND ECONOMICS 18 (November 25, 2021): 1432–51. http://dx.doi.org/10.37394/23207.2021.18.132.
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Over a year has passed since the beginning of Covid-19 pandemic and the introduction of measures to limit the spread of the pandemic in Latvia. These have resulted in changes in all spheres of young people's lives, including the way they study and exercise. This study examines the role of Generation Z physical activity as a means of maintaining the well-being of the emerging workforce and the choice of teaching methods by different age groups and genders as well as the finances spent on it. The research methods include critical content analysis of scientific literature on Generation Z, modern teaching methods and the role of physical activity in young people's lives as well as descriptive statistical data analysis of primary data obtained from a questionnaire. The authors found positive correlation between age, gender, the occurrence of depressing mood or anxiety and engagement in physical activity and also identified that Generation Z spends less financial resources for their physical activities and well-being insurance (e.g., the empirical study shows that 84% of respondents spend under 20 hours per month on physical activity, with Chi-Square test p = 0.001); additionally, the study shows that the use of such teaching methods as group work, seminars and webinars for promoting physical activities are efficient under the Covid-19 pandemic situation, except for responders aged 16 – 19, who do not enjoy seminars and conferences (p=0.002) and webinars (p=0.001), albeit other age groups do not mind these teaching methods as well as group work, as shown by Chi-Squared Test (p>0.05).
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Williams, Jacqueline A. "Teacher Moonlighting: Interviews with Physical Educators." Journal of Teaching in Physical Education 13, no. 1 (October 1993): 62–77. http://dx.doi.org/10.1123/jtpe.13.1.62.
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The purpose of this study was to investigate the phenomenon of public school physical education teachers holding multiple jobs. Data were collected through interviews of 17 secondary physical education teachers who described their motives and perceptions concerning the combination of teaching and moonlighting. Each teacher was interviewed twice. In the first interview participants were encouraged to identify what they regarded as the realities of moonlighting. Prior to the second interview, participants read through the transcript of the first interview, which documented primary areas of interest and items that required amplification or exploration. Three particular themes appear to be both common and powerful in the professional lives of physical education teachers: (a) a life-cycle squeeze, (b) pushed out of teaching, and (c) pulled out of teaching. It is apparent that a number of factors such as economics, personal history, spouses, administrators, and subject matter contribute to determining whether, when, and how moonlighting will occur.
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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.
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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.
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Maitriya, Tulas. "ANALISIS EKONOMI SYARIAH MENURUT SUDUT PANDANG AGAMA BUDDHA." Jurnal Agama Buddha dan Ilmu Pengetahuan 7, no. 2 (February 10, 2022): 152–56. http://dx.doi.org/10.53565/abip.v7i2.308.
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Sharia economics is a teaching that puts forward religious and ethical values in muamalah, which provides a fair value of benefits to both parties concerned and distributes existing losses so that they are not burdened with only one party. On this basis, this study was made to find out the correlation between Islamic economics and economics in Buddhism. The research method is based on literature review and uses methods that are relevant to existing theories. Sources of data used in this study took primary and secondary sources. Primary sources are Al-Quran and Hadith, Tipitaka. Secondary sources are popular books and other supporting sources that are relevant to the problem being discussed. The data analysis technique used in the preparation of the thesis mostly uses a deductive way of drawing conclusions. Deductively, namely the collection of data from things that are general to things that are specific, as well as correlatives that have a reciprocal relationship with one another. In this research, it was found that there was a correlation between Economics in Islam and Buddhism, which was carried out with effort without harming oneself, others or other creatures. From the point of view of Buddhism, it shows that the economy that is carried out must go through the right and legitimate path, according to what is taught, namely by being guided by the noble eightfold path, namely right livelihood. Buddhist economics not only considers one's own happiness, but also considers others.
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Mosito, Cina P., Mzimkulu Samson Honey Dyasi, and Toyin Mary Adewumi. "Teachers’ Philosophies on Literacy Teaching and Learning in Five Rural Primary Schools in the Western Cape-George District." Academic Journal of Interdisciplinary Studies 11, no. 4 (July 5, 2022): 85. http://dx.doi.org/10.36941/ajis-2022-0100.
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This qualitative study analysed Foundation Phase teachers’ philosophies on literacy teaching and learning. The analysis revealed a range of understandings that teachers’ tuition varied from drill work in class, to imaginative and engaging education that drew upon the inner resources of learners’ own knowledge. In most cases in this study, those teachers who displayed a limited and unreflective philosophy of learning literacy, mirrored their limitations in class; while the teachers with a broader understanding of the ethos, ethics and stipulations of literacy requirements demonstrated, even in trying circumstances, to deliver inspiring and quality literacy instruction. Five schools with eight Foundation Phase teachers in a rural area near George in the Western Cape Province of South Africa participated in this study. One-on-one, semi-structured interviews and classroom observations were the methods of gleaning data which were analysed and categorised to reveal dominant patterns of thought, behaviour and pedagogy.
Received: 8 July 2021 / Accepted: 18 May 2022 / Published: 5 July 2022
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Hell, Marko, Ante Knežević, and Ivan Kekez. "Estimating the Usefulness of ICT Tools for Implementing Critical Thinking in Higher Education." Management 27, no. 1 (June 28, 2022): 31–44. http://dx.doi.org/10.30924/mjcmi.27.1.3.
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The COVID-19 pandemic interrupted the higher education improvement and highlighted the maintenance of public health as an essential priority. Due to this unexpected situation, the educational system moved from face-to-face to distance learning without prior preparations. This contingency made it possible to study the benefits of ICT tools in the educational process. Starting from the primary function of the educational process and through the forecast of future trends in education, this paper presents the guidelines for improvement of the teaching and learning processes and some opportunities for their implementation. A survey was conducted among the Faculty of Economics, Business, and Tourism students in Split, Croatia, who evaluated the acceptance of various ICT tools. Based on the obtained research results, generic strategic guidelines for the effective use of IT tools in teaching are presented, including their potential impact on accreditation criteria.
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Ariani, Meiliyah, and Zulhawati. "IMPLEMENTATION OF MERDEKA BELAJAR KAMPUS MERDEKA (MBKM) ON THE INTEREST OF MOESTOPO UNIVERSITY STUDENTS." Moestopo International Review on Social, Humanities, and Sciences 2, no. 2 (October 31, 2022): 94–107. http://dx.doi.org/10.32509/mirshus.v2i2.36.
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Merdeka Belajar Kampus Merdeka (MBKM) Policy is the right to study for three semesters, namely completing 1 semester (equivalent to 20 credits) and 2 semesters (equivalent to 40 credits) in different study programs at the same university or the same study program at the university. different. The purpose of the research is to prove the effect of student exchange activities, internships or work practices, campus teaching, research or research, humanitarian projects, entrepreneurship, independent studies or projects, and building villages or KKNT in the MBKM program on the interest of students of the Faculty of Economics and Business Moestopo University. The data used in this study is primary data. The sampling technique used purposive sampling technique with 100 respondents. The method used is a multiple regression technique using SPSS 26. The results show that the independent variables of campus teaching, research or research, humanitarian projects, independent studies or projects, and building a village or KKNT have no significant effect on student interest. But the independent variables of student exchange, internship or work practice, and entrepreneurship have a significant effect on interest in learning.
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Đokić, Ines, Nikola Milićević, and Nenad Đokić. "Intention to study digital marketing in the context of expected quality of a study program." Anali Ekonomskog fakulteta u Subotici, no. 46 (2021): 35–44. http://dx.doi.org/10.5937/aneksub2146035d.
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Measuring the quality in higher education can be performed on a more general level, usually by adjusting the instruments for measuring the quality of services in general, or through instruments that are related most directly to the study program. In any case, in methodological terms, one should keep in mind the relevant scientific knowledge regarding the treatment of a model that describes the relations of quality and its dimensions. In addition to appropriate theoretical observations, a primary marketing research was conducted in this paper, in order to determine whether and to what extent the expected quality of the study program affects the intention to enroll in it. In this particular case, students of the Faculty of Economics in Subotica (n = 89) evaluated (in June 2021) the expected quality of the master study program Digital Marketing (which is to start at this faculty in the forthcoming academic) and expressed their intentions to enroll in that program. Structural equation modeling was used. The results indicate that the expected quality positively and statistically significantly affects the intention to study the study program. The construct of the expected quality itself is statistically significantly formed by the dimensions of quality in the following order (according to the strength of the impact): Generic Skills, Good Teaching, Clear Goals and Standards, Appropriate Workload, and Appropriate Assessment.
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Azhar, Faryal, Tausief Fatima, Rehan Ahmed Khan, Raheela Yasmin, and Usman Mehboob. "Identifying the problems, solutions, and challenges in referral writing: A Scoping Review." Journal of Rawalpindi Medical College 25, no. 2 (June 30, 2021): 295–300. http://dx.doi.org/10.37939/jrmc.v25i2.1679.
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Abstract
Background
Both primary care physicians and other specialists are not satisfied with the quality and content of written communication between colleagues(1). There is need of identifying the factors that lead to this dissatisfaction. Many of these are discussed in literature such as communication skills, teaching and assessment of referral writings to undergraduates, and lack of validated tool for evaluation of referral(2). This article is scoping review of literature for finding the problems, solutions, and challenges in referral writing.
Methods
The databases utilized for finding various referral systems are PubMed, ERIC, Pakmedinet and Google scholar. The article included in the study was 12 which were identified through PRISMA. These 12 articles were reviewed by two authors. (FA and TA) The first step was the application of Qualsyst criteria and then the two authors analyzed the final 12 articles for thematic analysis independently.
Results
The problems, solutions and challenges in referral writing were found after the thematic analysis by two authors. The multiple challenges regarding referral writing include the fact that details about the inadequate data written in referral letters, lack of teaching and learning strategies and lack of proper communication between physicians. There are many solutions like teaching and assessing the referral writing skills, introducing reflection and feedback to improve the skill among young doctors. Moreover, teaching the art of referral writing should include in the medical curriculum.
Conclusion
Referral writing is an important part of medical communication. A good quality referral will save time in management of patients. It will also enhance the outcome of patient management. There is need of teachings about communication skills in undergraduates and postgraduates students.
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Jeong, Bok Gyo, and Sara Compion. "Characteristics of women’s leadership in African social enterprises: The Heartfelt Project, Bright Kids Uganda and Chikumbuso." Emerald Emerging Markets Case Studies 11, no. 2 (May 21, 2021): 1–22. http://dx.doi.org/10.1108/eemcs-11-2019-0305.
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Learning outcomes This trio of cases is appropriate for upper-level undergraduate classes or for postgraduate programs in non-profit management, leadership and community development, international development, global studies, women’s and gender studies and social entrepreneurship. It allows the instructors and students to engage with classical leadership tenets and emerging social entrepreneurship literature. Upon completion of the case study discussion and assignments, students will be able to: identify diverse obstacles that African women face in starting social enterprises; understand the ways that African women leaders build a social dimension to their enterprise; and identify characteristics of women’s leadership and critique the value of women’s leadership for establishing sustainable social enterprises. Case overview/synopsis The case stories of the three African social enterprises portray how female leaders have fostered sustainable organisations through prioritising social, over economic and governance investments. Martha Letsoalo, a former domestic worker, founded the Heartfelt Project in South Africa, which now employs fifteen women, ships products all around the world and enriches the community of Makapanstad with its workshop, training and education centre. Victoria Nalongo Namusisi, daughter of a fisherman in rural Uganda, founded Bright Kids Uganda, a thriving care facility, school and community centre that educates vulnerable children, empowers victims of gender-based violence and distributes micro-loans to female entrepreneurs. Gertrude, abandoned in Lusaka, Zambia, founded Chikumbuso, a home of resilience and remembrance to educate children and offer women employment in a cooperative business. Each case documents the founding years of the social enterprise and outlines some of the shared women’s leadership approaches. The case dilemma focuses on why and how women start social enterprises in socially and economically difficult contexts. Complexity academic level This trio of cases is appropriate for undergraduate or graduate-level programs in non-profit management, leadership and community development, international development, global studies and social entrepreneurship. Supplementary materials Teaching Notes are available for educators only. Please contact your library to gain login details or email support@emeraldinsight.com to request teaching notes. Subject code CSS 3: Entrepreneurship. Supplementary materials Teaching notes are available for educators only.
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KASALE, Lobone L., and Martin M. MOKGWATHI. "Primary School Teacher' Perceptions towards the Physical Education Component of Creative and Performing Arts Curriculum in Botswana." Asian Journal of Physical Education & Recreation 16, no. 2 (December 1, 2010): 58–64. http://dx.doi.org/10.24112/ajper.161899.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.
Creative and Performing Arts is a new subject that has been introduced at the primary school level in Botswana. The subject draws its contents from various disciplines such as Arts and Craft, Design and technology, Home Economics, Business Studies, Drama, Dance, Music and Physical Education. The aim of the study is to evaluate the perceptions of the primary school teachers with regards to teaching of the Physical Education component of Creative and Performing Arts curriculum. Nine primary schools in the greater Gaborone area were randomly selected for the purpose of this study. The data was collected by means of a questionnaire that was designed for the purpose of this study. The Cronbach Alpha was used to test the reliability of the instrument and a value of 0.73 was obtained in the test. The questionnaire was distributed among the primary school teachers who responded to it. Data analysis revealed that teachers were not adequately trained to demonstrate physical education skills and therefore had difficulties in teaching the subject. It is hence recommended that teachers who are required to teach the physical education component of Creative and Performing Arts must be qualified physical education professionals who will be able to correctly demonstrate physical education skills to the learners. In this way, students may be able to benefit from creative and performing arts as a curriculum subject.
本文旨在探討博茨瓦納小學的體育科與創意藝術科的融合，結果顯示需要培訓足夠的教師去教授這些融合的課程。
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Dinker, Karin Gunnarsson. "Critical creatures: children as pioneers of posthuman pedagogies." International Journal of Sociology and Social Policy 41, no. 3/4 (January 12, 2021): 391–406. http://dx.doi.org/10.1108/ijssp-10-2020-0464.
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PurposeThis paper addresses two main questions: What is taught about animal ethics in primary school and how. Are these messages challenged by the students and, in that case, how and why? This is discussed in the light of Critical Animal Pedagogies.Design/methodology/approachThe findings drawn upon in this paper are from a critical human-animal ethnographic study carried out in three Swedish primary schools between 2012 and 2017 using a case study approach of interviews, observation and intervention.FindingsThis paper suggests that children's subtle ways of resisting and negotiating their own space in the face of adultism, which is the power adults exercise over children, are an ongoing struggle which can both destabilize anthropocentrism and open up space for new pedagogical practice.Originality/valueThis paper explores the implications of and possibilities for teaching and learning given the positions of human children and non-human animals intersect, foremost exploring the agency of children in the school environment.
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NTELIOU, ELEFTHERIA, and OLGA KEHAGIA. "Intercultural perceptions among undergraduate students in English for Business and Economics courses." International Journal of Language, Translation and Intercultural Communication 4, no. 1 (June 24, 2016): 98. http://dx.doi.org/10.12681/ijltic.10345.
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<p><em>The practice of intercultural communication should be a primary goal of Language for Specific Purposes (LSP) courses in tertiary education, because, through language instruction, future professionals can become aware of intercultural differences and develop strategies to deal with them, thus equipping themselves with necessary skills for effective cross-cultural communication in a globalized work environment. In this study, the intercultural awareness of first and second year undergraduate students attending an English for Business and Economics course was examined in relation to their interest in the economy and culture of other countries as well as to their preferred sources of information about current economic issues. Their preferences and perceptions regarding the intercultural elements incorporated in the methods and material used in the English course were also explored. The analysis of the Likert-type questionnaire revealed that intercultural awareness needs to be further practiced in class and led to important implications for the teaching methods and tasks used in the LSP courses.</em></p><p><strong><em> </em></strong></p>
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Çanakli, Levent. "The effect of multilingualism on the writing skills of Moroccan students learning Turkish as a foreign language (A1-A2)." African Educational Research Journal 10, no. 1 (March 22, 2022): 84–93. http://dx.doi.org/10.30918/aerj.101.22.014.
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As in teaching other languages, the most difficult of the four basic skills in teaching Turkish as a foreign language is writing; it includes very different strategies from sequencing to analysis and synthesis. In addition, foreign language learners tend to transfer the forms and meanings of their own culture and language to the target language and culture. Transfer means mutual benefit to be taken from their mother tongue as well as the other language(s) at the students’ disposal and it can be observed more in bilingual or multilingual individuals. In this sense, interfering negative transfer is a type of transfer that can exhibit itself as words, affixes/suffixes and syntax, while bilingual or multilingual individuals learn Turkish. The primary purpose of this study is to identify the mistakes caused by interfering negative transfers, show the effect of multilingualism on students, and help the instructors of Turkish as a foreign language. The study group consisted of 115 Moroccan students at the level of A1-A2 who learnt Turkish in the second and third course period of the 2021-2022 academic year at the ULUTÖMER language teaching center of Bursa Uludağ University. The writing skills course papers of these students at the A1-A2 level the end-of-course exam were chosen as samples. The research model was qualitatively patterned, and the research data were obtained through document analysis. The writing skills course examples included in the study were examined using the scanning technique. As far as the goals of this study are concerned, it was found that the participant students benefited from their mother tongue as well as the other languages at their disposal in their writing skills the end-of-course exam papers. The writing skills of the end-of-course exam paper of the students were evaluated within the framework of the titles of words, affixes/suffixes and syntax. This study is significant in the sense that it reveals which languages at their disposal the Moroccan students benefit from when they use Turkish in their writing skills course. After identifying the interfering negative effects of the languages that the students knew over the target language, suggestions were offered about how to eliminate those negative effects.
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Soesatyo, Yoyok. "MODEL PEMBELAJARAN EKONOMI SYARI’AH MELALUI CTL PADA JURUSAN PENDIDIKAN EKONOMI UNIVERSITAS NEGERI SURABAYA." INFERENSI 6, no. 2 (September 21, 2015): 181. http://dx.doi.org/10.18326/infsl3.v8i1.181-202.
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The Purpose of this research is to describe the concept of syari’ah economics as a comprehensive learning model for student in Surabaya state university majoring in to be economics education, to be able to describe, connect with reality or phenomena and interpret the solutions of the phenomenon that exist in the community based on syari’ah economy. The method that used in this research is descriptive research method that describes the result of the research which obtained from the respondents and field observations both from primary and secondary data. The finding in this research indicate that understanding of the Islamic economismaterial given by using direct instructional model is still less than the standard of competencespecified, therefore it is necessary efforts to increase the understanding material through appropriate learning model in this study is a CTL (Contectual Teaching Learning)
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KUBIEVA, V. A., S. Y. DOSZHANOVA, and B. B. MUKHAMEDZHANOVA. "THE IMPACT OF THE WORLD INTERATIONAL PROCESSES ON IMPROVING THE PROFESSIONAL COMPETENCE OF A UNIVERSITY TEACHER." Iasaýı ýnıversıtetіnіń habarshysy 126, no. 4 (December 15, 2022): 247–57. http://dx.doi.org/10.47526/2022-4/2664-0686.21.
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Pedagogical competence is the most important professional and personal new formation. Pedagogical science identifies different options for classifications of competencies. As known, the coronavirus pandemic has made adjustments to the life of the world community. It also increased the importance of information and social technologies. Changes in the public and social world have influenced the expansion of the content side of the pedagogical competence of a university teacher. This article reflects the results of a pedagogical study on the development of professional competence of a university teacher. For teachers who prepare future teachers for a general education school, the issue of studying the essence of professional competence in the context of recent world events is topical. The purpose of the article is to disseminate individual results of pedagogical research in terms of theoretical and methodological aspects. The methodological basis of the study is the scientific works of foreign and domestic scientists: M.V. Clarin, A.K. Markova, L.M. Mitina, A.A. Kalyuzhny, K.Zh. Kozhakhmetova, K.Zh. Turebaeva, B.K. Almurzaeva, Kibataeva N.K., et al. The experimental part of our study was carried out with the teaching staff of the Faculty of Education of Baishev University, consisting of 47 people (Departments of Pedagogy and Psychology, Primary and Preschool Education, English Philology) during the 2020–2021 academic years. The results of this study were a system of special work developed and adaptable to the conditions of the teaching staff of the faculty to develop the professional competence of a teacher. It was based on professionally oriented design and research work of teachers according to the specifics of the taught discipline or diploma specification, information and social technologies.
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Bemen Win-Keong Wong, Suriati Ghazali, and Nooriah Yusof. "The Condition and Challenges of Community Learning Centre in the Oil Palm Plantations of Sarawak, Malaysia." International Journal of Business and Society 22, no. 3 (December 17, 2021): 1656–72. http://dx.doi.org/10.33736/ijbs.4328.2021.
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Sarawak is facing the problem of labour shortage in its oil palm plantations. It is difficult to recruit Malaysians to work in the plantations and, therefore, hiring foreign workers has become one of the solutions. Since the number of Indonesian workers and children is increasing, the Indonesian Government has requested to set up Community Learning Centre (CLC) in plantations for the Indonesian children in Sarawak. This article aims to explore the existence of CLC and the challenges faced by its teachers. A qualitative study has been employed, and data was collected using face-to-face interviews and interviews via telephone and text messages. The face-to-face interviews were conducted before and after the Movement Control Order was implemented in Sarawak. The first 16 CLCs were set up in 2016, and the number increased to 63 in 2020. CLC uses the Indonesian teaching syllabus, and the subjects are taught by Indonesian teachers (Guru Pamong and Guru Bina). Up to June 2020, there were 114 Indonesian CLC teachers in the state. The constraints of the CLC in Sarawak include limited classrooms, low motivation of the students, and lack of teaching and learning equipment which affects the effectiveness of teaching and learning. On the bright side, the CLC has given an opportunity to the Indonesian children in oil palm plantations in Sarawak to have primary education. After graduating from CLC, they can continue their studies in a secondary school in Indonesia since the teaching syllabus in CLC is similar to the one used in Indonesia.
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Yohana, Corry, Rizki Firdausi Rachma Dania, and Dorojatun Prihandono. "Study of the Influence of Education and Literation of Entrepreneurship in Vocational High Schools: Indonesian Case." Academic Journal of Interdisciplinary Studies 10, no. 1 (January 17, 2021): 34. http://dx.doi.org/10.36941/ajis-2021-0004.
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This paper aims to explain the factors that influence of entrepreneurship education and entrepeneurship literacy of vocational students (SMK). A paper based on research on 1,440 vocational grade XI students in 12 provinces in Indonesia obtained through random techniques, in the sense that each student has the same opportunity. Primary data collection is done through the distribution of questionnaires to students and analyzed by SEM techniques through the help of the Lisrel program version 8.70. The study found that the variables of school management, the role of teachers, teaching factories, and community participation had a positive influence on supporting facilities variables and entrepreneurship education variables. Facility support itself has a positive effect on entrepreneurship education, furthermore it has a positive effect on students' entrepreneurial literacy. On the other hand, external cooperation indicators contribute the strongest value for the school management variable, competent educator indicators of the teacher role variable, production training in the factory teaching variable, production marketing assistance in the community participation variable, and capital assistance information in the supporting facilities variable. In the entrepreneurship education variable, the indicator that contributes the strongest value is the identification of business prospects, while the entrepeneurship literacy variable is an indicator of business creativity. The implication is that entrepreneurship education efforts need to pay more attention to the above influence variables as well as indicators that have the effect strength of each variable.
Received: 20 August 2020 / Accepted: 2 November 2020/ Published: 17 January 2021