Relevant bibliographies by topics / Holt Primary School

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Holt Primary School'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Holt Primary School"

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Wallace, Belle. "Book Review: Primary Practice a sequel to ‘The practical curriculum’ Schools Council working paper 75 (Methuen Publication) 1983; Primary Teaching Author: Robin J Alexander (Holt Education) 1984 and Developing The Primary School Curriculm Author: R J Campbell (Holt Education) 1985." Gifted Education International 5, no. 1 (September 1987): 66. http://dx.doi.org/10.1177/026142948700500118.

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Aghaei-Malekabadi, Mahsa, Anahita Khodabakhshi-Koolaee, and Fereshteh Afkari. "Effects of CALM and SPACE Parent Training Programs on Rumination and Anxiety in Mothers With Bully Sons." Journal of Client-centered Nursing Care 7, no. 2 (May 1, 2021): 97–108. http://dx.doi.org/10.32598/jccnc.7.2.33.15.

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Background: About one-third of children are involved in bullying in primary school. Parenting style, as family background, plays an essential role in bullying. This study aimed to compare the effects of the parent training programs of Coaching Approach Behavior and Leading by Modeling (CALM) and Supportive Parenting for Anxious Childhood Emotions (SPACE) on rumination and anxiety in mothers with a bully son. Methods: This was a quasi-experimental study with pre-test, post-test and a control group design. The setting was the primary schools for boys in district 4 of Tehran City, Iran, in 2020. The statistical population of the research included the mothers of bully sons in one of these schools, i.e., selected using a voluntary convenience sampling technique. In total, 60 mothers whose sons scored higher on the Illinois Bullying Scale (IBS; Espelage & Holt, 2001) were selected as the subjects and randomly assigned into 3 groups of 20 individuals (2 intervention groups & 1 control group). The necessary data were collected by the IBS, the Ruminative Response Scale (RRS; Nolen Hoeksema & Morrow, 1991), and the Self-Anxiety Scale. The intervention group subjects attended CALM or SPACE training programs for 13 two-hour weekly sessions. A three-month follow-up was also performed. The collected data were analyzed using repeated-measures Analysis of Variance (ANOVA) in SPSS v. 22. Results: The present study findings suggested a significant difference between the intervention and control groups in rumination (P=0.0001, F=47.54) and anxiety (P=0.0001, F=86.34) in the post-test phase. However, no significant difference was found between CALM (42.80±2.71) and SPACE (42.16±2.71) programs respecting the effects on rumination (P=0.36). In contrast, SPACE (44±2.71) and CALM (39.46±2.71) programs indicated significant differences concerning their impact on anxiety (P<0.032); the CALM program presented a greater impact on reducing anxiety than SPACE. The follow-up results indicated that the CALM program presented a greater retention effect than SPACE on decreasing anxiety in the studied mothers (42.76±1.02, P=0.0001). Conclusion: The obtained data revealed that the CALM and SPACE programs were effective in reducing maternal rumination and anxiety. However, CALM was more effective than SPACE in reducing maternal anxiety. School counselors, mental health professionals, psychiatric nurses, and school health nurses are suggested to apply the study findings.
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Avalos-Bevan, Beatrice, and Martín Bascopé. "Teacher Informal Collaboration for Professional Improvement: Beliefs, Contexts, and Experience." Education Research International 2017 (October 12, 2017): 1–13. http://dx.doi.org/10.1155/2017/1357180.

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The article presents results of a study on teachers’ views, beliefs, and experience on school-based informal collaboration for professional improvement. It explores the relationship of teacher beliefs in the collective efficacy of their colleagues and school’s capital and culture with their beliefs and experience in school-based collaborative learning. The key source of evidence used is a survey of 1025 primary and secondary teachers in three geographical regions of Chile. Main results show that teachers hold positive beliefs about the collective efficacy of their colleagues and students in their schools but more negative ones regarding the contribution of parents. In terms of collaboration, teachers hold positive beliefs in general about its role for professional learning but indeed engage more in the “weaker” types of collaboration such as “sharing ideas” and “talking about teaching problems” and less in the more demanding ones such as “mutual lesson observation” and “team teaching.” Differences in teachers’ views, beliefs, and experience were examined in terms of level of teaching (primary/secondary), urban/rural location, school type (public and private), and school size.
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Yupita, Rico, Ridwan Sanjaya, and Bernadinus Harnadi. "Designing Game For Spirituality Education At Primary School." Journal of Business and Technology 1, no. 2 (August 9, 2021): 54. http://dx.doi.org/10.24167/jbt.v1i2.3534.

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The purpose of this research is to find out the ways to make Catholic Subject learning more enjoyable, convenient, and helpful by designing "A New Me" game that were in accordance with primary student’s necessity. This educational game was designed to teach students about the Fruit and Gifts of the Holy Spirit. The game has been examined to 50 Primary School students in age range of 10–12 years old. The subject matter used is the Fruit and Gifts of the Holy Spirit. The results of this research showned that the desire to play “A New Me” game is greatly influenced by the experience of playing digital games before, effort expectancy, enjoyment, and usability in playing the game.
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Lambe, Barry, Niamh Murphy, and Adrian Bauman. "Active Travel to Primary Schools in Ireland: An Opportunistic Evaluation of a Natural Experiment." Journal of Physical Activity and Health 14, no. 6 (June 2017): 448–54. http://dx.doi.org/10.1123/jpah.2016-0429.

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Background:There is a paucity of intervention studies assessing active travel to school as a mechanism to increase physical activity. This paper describes the impact of a community-wide intervention on active travel to primary schools in 2 Irish towns.Methods:This was a repeat cross-sectional study of a natural experiment. Self-report questionnaires were completed by 5th and 6th grade students in 3 towns (n = 1038 students in 2 intervention towns; n = 419 students in 1 control town) at baseline and by a new group of students 2 years later at follow-up. The absolute change in the proportion of children walking and cycling to school (difference in differences) was calculated.Results:There was no overall intervention effect detected for active travel to or from school. This is despite an absolute increase of 14.7% (1.6, 27.9) in the proportion of children that indicated a preference for active travel to school in the town with the most intensive intervention (town 2).Conclusions:Interventions designed to increase active travel to school hold some promise but should have a high-intensity mix of infrastructural and behavioral measures, be gender-specific, address car dependency and focus on travel home from school initially.
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Naijan, Naijan. "Kurikulum Pendidikan Sejarah di India." Jurnal Pendidikan Sejarah 4, no. 1 (August 18, 2017): 82. http://dx.doi.org/10.21009/jps.041.07.

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Schooling educational system in India uses system 5-3-2-2 in level, Lower Primary School for 5 years(class I-V), Upper Primary School for 3 years (classs VI-VIII), Secondary School 2 for years (class IXX),Higher Secondary School for 2 years (class XI-XII). Educational Curriculum ruled by a nationalcurriculum named National Curriculum Framework 2005 produced by National Council of EducationalResearch and Training (NCERT). NCERT is a governmental institution which hold education in India.NCERT is an institution belongs to Human Resource Development Ministry. Relating to the historysubject in the Indian Schools, the government puts it as an important subject, mainly for increasing thestudent’s nationalisme attitude. For this reason, the government makes the history as a compulsry subjecfor all level of school education in India, particularly the National History for class I - XII. Meanwhilethe World History taught only from class I until class X only.
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Giáng Thiên Hương, Dương. "Improving primary school teachers’ teaching ability using lesson studies." Journal of Science, Educational Science 60, no. 2 (2015): 123–31. http://dx.doi.org/10.18173/2354-1075.2015-0038.

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Abdulla, Husam Hashim, Muna Abdul Wahab Khaleel, and Naji Yasser Saadoon. "Evaluation of School Health Services for Primary School Students Provided by Primary Health Care Centers in Holy Karbala." Indian Journal of Public Health Research & Development 9, no. 2 (2018): 96. http://dx.doi.org/10.5958/0976-5506.2018.00099.2.

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Marks, Gary N. "Demographic and socioeconomic inequalities in student achievement over the school career." Australian Journal of Education 58, no. 3 (July 24, 2014): 223–47. http://dx.doi.org/10.1177/0004944114537052.

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This paper examines changes in demographic and socioeconomic inequalities in student achievement over the school career, and the extent that these inequalities are accounted for by other influences such as, region and socioeconomic background (where appropriate), school differences and prior achievement. The data analysed are from a longitudinal cohort of Victorian government school students in Years 3, 5 and 7 between 2008 and 2012. The most important finding is the dominant influence of prior achievement which substantially reduces demographic and socioeconomic differences. The strong effects of prior achievement hold even after differences between schools and socioeconomic background have been taken into account. Therefore, policy positions and theories of student performance that give primacy to the socioeconomic resources of families when students are at school, or schools themselves, are not supported. The genesis of demographic and socioeconomic inequalities in student achievement occurs prior to Year 3 and point to the importance of factors operating in the preceding years.
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Dagnew, Asrat, Abebe Yirdaw, and Selamawit Asrat. "Challenges that contribute to low participation of women in educational leadership at government primary schools, Ethiopia." Contemporary Educational Researches Journal 10, no. 3 (August 31, 2020): 109–22. http://dx.doi.org/10.18844/cerj.v10i3.4968.

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The purpose of this study was to investigate the challenges affecting women’s participation in educational leadership. The participants were 106 teachers and 24 school leaders. The respondents were selected using stratified random sampling, purposive sampling and comprehensive sampling methods. The findings from the study revealed that the perception of school leaders and teachers was high towards women leaders’ ability, skill and leadership competence. Despite their ability and competence, women are still largely underrepresented in the leadership of primary schools. There were several challenges at the self-image, organisational and societal levels preventing qualified women from ascending to junior positions in primary schools. At the self-image level, challenges such as women still acknowledging the world as masculine, women’s fear of balancing professional work and family responsibility, fear of success in achievement, lack of mentor and role models, reluctance of women to hold position of power, lack of awareness and knowledge of organisational culture were found to be deterring women from taking up leadership positions. In addition, cultural challenges such as cultural and religious sentiment with regard to women inferior to men, male prejudice reflecting stereotype women as less acceptant than men in society, misconception of the society about women’s roles, girls and boys being socialised by different roles and expectation in the society were seen as major hindrances of women’s participation in educational leadership in the study area. Keywords: Educational leadership, challenges, contribute, participation, primary school.
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Dissertations / Theses on the topic "Holt Primary School"

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Ross, Ruth O., and n/a. ""The extension group" - a part-time, withdrawal, enrichment program for gifted and talented children at Holt Primary School, A.C.T. : an action research study." University of Canberra. Education, 1985. http://erl.canberra.edu.au./public/adt-AUC20061107.160754.

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Over the past six years, a part-time withdrawal-from-mainstream-class enrichment program for gifted and talented children has been operating at the Holt Primary School in the Australian Capital Territory. In keeping with the neighbourhood school policy of the ACT Schools Authority, the program caters only for children within the school and has included those from grades three to six. Based on Renzulli's Enrichment Triad Model, the program has a thematic approach which provides opportunities for participants to pursue both group and individual research on topics of interest to them. Identified children remain in the program for as long as possible and some have continued for as long as three years when resources have been available. This Action Research Study by the Co-ordinator of the program describes the setting up, objectives, identification methods, resources and evaluation.
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Markert, Thomas. "Ethnografische Erkundung des Ganztagsangebotes von Grundschule und Hort." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2013. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-121888.

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Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik "Ablaufgrafik" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.
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Markert, Thomas. "Ethnografische Erkundung des Ganztagsangebotes von Grundschule und Hort." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2015. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-166924.

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Im vorgelegten Materialband wird illustriert, wie im Rahmen der ethnografischen Erforschung der Praxis des Ganztagsangebotes von Grundschule und Hort mittels der Technik \"Ablaufgrafik\" Informationen zum zeitlichen und territorialen Ablauf des Ganztagsprogrammes dokumentiert und in der Begegnung mit Feldakteuren reflektiert werden konnten.
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Holz, Heiko [Verfasser]. "Design, Development, and Evaluation of Research Tools for Evidence-Based Learning : A Digital Game-Based Spelling Training for German Primary School Children / Heiko Holz." Tübingen : Universitätsbibliothek Tübingen, 2020. http://d-nb.info/1223451437/34.

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Bailey, Simon. "Taking up the challenge : an interpretive phenomenological analysis of teachers’ perceptions regarding the presence of asylum seeker and refugee pupils (ASR) within mainstream primary schools in the Midlands, and the implications this may hold for educational psychologists practice." Thesis, University of Birmingham, 2011. http://etheses.bham.ac.uk//id/eprint/2931/.

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The increase in Asylum Seeker and Refugee (ASR) applications in recent decades (Hart, 2009) has led to an increase in the numbers of ASR children attending schools in the UK. This study utilizes Interpretive Phenomenological Analysis (IPA), a relatively new qualitative research approach within psychology (Smith et al., 2010), to gain the perceptions of a cohort of teachers who work on the ‘front line’ with these pupils to understand the impact their presence has on those teachers, their classrooms and the wider school and community. Using IPA has allowed the researcher to add a distinct psychological perspective to the limited extant research literature in the field, and has provided rich and contextualized accounts regarding the teachers’ perceptions of those children. The findings suggest that these teachers are generally optimistic about ASR children and recognize the important protective role schools can play in supporting them. However set within a context of rising work pressures some of the teachers’ frustrations with the wider systems are surfaced and the impact on ASR children is discussed. The study discusses how psychological theory can be adopted to support teachers in their work alongside ASR children and the role educational psychologists should play in supporting this agenda.
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Tasi-Yi-Chih and 蔡怡芝. "A study on factors affecting host accounting staff ’s efective implementation of internal audit in the primary and secondary schools, Taoyuan City- application of FAHP." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/8jbr8c.

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碩士
中原大學
會計研究所
105
Schools have assumed important responsibilities for propagating the doctrine, imparting professional knowledge and resolving doubts after the popularization of national education. The central and Taoyuan municipal governments have spared no efforts to invest in education and expected to increase national and urban competitive strength by promoting the quality of education. Today, the countries in the world all strongly extend and develop the years of national education, and so does Taiwan. However, at this moment of raising performance on school business, campus scandals occurred: The hundreds of millions of school assets were misappropriated, the school staff were improperly collusive with the manufacturers to obtain rebates, and so on. How could we elevate host accounting staff in school to conduct internal audit more efficiently? The study is based on the Fuzzy Analytic Hierarchy Process (FAHP) to explore factors that affect host accounting staff ’s effective implementation of internal audit in the primary and secondary schools, Taoyuan City. The conclusion is as follows: "The head of the institution''s personality traits and support" has a weight value of more than 50%, which is currently the most prioritized level for host accounting staff in school to conduct internal audit.
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Rauhut, Irene. "Schule und Kirche : Zusammenhang von Schulentwicklung und christlicher Gesellschaftsverantwortung in dem sozialen Brennpunkt Berlin-Moabit." Diss., 2011. http://hdl.handle.net/10500/6443.

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In dieser Forschungsarbeit wird der Zusammenhang von christlicher Gesellschaftsverantwortung und Schulentwicklung in dem sozialen Brennpunkt Berlin- Moabit untersucht. Aufgrund des anhaltenden Wegzugs bildungsorientierter Eltern mit schulpflichtigen Kindern und damit einer zunehmenden Entmischung (Segregation) der Schülerpopulation und damit des Ortsteils Moabit, möchte die qualitative Studie einen Beitrag dazu leisten, Wege aus dieser schulischen Krise, die Auswirkungen auf die Kirchen Moabits und den Ortsteil insgesamt hat, zu finden. Als Lösungsansatz wird dabei das Bleiben von bildungsorientierten Familien in Moabit mit einer aktiven Kirchenzugehörigkeit aus folgenden Gründen verfolgt: Bleiben bildungsorientierte Familien wieder verstärkt in Moabit wohnen und gehen ihre Kinder auf die ihnen zugewiesenen Grundschulen, so werden durch eine Aufhebung der Segregation die Bildungschancen erhöht, da schulisches Lernen bedeutend auf dem Prinzip des Voneinander Lernens basiert, wie dies zahlreiche Studien belegen. Bleiben Familien mit aktiver Kirchenzugehörigkeit in dem sozialen Brennpunkt Berlin- Moabit wohnen, so können sie in gegenseitiger Unterstützung durch eine missionalinkarnatorische Art zu leben, d.h. durch ein am Vorbild Jesu orientiertes Wohnen und Leben unter den Menschen, Transformation in dem sozial benachteiligten Ortsteil Moabit bewirken. Somit werden Eltern befragt, deren Kinder sich im schulpflichtigen Alter befinden und die das Ziel verfolgen, langfristig in Moabit wohnen zu bleiben, die bereits Moabit aufgrund der Schulsituation verlassen haben oder die vor dieser Entscheidung stehen. Durch diese qualitative Studie, die sich im Kontext der Missionswissenschaften bewegt und der empirischen Theologie zuzuordnen ist, werden Lösungsmöglichkeiten für die Situation in dem Ortsteil Moabit erwartet.
The Thesis explores the connection between Christian social responsibility and public school development in the social hot spot of Berlin-Moabit. Due to the ongoing move away of education-oriented parents with their school-aged children, Moabit suffers from an increasing segregation in its student population and consequently also in its overall population. The present qualitative study seeks to suggest a solution to this schooling crisis that impacts both the churches in Moabit as well as the entire community. The approach to the segregation dilemma in Moabit that this study proposes is for educationoriented families who are also active church members to deliberately remain living in Moabit. This approach is based on two rationales: (1) If education-oriented families increasingly remain in Moabit and send their children to the respectively assigned public schools, segregation can be halted and the overall educational opportunities of all school children will be raised, since school learning strongly draws upon the principle of mutual learning, as many studies have documented. (2) If families who are active church members deliberately remain living in the social hot spot of Moabit, they can support each other to live their lives in a missional incarnation-oriented way, following the pattern of Christ. That way they can eventually initiate a process of transformation in the socially disadvantaged community of Moabit. In accordance with the outlined approach parents of school-aged children are interviewed, who either intend to stay in Moabit, or who have already moved away from Moabit because of the schooling situation, or who are currently confronted with the decision to stay or move. The present qualitative study, that is situated in the missiological field and can be ascribed to the range of empirical Theology, expects to find specific solutions for the above outlined problem in Moabit.
Christian Spirituality, Church History & Missiology
M. Th. (Missiology)
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Tyler, John. "A Pragmatic Standard of Legal Validity." Thesis, 2012. http://hdl.handle.net/1969.1/ETD-TAMU-2012-05-10885.

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American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law. These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism. In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method. This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior. The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent. The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will. Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.
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Books on the topic "Holt Primary School"

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Johnstone, M. Holy Family RC Primary School ... Leeds ...: Inspection carried out under Section 9 of the Education (Schools) Act 1992 : [summary]. [London]: Ofsted, 1996.

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Johnstone, M. Holy Family RC Primary School ...: Dates of inspection 23-26 September 1996 : inspection carried out under Section 9 ofthe Education (Schools) Act 1992. [London]: Ofsted, 1996.

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Johnstone, M. Inspection report [on] Holy Family RC Primary School, Leeds: Dates of inspection 23-26 September 1996. [London]: Ofsted, 1996.

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Netherwood, Peter. Section 13 inspection report: Holy Family Catholic Primary School in the Diocese of Leeds ... Armley, Leeds ... : date of inspection 7-8 October 1996. [London]: Ofsted, 1996.

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Holy Cross: A personal experience. Dublin: Currach Press, 2005.

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Cadwallader, Anne. Holy Cross: The untold story. Belfast: Brehon Press, 2004.

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Great Britain. Scottish Education Department. Inspectors of Schools. Holm Primary School, Inverness, Highland Regional Council: Report of an inspection in January 1985. Edinburgh: Scottish Education Department, 1985.

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Great Britain. Department of Education for Northern Ireland. Report by the Department's Inspectors on Holy Family Primary School, Magherafelt, inspected May 1994. Bangor: Department of Education for Northern Ireland, 1994.

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Isaac, Robert Alun. Inspection report [on] Holy Rosary and St. Anne's RC Primary School, Chapeltown: Dates of inspection 23rd to 26th March 1998. [London]: Ofsted, 1997.

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Scotland. Scottish Executive. HM Inspectors of Schools., ed. Primary school inspection: Holy Cross RC Primary School, City of Edinburgh Council, 8 February 2005. Edinburgh: Scottish Executive, 2005.

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Book chapters on the topic "Holt Primary School"

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Baldwin, Lisa. "Hot topics." In Leading English in the Primary School, 188–201. Abingdon, Oxon ; New York, NY : Routledge, 2019.: Routledge, 2018. http://dx.doi.org/10.4324/9780203731444-14.

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Shanneik, Yafa. "“They Aren’t Holy”: Dealing with Religious Differences in Irish Primary Schools." In Boundaries of Religious Freedom: Regulating Religion in Diverse Societies, 165–80. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-32289-6_11.

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Gilligan, Chris. "Insecurity and Community Relations: Vulnerability and the Protests at the Holy Cross Girls Primary School in Belfast." In Community, Citizenship and the ‘War on Terror’, 32–50. London: Palgrave Macmillan UK, 2009. http://dx.doi.org/10.1007/978-0-230-30512-0_3.

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Kajee, Leila. "Straddling Two Worlds." In Handbook of Research on Advancing Language Equity Practices With Immigrant Communities, 161–74. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-3448-9.ch009.

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Education is a challenge confronting immigrants in a country where they are perceived as cultural and linguistic outsiders. School becomes, for immigrant youth, the next most important societal institution to family, given that it is a powerful indicator of the child's ongoing and future well-being. School also serves as a primary form of contact with mainstream society. However, schools of the majority culture become potential sites of dissent. This chapter derives from a larger project on “Immigrant Literacy Practices in and Out of School in South Africa.” The aim of this chapter is to explore, through their narratives, how adolescent immigrant youth interpret their subjective identities and position themselves in relation to the host country, South Africa.
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Esteves, Olivier. "“To allay people’s fears on numbers”:1 the introduction of dispersal in Southall." In The 'desegregation' of English schools, 22–46. Manchester University Press, 2019. http://dx.doi.org/10.7228/manchester/9781526124852.003.0002.

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This chapter analyses the local historical background to the introduction of dispersal in Southall, after education secretary Edward Boyle visited Beaconsfield Primary School on 15 October 1963. In 1960–62, the soaring number of Punjabi Asians in the area caused a great deal of discontent among autochthonous whites, who were afraid that the influx of non-Anglophone pupils would hold back their own children’s education. Some of these campaigned against the looming threat of ‘ghetto schools’ through the Southall Residents Association, which was instrumental in bringing about the ministerial visit at the genesis of schooling dispersal. This chapter also gives a detailed account and analysis of the introduction of dispersal locally, which proved difficult since some white parents were averse to the arrival of Asian children in their own children’s schools.
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"Primary school history in Europe: A staple diet or a hot potato?" In Issues in History Teaching, 177–92. Routledge, 2012. http://dx.doi.org/10.4324/9780203024041-21.

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Collin-Vézina, Delphine. "Students Affected by Sexual Abuse." In Supporting and Educating Traumatized Students, 187–202. Oxford University Press, 2012. http://dx.doi.org/10.1093/med:psych/9780199766529.003.0013.

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This chapter offers a wide overview of the most prominent findings regarding child sexual abuse (CSA), and suggestions for providing support and intervening appropriately in schools. Studies show that one out of 8 adults was sexually abused during childhood or teenage years, which confirms that CSA is a widespread type of maltreatment. CSA is a substantial risk factor in the development of a host of short and long-term negative consequences, including school-related problems and mental health difficulties. Intervention strategies are now well established in the field, along with school-based prevention programs that have been shown to be effective in increasing student’s knowledge on CSA and self-protection skills, although there is little evidence that primary prevention programs do prevent CSA from occurring in the first place. This chapter will highlight research findings that speak to teachers’ knowledge and perceived ability to intervene among CSA victims, and to the disclosure processes in the context of school settings. For a more comprehensive understanding of child maltreatment and the range of educational supports, readers are encouraged to also review Chapters 14 (neglect) and 15 (physical and emotional abuse).
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Bennett, Peggy D. "My word!" In Teaching with Vitality. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780190673987.003.0041.

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Name- calling and use of offensive words appear to be increas­ingly acceptable in our communities and in our entertain­ment venues. Offensive words have no place in schools. Yet how do we know what is offensive, especially across diversities of age, family values, and ethnicity? We can become immune to com­monly used expletives, even when teachers hold themselves to a higher standard than the general public. The intent in questioning some words and sayings here is two­fold: to make us aware of our sometimes automatic responses and to encourage attention to and reconsideration of words and phrases we may be using in schools. • Inflammatory words may be so commonly overused that they lose their shock effect: “loser,” “jerk,” “bully,” “predator,” “troublemaker,” “dumb,” “harasser,” “racist.” Nonetheless, name- calling is risky, hurtful, and confrontational. • Slogans and sayings that at one time were novel and clever can be overused and lose their potency. When phrases become too repetitive and too predictable, students can be repelled by them rather than attentive to them. One example was a junior high school principal who, during every school assem­bly, would step to the microphone and drone, “We’re waiting on you!” The too- predictable admonition was rarely, if ever, effective. Other examples could be “Crisscross applesauce” when we want students to sit cross- legged on the floor, “I’m the teacher, you’re the listener,” and “No pain, no gain.” • Offensive words can sometimes be defused by probing a bit about what a student or teacher means: “What does that word mean?” “Can you tell me why you’re using that word?” “That word produces a strong reaction in me.” It is natural and valuable to react to language. We can hardly pre­vent it. It is our primary and primal avenue for communication. Yet it is good for us as teachers to pay attention. It is smart to reflect on the meaning and the impacts of the words we say and hear. It is wise to be informed and purposeful with our vocabu­lary in schools.
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Hossain, Naomi, Mirza M. Hassan, Muhammad Ashikur Rahman, Khondoker Shakhawat Ali, and Md Sajidul Islam. "The Politics of Learning Reforms in Bangladesh." In The Politics of Education in Developing Countries, 64–85. Oxford University Press, 2019. http://dx.doi.org/10.1093/oso/9780198835684.003.0004.

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Why has Bangladesh failed to raise quality in basic education after it so successfully expanded school provision? This chapter explores the politics of both Bangladesh’s successful expansionary, and its lagged efforts to tackle the persistently poor quality of basic education. Using a political settlements lens, it shows how the competitive but clientelistic nature of Bangladesh’s politics shaped policies to expand schooling provision, without attending to learning—and in particular without addressing teacher performance. It analyses the elite consensus on mass education and the design of the Third Primary Education Development Programme (2011–15), tracing the analysis down through the education administration system to how schools themselves implement learning reforms. It concludes that the state has started to take learning seriously, but the political impetus for policies to hold teachers accountable for their performance lacks the wide support of the successful expansionary drive, so that any progress is slow.
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Meletiou-Mavrotheris, Maria, Katerina Mavrou, George Stylianou, Stephanos Mavromoustakos, and George Christou. "Teaching Mathematics with Tablet PCs." In Tablets in K-12 Education, 175–97. IGI Global, 2015. http://dx.doi.org/10.4018/978-1-4666-6300-8.ch012.

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Declining interest in mathematics and the need to raise the educational standards of youth in this discipline set a critical agenda for the revision of pedagogical practices. Tablet PCs and other mobile devices hold a lot of promise as tools for improving education at all levels. The research discussed in this chapter comes from an ongoing, multifaceted program designed to explore the potential of tablet technologies for enhancing mathematics teaching and learning at the primary school level. The program is taking place within a private primary school in Cyprus and aims at the effective integration of one-to-one tablet technologies (iPads) into the mathematics school curriculum. It has adopted a systemic approach to the introduction of iPads in the school setting that focuses on the broad preparation and on-going engagement of all key stakeholders involved in the educational process. In the chapter, the authors report on the main experiences gained from Phase 1 of the program, which involved the design and organization of a professional development workshop targeting the school teachers. The authors describe the content and structure of the workshop and discuss its impact on teachers' knowledge, skills, and confidence in incorporating tablet technologies within the mathematics curriculum.
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Conference papers on the topic "Holt Primary School"

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Han, Cuiping. "Urban Elementary School Choice Hot Phenomenon Perspective ---- A Primary School in Da Tong as an Example." In 2015 International Conference on Social Science, Education Management and Sports Education. Paris, France: Atlantis Press, 2015. http://dx.doi.org/10.2991/ssemse-15.2015.179.

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Alyafei, Alshaima Saleh. "Science Teachers’ Beliefs about Teaching and Learning Implementing Inquiery-based Learning - A Case in Qatar Government Primary Schools." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0278.

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The current study investigates the beliefs held by science teachers on constructivism and a traditional approach in Qatar government primary schools. More specifically, it aims to investigate the challenges that science teachers experience during inquiry-based learning implementation. A web-based survey was conducted in order to collect data from grades 4 to 6 science teachers. A total of 112 science teachers responded and completed the survey on a voluntary basis. The results indicate that science teachers hold a higher beliefs in constructivism than traditional approach. A T-test and ANOVA analysis have showed that there is no significant differences between the beliefs of science teachers’ and their gender, level of education, and years of teaching experience. In addition, science teachers faced challenges in lesson planning, assessment, and teacher support.
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Marion, Flore A., Sophie V. Masson, Frederik J. Betz, and David H. Archer. "Cogeneration System Performance Modeling." In ASME 2008 2nd International Conference on Energy Sustainability collocated with the Heat Transfer, Fluids Engineering, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/es2008-54256.

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A bioDiesel fueled engine generator with heat recovery from the exhaust as steam and from the coolant as hot water has been installed in the Intelligent Workplace, the IW, of Carnegie Mellon’s School of Architecture. The steam and hot water are to be used for cooling, heating, and ventilation air dehumidification in the IW. This cogeneration equipment is a primary component of an energy supply system that will halve the consumption of primary energy required to operate the IW. This component was installed in September 2007, and commissioning is now underway. In parallel, a systems performance model of the engine generator, its heat recovery exchangers, a steam driven absorption chiller, a ventilation unit, fan coil cooling/heating units has been programmed making use of TRNSYS transient simulation software. This model has now been used to estimate the energy recoverable by the system operating in the IW for different characteristic periods, throughout a typical year in Pittsburgh, PA. In the initial stages of this modeling, the engine parameters have been set at its design load, 27 kW, delivering up to 17 kW of steam and 22 kW of hot water according to calculation. The steam is used in the absorption chiller during the summer and in hot water production during the winter. Hot water is used in desiccant regeneration for air dehumidification during the summer, in IW heating during the winter, and in domestic hot water product year around. Systems controls in the TRNSYS simulation direct the steam and hot water produced in the operation of the engine generator system to meet the IW’s hourly loads throughout seasons.
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Smith, Terry, and Richard Spiers. "Perceptions of E-commerce Web Sites Across Two Generations." In InSITE 2009: Informing Science + IT Education Conference. Informing Science Institute, 2009. http://dx.doi.org/10.28945/3334.

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Numerous studies have examined and predicted the usage of e-commerce Web sites using the Technology Acceptance Model and its primary constructs of perceived usefulness and perceived ease of use. Smith (2008) conducted an empirical study of four e-commerce Web sites with participation from a unique and often understudied segment of the population - the senior generation. In addition, he called for additional research on the same e-commerce Web sites with participants from today's student population, a generation that has grown up with computers and the Internet. During the Spring 2008 semester, the authors duplicated Smith's research and conducted a field experiment with a purposeful sample of students enrolled in four courses in the School of Information Technology at Macon State College. Consistent with the conclusion by Smith, of significant worth is the test of the robustness of the Technology Acceptance Model (TAM) when applied to e-commerce adoption by both the senior generation and the net generation. The model’s predictive and explanatory capabilities still hold true. This is the only study we know of that compares two generations and their perceptions of e-commerce Web sites.
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Marion, Flore, Fred Betz, and David Archer. "Cogeneration System Modeling Based on Experimental Results." In ASME 2010 4th International Conference on Energy Sustainability. ASMEDC, 2010. http://dx.doi.org/10.1115/es2010-90184.

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A 25 kWe cogeneration system has been installed by the School of Architecture of Carnegie Mellon University that provides steam and hot water to its Intelligent Workplace, the IW. This cogeneration system comprises a biodiesel fueled engine generator, a steam generator that operates on its exhaust, a hot water heat exchanger that operates on its engine coolant, and a steam driven absorption chiller. The steam and hot water are thus used for cooling, heating, and ventilation air dehumidification in the IW. This cogeneration system is a primary component of an overall energy supply system that halves the consumption of primary energy required to operate the IW. This cogeneration system was completed in September 2007, and extensive tests have been carried out on its performance over a broad range of power and heat outputs with Diesel and biodiesel fuels. In parallel, a detailed systems performance model of the engine generator, its heat recovery exchangers, the steam driven absorption chiller, a ventilation and air dehumidification unit, and multiple fan coil cooling/heating units has been programmed making use of TRNSYS to evaluate the utilization of the heat from the unit in the IW. In this model the distribution of heat from the engine to the exhaust, to the coolant, and directly to the surroundings has been based on an ASHRAE model. While a computational model was created, its complexity made calculation of annual performance excessively time consuming and a simplified model based on experimental data was created. The testing of the cogeneration system at 6, 12, 18 and 25 kWe is now completed and a wealth of data on flow rates, temperatures, pressures throughout the system were collected. These data have been organized in look up tables to create a simplified empirical TRNSYS component for the cogeneration system in order to allow representative evaluation of annual performance of the system for three different mode of operation. Using the look up table, a simple TRNSYS module for the cogeneration system was developed that equates fuel flow to electricity generation, hot water generation via the coolant heat exchanger, and steam production via the steam generator. The different modes of operation for this cogeneration system can be design load: 25 kWe, following the thermal — heating or cooling — load, following the ventilation regeneration load. The calculated annual efficiency for the different mode is respectively 66% 68% and 65%. This cogeneration installation was sized to provide guidance on future cogeneration plant design for small commercial buildings. The new cogeneration TRNSYS component has been created to be applicable in the design of various buildings where a similar cogeneration system could be implemented. It will assist in selection of equipment and of operating conditions to realize an efficient and economic cogeneration system.
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Betz, Fred, Chris Damm, David Archer, and Brian Goodwin. "Biodiesel Fueled Engine Generator With Heat Recovery." In ASME 2008 2nd International Conference on Energy Sustainability collocated with the Heat Transfer, Fluids Engineering, and 3rd Energy Nanotechnology Conferences. ASMEDC, 2008. http://dx.doi.org/10.1115/es2008-54131.

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Carnegie Mellon University’s departments of Architecture and Mechanical Engineering have teamed with Milwaukee School of Engineering’s Mechanical Engineering department to design and install a biodiesel fueled engine-generator with heat recovery equipment to supply electric and thermal power to an office building on campus, the Intelligent Workplace (IW). The installation was completed in early September 2007, and is currently being commissioned. Full scale testing will begin in early 2008. The turbocharged diesel engine-generator set is operated in parallel with the local electric utility and the campus steam grid. The system is capable of generating 25 kW of electric power while providing 18 kW of thermal power in the form of steam from an exhaust gas boiler. The steam is delivered to a double-effect Li-Br absorption chiller, which supplies chilled water to the IW for space cooling in the summer or hot water for space heating in the winter. Furthermore, the steam can be delivered to the campus steam grid during the fall and spring when neither heating nor cooling is required in the IW. Additionally, thermal energy will be recovered from the coolant to provide hot water for space heating in the winter, and for regenerating a solid desiccant dehumidification ventilation system in summer. All relevant temperatures, pressures, and flows for these systems are monitored via a building automation system. Pressure versus time measurements can be recorded in each cylinder of the engine. Emissions of nitric oxide (NO), nitrous oxide (NO2), Particulate Matter (PM), and carbon dioxide (CO2) are also monitored. Upon completion of this installation and the system performance testing, the operation of the engine generator with its heat recovery components will be integrated with the other HVAC components of the IW including a parabolic trough solar thermal driven LiBr absorption chiller, a solid desiccant dehumidification ventilation system, and multiple types of fan coils and radiant heating and cooling devices. This energy supply system is expected to reduce the IW’s primary energy consumption by half in addition to the 75% energy savings already realized as compared to the average US office space.
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