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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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Funston, Wendy, and Simon J. Howard. "A cross-sectional questionnaire study of the rules governing pupils’ carriage of inhalers for asthma treatment in secondary schools in North East England." PeerJ 4 (May 5, 2016): e2006. http://dx.doi.org/10.7717/peerj.2006.
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Objectives.The primary objective of this study was to assess the rules governing secondary school pupils’ carriage of inhalers for emergency treatment of asthma in the North East of England.Design.This study was based upon a postal questionnaire survey.Setting.The setting for this study was mainstream free-to-attend secondary schools which admit 16 year old pupils within the 12 Local Authority areas which make up the North East of England.Participants.All 153 schools meeting the inclusion criteria were invited to participate in the study, of which 106 (69%) took part.Main Outcome Measures.Our three main outcome measures were: whether pupils are permitted to carry inhalers on their person while at school; whether advance permission is required for pupils to carry inhalers, and from whom; and whether the school has an emergency ‘standby’ salbutamol inhaler for use in asthma emergencies, as permitted since October 2014 under recent amendments to The Human Medicines Regulations 2012.Results.Of 98 schools submitting valid responses to the question, 99% (n= 97) permitted pupils to carry inhalers on their person while at school; the remaining school stored pupils’ inhalers in a central location within the school. A total of 22% of included schools (n= 22) required parental permission before pupils were permitted to carry inhalers. Of 102 schools submitting valid responses to the question, 44% (n= 45) had purchased a ‘standby’ salbutamol inhaler for use in asthma emergencies.Conclusions.Most secondary schools in North East England permit pupils to carry inhalers on their person. The requirement in a minority of schools for parental permission to be given possibly contravenes the standard ethical practices in clinical medicine for children of this age. Only a minority of schools hold a ‘standby’ salbutamol inhaler for use in asthma emergencies. Wider availability may improve outcomes for asthma emergencies occurring in schools.
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Savoie-Zajc, Lorraine. "Children's Visual Representations of Food and Meal Time: Towards an Understanding of Nutrition and Educational Practices." European Educational Research Journal 4, no. 2 (June 2005): 132–41. http://dx.doi.org/10.2304/eerj.2005.4.2.5.
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Within the broad perspective of school and social exclusion, this article pays attention to an important factor of exclusion: overweight and obesity in primary school children. An interdisciplinary research was conducted and aimed at the study of social representations and practices surrounding food which primary school children, their parents and their teachers hold. This article proposes, firstly, an analysis of drawings produced by the children. Most of them represented dinner time as a social event when the family gathers together. It is pictured as a pleasant and joyful moment of the day, in settings of people standing close to one another or sitting around a table. While concrete references to the act of eating are present, it is the spirit of family reunion that predominates. Secondly, the article will clarify the perspectives teachers have regarding their role in educating for healthy food habits. Holding a prevention perspective, the conclusion will stress the importance of partnerships between parents and schools that should be enacted. Joint interventions should be planned for.
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Cherkasov, Aleksandr A., Larisa A. Koroleva, and Sergei N. Bratanovskii. "The System of Public Education on the Territory of the Black Sea Province in 1896–1917. Part 1." Vestnik of Saint Petersburg University. History 65, no. 3 (2020): 750–70. http://dx.doi.org/10.21638/11701/spbu02.2020.304.
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The article discusses the system of public education on the territory of the Black Sea province in 1896–1917. In this part the authors consider the period of 1896–1908, that is, from the moment the province was formed to the start of preparatory measures for the introduction of universal primary education in Russia. The main sources for the preparation of the work were the annual “Reports on the state of educational institutions in the Caucasian educational district” which presented data on schools under the Ministry of Public Education and the All-Subordinate reports of the Ober-Prosecutor of the Holy Synod, which reflected the information on parish schools. In conclusion, the authors state that public education on the territory of the Black Sea province in the period from 1896 to 1908 had its own extensive system and included secondary, lower and primary educational institutions. For the specified time, the number of students increased by more than 6,5 times, and the number of educational institutions — by 4 times. Despite a more than twofold increase in the population of the province from 1896 to 1908, the number of schools per 1 thousand inhabitants increased (0,5 schools per 1 thousand inhabitants in 1896, and 1 school per 1 thousand inhabitants in 1908). Along with the rise in the number of schools, the library funds of educational institutions increased, as well as other areas of school activity, for example, in the field of adult education.
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Tahir, Lokman Mohd, Sui Liang Lee, Mohammed Borhandden Musah, Hadijah Jaffri, Mohd Nihra Haruzuan Mohamad Said, and Mohd Hanafi Mohd Yasin. "Challenges in distributed leadership: evidence from the perspective of headteachers." International Journal of Educational Management 30, no. 6 (August 8, 2016): 848–63. http://dx.doi.org/10.1108/ijem-02-2015-0014.
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Purpose – The purpose of this paper is to investigate the issues and challenges faced by headteachers in practicing the suggested distributed leadership (DL) approach in three primary schools to their middle layer leaders. Design/methodology/approach – The study employed a case study design and data were collected through semi-structured interviews. A total of three headteachers were interviewed in examining and exploring challenges within the DL practices. The transcripts from the semi-structured interviews formed the basis of the findings. Findings – The findings suggest that senior teachers lack confidence in making decisions and rely on the consent from headteachers even though they are empowered to make their own decisions. Another significant issue faced by headteachers when distributing their leadership is the ability, expertise, experience, and willingness of teachers to hold leadership roles and responsibilities. Originality/value – The results are important since there have been few empirical studies on the issues and challenges faced by headteachers in practising DL approach in primary schools in the context of Malaysia. This initiative sidelines the traditional school leadership approach which emphasises on the accountability of headteachers as the sole school leader.
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Willems, Frank, Eddie Denessen, Chris Hermans, and Paul Vermeer. "‘Silent Citizenship Educators’ in Dutch Catholic Schools: Exploring Teachers’ Moral Beliefs About Citizenship in Relation to Their Conduct of Citizenship Education." Journal of Empirical Theology 25, no. 1 (2012): 77–98. http://dx.doi.org/10.1163/157092512x635752.
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Abstract In this article we adopt a virtue ethical approach to study teachers’ moral beliefs about citizenship and their relation to two kinds of teacher behaviour in citizenship education: (1) teachers’ modelling behaviour, and (2) the way they arrange moral classroom discussions. We believe that a virtue ethical approach would appeal especially to religious schools, which is why we conducted our study in Catholic primary schools. Two hunderd and three teachers at 20 Catholic schools were involved. Teachers’ beliefs and behaviours were defined and operationalised from a community-centred perspective, because we expected that perspective to fit the context of a Catholic school. We found that these teachers indeed hold community-centred views on citizenship, the more so if they frequently attend church. Another important finding is that teachers do not necessarily show and share their beliefs about citizenship with their students. From a virtue ethical point of view, however, they should not be afraid to do so. As moral educators, especially in a religious school, teachers are allowed, even obliged, to name, explain and defend their beliefs and values.
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Antwi-Agyei, Prince, Anyitike Mwakitalima, Amour Seleman, Filemoni Tenu, Theresia Kuiwite, Stephen Kiberiti, and Elisa Roma. "Water, sanitation and hygiene (WASH) in schools: results from a process evaluation of the National Sanitation Campaign in Tanzania." Journal of Water, Sanitation and Hygiene for Development 7, no. 1 (February 14, 2017): 140–50. http://dx.doi.org/10.2166/washdev.2017.159.
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This study assesses the intermediate outcomes of the Tanzania National Sanitation Campaign (NSC) for schools. A cross-sectional study was designed as part of a process evaluation of the NSC in Tanzania on 70 primary schools and 54 regional and district education officers. Data was collected between August and December 2014 using questionaires, key informant interviews, and desk studies. The results showed that only 50% of schools met the Tanzania guideline of 50 boys per drop hole, while 43% met the guideline of 40 girls per drop hole. In addition, 53% of schools had a reliable water supply, 43% had some functional handwashing stations, but only 29% and 19% had water and soap available at the stations, respectively. Overall, the implementation of the NSC in schools was found to be effective, though poor planning and coordination, inadequate funding, and low technical capacity were identified as barriers to achieve the intended objectives. The study recommends stronger and coordinated stakeholder partnerships with clearly defined roles including cost sharing. Government and other stakeholders should also consider the impact of increasing funding for both software and hardware components to improve the enabling environment, and to develop a standardised monitoring mechanism for sustainable school water, sanitation and hygiene.
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Cherkasov, Aleksandr A., Sergei N. Bratanovskii, and Larisa A. Koroleva. "The System of Public Education on the Territory of the Black Sea Province in 1896–1917. Part 2." Vestnik of Saint Petersburg University. History 65, no. 4 (2020): 1067–84. http://dx.doi.org/10.21638/11701/spbu02.2020.403.
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The article discusses the system of public education on the territory of the Black Sea province in 1896–1917. In this part, the authors consider the period of 1908–1917, that is, from the start of preparatory activities for the introduction of universal primary education to the February revolution. The main sources for the preparation of the work were the annual “Reports on the state of educational institutions in the Caucasian educational district” which presented data on schools under the Ministry of Public Education and the All-Subordinate reports of the Ober-Prosecutor of the Holy Synod, which reflected the information on parish schools. The reporting documents of the Ministry of Public Education, which were deposited in the Russian state historical archive (Saint Petersburg, Russian Federation), are also of great importance. In conclusion, the authors state that in the period from 1896 to 1917 a whole network of educational institutions was established on the territory of the Black sea province, which consisted of 4 high schools, 11 lower educational institutions and 156 primary schools. The total number of educational institutions was 171, 30 of those were subordinate to the ecclesiastical department, and 128 — to the Ministry of Public Education. On the eve of the First world war, more than 10 thousand children were enrolled in schools, out of 13,8 thousand children of school age. Under these circumstances, if this course had continued and had not been affected by the First world war, we could say that by 1918, all 100 % of children in the Black sea province would have been covered by school.
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Diris, Ron. "Don't Hold Back? The Effect of Grade Retention on Student Achievement." Education Finance and Policy 12, no. 3 (July 2017): 312–41. http://dx.doi.org/10.1162/edfp_a_00203.
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This study analyzes the effect of age-based retention on school achievement at different stages of education. I estimate an instrumental variable model, using the predicted probability of retention given month of birth as an instrument, while simultaneously accounting for the effect of month of birth on maturity at the time of testing. The analysis further assesses heterogeneity in retention effects by achievement, by background characteristics, and by type of skill. Using international data from multiple waves of the PISA international assessment test, I find that grade retention in primary school harms student achievement across the distribution, while delayed school entry can produce positive results for those at the lower end. The identified local average treatment effect indicates that letting students retain in primary school because of a low relative age is harmful for their future school achievement.
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Gerouki, Margarita. "“Innovations” on hold: sex education in the Greek primary schools." Health Education 109, no. 1 (December 26, 2008): 49–65. http://dx.doi.org/10.1108/09654280910923372.
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Baird, Sarah, Joan Hamory Hicks, Michael Kremer, and Edward Miguel. "Worms at Work: Long-run Impacts of a Child Health Investment*." Quarterly Journal of Economics 131, no. 4 (July 19, 2016): 1637–80. http://dx.doi.org/10.1093/qje/qjw022.
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Abstract This study estimates long-run impacts of a child health investment, exploiting community-wide experimental variation in school-based deworming. The program increased labor supply among men and education among women, with accompanying shifts in labor market specialization. Ten years after deworming treatment, men who were eligible as boys stay enrolled for more years of primary school, work 17% more hours each week, spend more time in nonagricultural self-employment, are more likely to hold manufacturing jobs, and miss one fewer meal per week. Women who were in treatment schools as girls are approximately one quarter more likely to have attended secondary school, halving the gender gap. They reallocate time from traditional agriculture into cash crops and nonagricultural self-employment. We estimate a conservative annualized financial internal rate of return to deworming of 32%, and show that mass deworming may generate more in future government revenue than it costs in subsidies.
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Bagila, Sabdenova, Abdullah Kok, Aziya Zhumabaeva, Zharkynbike Suleimenova, Asima Riskulbekova, and Elmira Uaidullakyzy. "Teaching Primary School Pupils Through Audio-Visual Means." International Journal of Emerging Technologies in Learning (iJET) 14, no. 22 (November 29, 2019): 122. http://dx.doi.org/10.3991/ijet.v14i22.11760.
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Recognition of Kazakh language as the state language of the Republic of Kazakhstan by the Constitution of the Republic of Kazakhstan, adoption of ‘State programme of functioning and development of languages for 2011–2020’, the Law of the Republic of Kazakhstan ‘On languages of the Republic of Kazakhstan’, ‘The State programme on education and science development for 2016–2020’ allowed our native language to develop and prosper. Nowadays, special attention is paid to the problem of teaching the Kazakh language. In today's organised pedagogical environment, it is not fully examined the need for the development of communication skills of elementary school students and scientifically-based and practical communication to solve this problem via audio and graphic tools. Therefore, this article focuses on the need to teach elementary school students to work with audio and graphic materials and technology issues on the use of practical materials. Provided that the theoretical foundations for the development of communication skills of elementary school students through audio-visual aids hold true, the structural-substantial model will allow the development of each student’s individual abilities and creativity. Taking into account the foregoing, we have set up a positive outline of the effectiveness of the work with audio equipment through the organisation of practical work, practice-assemblage, research, diagnostics, practical work in elementary school teachers through specially organised thematic seminars
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Rodríguez, Ana Iglesias, María Cruz Sánchez Gómez, and Concepción Pedrero Muñoz. "Case Study on Collaborative Work Experiences with Web 2.0 in Spanish Primary Schools with the Highest Institutional Accreditation Level." Journal of Cases on Information Technology 16, no. 3 (July 2014): 33–50. http://dx.doi.org/10.4018/jcit.2014070104.
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ICT constitutes a suitable tool for the generation of joint communicative spaces where manifold variables may converge and a wide range of methodologies and strategies can be activated, thus fostering richer levels of interaction and swift communication between its users. This case describes and analyses the collaborative work experiences with ICT that are being implemented in the third cycle of Primary Education in schools located in north-western Spain (Region of Castile and León). The results evince that teachers hold a positive view once they have used such technology-based approaches, although they demand a better provision of infrastructures and more institutional support, including specific aids for life-long learning schemes. Conclusions of this study have been drawn both to help and to offer some guidance to teachers engaged in innovative, collaborative, and technologically-assisted curricular processes within 2.0 school settings.
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Efendi, Musni. "PENERAPAN PENDIDIKAN KARAKTER MELALUI PROGRAM GERAKAN KEPANDUAN HIZBUL WATHAN PADA SEKOLAH DASAR MUHAMMADIYAH VI PALEMBANG." Conciencia 17, no. 1 (January 17, 2018): 27–39. http://dx.doi.org/10.19109/conciencia.v17i1.1581.
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Each individual is expected to have a character, because someday when an individual gathered in the community, then able to be a good man and who can be proud of. And without realizing each individual has a noble character, starting from leading himself, lead the family, or lead an organization both in the school environment, community environment, and work environment. To reveal the second side, this study formulates the following issues: (1) How to Implement Character Education Through Hizbul wathan Scouting Movement at Primary School Muhammadiyah 6 Palembang? (2) What are the factors that hamper the Implementation of Character Education through Hizbul wathan Scouting Movement at Muhammadiyah Primary School 6 Palembang? To answer that question, this research was designed with the design and implemented in Elementary School Muhammadiyah 6 Palembang. This research uses qualitative field approach that is descriptive qualitative, data collection technique using interview (wawncara) and documentation. Analytical techniques through the data reduction phase, data presentation, and conclusion. The results of the field research have been found (a) Hizbul Wathan's activity at Elementary School Muhammadiyah 6 Palembang has been held since the school was established due to the instruction from Muhammadiyah Central Executive that all schools under Muhammadiyah must perform Hizbul Wathan activities. (B) the implementation of Hizbul Wathan's activities at Muhammadiyah Primary School 6 Palembang is still far from what is expected due to the many obstacles and inhibiting factors (c) in this case with the existence of various obstacles and inhibiting factors of activity hence the purpose of Hizbul Wathan activity to instill the values Leadership is also not running smoothly, but until now the teachers have tried to hold activities in accordance with the planting values of leadership as well as camping activities. To give contribution of school thinking to keep developing and improving its competence in character education implementation through hizbul wathan scouting activity, here arises concept and strategy of constructor in terms of achievement of character education result that effectively and efficient.
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Fauzi, Anis, and Hasbullah Hasbullah. "Pre-Eminent Curriculum in Islamic Basic School Integrated Comparative Studies in Islamic Basic School Integrated Al-Izzah Serang and Al-Hanif Cilegon, Banten, Indonesia." International Education Studies 9, no. 4 (March 30, 2016): 124. http://dx.doi.org/10.5539/ies.v9n4p124.
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<p class="apa">Compare to General SD (Primary school), the superiority of SD Islam Terpadu (Integrated Islamic Primary School) lies on the development of the curriculum and learning that is more emphasize on integrated curriculum and integrated learning. Curriculum model applied in Sekolah Dasar Islam Terpadu (SDIT) is integrated curriculum. This curriculum is being applied by creating the synergy among national curriculum of education (ministry of education), religious curriculum (Al-Islam), and local content curriculum by using full day school system. The result of this research shows that: the concept of SDIT (Islamic integrated primary school) relies on the stakeholders, who hold the education, and self-development curriculum that relies on the needs of SDIT al-Izzah plus adjustment curriculum which relies on Islamic integrated primary school networks. The concept of curriculum which is applied in SDIT al Hanif combines three curriculums namely: the ministry of education and culture, ministry of religious affairs and the stakeholders’ curriculum.</p>
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Agasisti, Tommaso, Francesca Bonomi, and Piergiacomo Sibiano. "Measuring the “managerial” efficiency of public schools: a case study in Italy." International Journal of Educational Management 28, no. 2 (March 4, 2014): 120–40. http://dx.doi.org/10.1108/ijem-02-2013-0032.
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Purpose – The purpose of this paper is to suggest a methodology to calculate efficiency scores for a sample of Italian primary and middle schools. The main aim is to relate these measures of efficiency to a set of “external” factors that can affect schools’ performance, such as the average socio-economic background of their students, their location in an urban/non urban setting, etc. After presenting this analysis, the paper proposes a procedure to calculate “adjusted” efficiency measures – which take in the role of external variables – in order to assess the “pure” management efficiency of each school, and so to avoid confusing the institution's performance with the aspects relating to its background. Design/methodology/approach – Efficiency is defined in its technical sense that is, the ability to transform inputs (financial and human resources) into outputs (results achieved by students in standardized test scores). A two-stage quantitative procedure was used to investigate “managerial” efficiency, so that the impact of external variables on educational efficiency could be suitably taken into account. Findings – The results show that the average efficiency score is quite high in the sample of schools considered, but potential savings can still be made: overall, with the schools’ available resources, achievement scores could be increased by about 20 percent. Efficiency and educational equity are complementary in primary public (state) schools, and the most efficient schools are those with the lowest internal variance between the students’ achievement scores; the same does not hold for middle school students’ results in mathematics. Lastly, several schools appeared to be efficient when the external variables were not taken into consideration, while their background actually favored them, and they are not efficient from a purely managerial perspective. Originality/value – The most important piece of innovation is the investigation of managerial efficiency and its implications on policies. This study confirms and suggests that there could be an inverse relationship between apparent (baseline) and true (managerial) efficiency, that is, between the efficiency scores achieved before and after the “correction” made for external variables.
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Bella, Maria, and Christina Evaggelinou. "Theatrical play and social skills development: teachers’ perspectives on educating autistic students." Cypriot Journal of Educational Sciences 13, no. 3 (September 30, 2018): 408–21. http://dx.doi.org/10.18844/cjes.v13i3.3201.
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The pedagogy of theatrical play is a relatively new educational approach within the school system. Aim is to examine teachers’ opinions of theatrical play as a method which can provide opportunities for students with autism to interact with others in a fun and supportive environment. Twelve teachers who are selected by purposive sampling (M = 40.6 years) are teaching students with autism in general primary schools in Northern Greece and participated in semi-structured interviews which lasted 45 minutes. The protocol of interview consisted of 13 open-closed questions. The answers were collected through a recording device. A depth-analysis of teacher’s responses was used to analyse their patterns and relationships. Teachers believe that theatrical play with appropriate curricular decisions and knowledge can hold an essential place in the classroom and supported the hypothesis that it is especially effective in developing and improving the duration and frequency of autistic students’ social interactions.
Keywords: Autism, teaching, theatrical play, school, social skills.
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Osamu, Umezawa. "Building Next-generation Schools with 21st Century Skills(learning) and ESD (Reconstructing Japanese Teacher Education System)." Journal of Sustainable Development Education and Research 1, no. 1 (May 19, 2017): 11. http://dx.doi.org/10.17509/jsder.v1i1.6239.
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The Japanese government has actively promoted Education for Sustainable Development (ESD) that UNESCO advocates and is going to fully implement the school reform that aims to enhance next generation’s 21st century skills by the year of the Olympic in Tokyo, 2020. So far, Japanese schools focused on basic skills. However, the presenter believes that next generation’s schools need to be reconstructed with 21st century learning and ESD as their base. Now the Ministry of Education, Culture, Sports, Science and Technology (MEXT) is taking actions to fix the comprehensive conditions for the educational reform. Especially MEXT focuses on the reform of the comprehensive system of training, employment, and development of teachers. The basic directions of the system reform is as follows: to hold “the Teacher Professional Development Consortium” by the association between education boards of the prefecture and universities; to develop the index of teacher professional development based on the fundamental principles by MEXT; to improve the curriculum of teacher training or development; and to assess the ability and quality that teachers need to hold. Since 2010, the Shizuoka University has promoted the systematic reform that integrated teacher education and in-service education. Such a reform corresponds to the era of globalization. The basic concept, if I state briefly, is to nurture and support the teachers who can teach for 21st century learning in their classrooms. To achieve this concept, the Faculty of Education, Shizuoka University, of which primary purpose is to train future teachers, is going to open the Elementary Learning Development Major in April of 2016, as a part of the organizational reform of teacher training. In the program, students will deal with contemporary educational problems and use interdisciplinary methods.In order to support teacher professional development and their research, School of Education established the Research and Education Center for the Learning Sciences (RECLS) in April of 2013 and the Center for Promoting Higher-Quality Teacher Education (PHTE) in April of 2014. In addition, it established Advanced Professional Development in School Education in 2009 and Cooperative Doctoral Course in Subject Development in 2012. Teachers in next generation schools should hold the practical abilities to organize their classes based on theories and methods of interdisciplinary and comprehensive learning. The Shizuoka University will promote such a reform and research teacher training, if possible, in association with the universities in Indonesia, ASEAN and Asia.
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Raagas, Maria Judith R. "Alignment of School and Leadership Practices in Basic Education with Response-to-Intervention Model." European Journal of Education and Pedagogy 2, no. 3 (July 28, 2021): 207–11. http://dx.doi.org/10.24018/ejedu.2021.2.3.144.
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This study assessed the implementation of school and leadership practices of the selected basic education schools and their alignment with the Response-to-Intervention (RTI) model components which enhanced the RTI implementation. The gaps in aligning the school and leadership practices with the RTI model were identified as concerns. As the RTI model is about preparing all students for success in their adult lives and careers, the school leaders hold a very significant position in improving the academic performance of all their learners. The study used the mixed method. The quantitative data analysis used a survey questionnaire and sent to the respondents through Google Forms. The descriptive statistics of frequency, mean and standard deviation was calculated using the IBM SPSS Statistics. For the qualitative data, an interview was conducted with the school principals, guidance counselors and selected class advisers, to clarify and support the responses in the survey questionnaire.
Based on the findings, the researcher designed the contextualized RTI framework for basic education in Cebu City, Philippines. The recommendations of the study were: (1) include the RTI systems and procedures in the quality management system of the school; (2) for human resource departments and hiring committees, they should consider the qualification each potential new principal his or her previous experience working with students with special needs; (3) schools should consider providing professional development and training opportunities to principals whose sole or primary classroom teaching experience has been in general education; and, (4) for an individualized professional development planning process, principals might want to incorporate professional development opportunities that focus on leadership support for interventions.
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Wood, Paul, David Evans, and Ilektra Spandagou. "Attitudes of Principals Towards Students With Disruptive Behaviour: An Australian Perspective." Australasian Journal of Special Education 38, no. 1 (April 25, 2014): 14–33. http://dx.doi.org/10.1017/jse.2014.5.
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This paper reports on the attitudes of 340 government primary principals from New South Wales, Australia, towards the inclusion of students with disruptive behaviours in schools. Principals’ attitudes were examined using the Principals and Behaviour Survey (PABS), a new composite measure built upon a foundation of existing validated surveys on attitudes towards the inclusion of students with disabilities. Principal component analysis identified 3 components that were used as variables for correlations with a range of demographic characteristics, such as age, qualifications, experience, school size and location. School size and the number of students with a diagnosed mental health condition in the school had a small relationship with principals’ attitudes. From the analysis of data from the emotional response scale, it was found that principals’ emotions about inclusion were less positive towards students with disruptive behaviour than towards students with sensory, physical or intellectual disabilities. Overall, principals appeared to hold dichotomous positions in regard to the benefits of inclusion, viewing it as beneficial for students with disruptive behaviour but not for their peers. However, principals who held more positive views were consistently more positive across all measures.
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Rollnick, Marissa, and Margaret Rutherford. "African primary school teachers‐what ideas do they hold on air and air pressure?" International Journal of Science Education 12, no. 1 (January 1990): 101–13. http://dx.doi.org/10.1080/0950069900120109.
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Vasalampi, Kati, Eija Pakarinen, Minna Torppa, Jaana Viljaranta, Marja-Kristiina Lerkkanen, and Anna-Maija Poikkeus. "Classroom effect on primary school students’ self-concept in literacy and mathematics." European Journal of Psychology of Education 35, no. 3 (November 26, 2019): 625–46. http://dx.doi.org/10.1007/s10212-019-00439-3.
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AbstractAccording to the big-fish-little-pond effect (BFLP) model, high individual academic performance in a particular subject is related to high self-concept in that subject, whereas high average classroom performance has a negative effect on self-concept. In the present study, data from Finnish primary school students in grade 3 (504 students), grade 4 (487 students), and grade 6 (365 students) are used to examine whether the assumptions of the BFLP effect model hold already in primary school. Furthermore, we examined gender differences in BFLP effect. The results showed that as expected students’ high performance in literacy and in mathematics was related to high self-concept in the same subject. Support for the negative classroom effect was small and it depended on the school subject and student’s gender. That is, a high average classroom performance already in grade 3 had a negative but small effect on boys’ self-concept in mathematics. In literacy and among girls, only little support was found for the negative classroom effect.
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Alrasheedi, Ghazi, and Farah Almutawa. "Weekend Islamic schools in Europe: Challenges and means of development." Improving Schools 23, no. 2 (August 14, 2019): 190–203. http://dx.doi.org/10.1177/1365480219869425.
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Many educational centers for instructing Muslim children in the principles of Islam and the Arabic language have been established in Europe. These centers are called weekend schools; students attend these schools on the weekend to learn the Holy Qur’an in addition to Arabic language skills. The current study aimed to examine the nature of these schools and their instructional focuses. The study used a qualitative method for data collection and conducted interviews based on semi-open questions. A total of 26 participants were interviewed during the Annual Conference of the Islamic Organization Union in France in 2012. The results indicate that there is no detailed database that shows the total number or overall percentage of Muslim students who attend weekend schools in Europe. The results also show that the rate of enrollment is increasing. The results of the study confirm that most of the students are primary school students who attend these schools for only 3 to 4 hours every week. The findings show that these weekend schools face several challenges. The most important of these challenges are the weak qualifications of the teachers, inadequate curriculum, an inconvenient instructional environment, and other challenges that will be covered in this research. The researcher argues that the efforts exerted by mosques and Islamic centers to maintain the identity represented in the supplementary schools and classes called weekend schools are insufficient due to the numerous challenges that these schools are facing.
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Переверзева and E. Pereverzeva. "Instructional Materials for the Teacher to Hold Talks with Primary School Pupils on the Topic “Plants and Our Clothes”." Primary Education 1, no. 6 (December 25, 2013): 40–46. http://dx.doi.org/10.12737/1746.
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Didactic materials are presented helpful for primary-school teachers to hold after-school extra-curricular talks
with pupils in order to enrich knowledge, received at the lessons on the subject “The World Around US”. Special attention
is given to cultivated textile plants native of the Old World and of the New World and introduced to the local soil. Such
information will give pupils general ideas about how technical plants have been cultivated and currently used to produce
fabrics, which form the basis for the modern textile industry.
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Rochmah, Siti Khosiah, and Rika Sa’diyah. "Strategi Pembelajaran PAI Pada Peserta Didik Tuna Grahita Sekolah Dasar Kelas Awal Di Sekolah Dasar Luar Biasa (SDLB) Pembina Tingkat I Cilandak Lebak- Bulus Jakarta Selatan." BELAJEA: Jurnal Pendidikan Islam 2, no. 1 (June 30, 2017): 35. http://dx.doi.org/10.29240/bjpi.v2i1.270.
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Abstract: This study aims to find out the learning strategy of PAI in children of Primary Grade Students in SDLB Pembina Level I Cilandak South Jakarta in academic year 2014/2015. The subjects of the study were the students of primary school grade tunagrahita with mild (C) and moderate (C1) tunag category of 42 children. Data collection techniques used in the form of observation, interview and documentation study. Processing and data analysis include reduction, data display, conclusion and verification. Procedure is done by conducting reduction, then hold display of data obtained from field and after conducting processing and observation of result of research, then do conclusion and end with verification to get validity final conclusion.
The results showed that PAI learning strategy that includes planning, implementation and evaluation of learning has been done quite well. Learning Planning (curriculum) PAI refers to the general elementary curriculum and has not been modified, substituted or omitted. New curriculum modifications are made on teacher initiative and creativity. Implementation of learning related to objectives, materials, methods, media, and assessment needs to be tailored to the needs and abilities of each child individually because the ability of learners can not be equalized and standardized. Evaluation of learning outcomes both related to the procedures, mechanisms, means and tools used the same as those done in public elementary schools. But there has been a modification on the form of questions, not applied the national exam (UN) but the school exam for final evaluation of the program.
Keywords: Students, children of Primary Grade, the learning strategy
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Astuti, Murni, Rahmiati Rahmiati, and Ika Parma Dewi. "TRAINING OF WEDDING MAKE UP AND STYLING HAIR FOR PRIMARY SCHOOL KKG GUGUS I TEACHER IN LUBUK ALUNG CITY." UNES Journal of Community Service 3, no. 1 (June 30, 2018): 053. http://dx.doi.org/10.31933/ujcs.3.1.053-061.2018.
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Community Service Skills Activities undertaken is to provide facial makeup training and hairdressing to teachers KKG SD GUGUS 1 in Lubuk Alung district. The target audience in this activity is the arts teacher of KKG Elementary School Teachers 1 Lubuk Alung Subdistrict totaling 10 people. Primary Schools often hold performing arts performances. But there are still very few teachers who can make up their students for the performance of the stage. Therefore, it is required the training of facial makeup and hairdressing skills. This activity aims to improve facial makeup skills and hair styling of teachers for the purposes of performing through training. This training uses various methods of lecture method, question and answer method, demonstration method, practice / practice and method of recitation or assigning task. (2) Demonstrate makeup and hair styling makeup, (3) Practice makeup and hair styling to each student, (4) Question and answer. In general, the results of this activity have been achieved well, where all the activities that have been done have achieved the desired goal of increasing the knowledge and skills of teachers KKG Cluster 1 Kecamatan Lubuk Alung about facial makeup skills and hair styling for art performances.
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Slamet, Mohammad. "DEVELOPMENT OF LEARNING MEDIA PICTURE BOOKS BASED ON LOCAL WISDOM KUDUS INDONESIAN LANGUAGE SUBJECTS POETRY WRITING MATERIAL FOR GRADE V STUDENTS OF PRIMARY SCHOOLS." Refleksi Edukatika : Jurnal Ilmiah Kependidikan 10, no. 1 (December 2, 2019): 97–104. http://dx.doi.org/10.24176/re.v10i1.3896.
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This research was conducted to describe the analysis of the needs of students and teachers towards the development of picture book learning media based on sacred local wisdom in grade V elementary school students. Making prototypes of learning media picture books on Indonesian subjects poetry writing material for fifth grade elementary school students. the use of learning media Indonesian picture books subject matter poetry writing for elementary school students in grade V.Using research and development methods, or also called Research and Development. Research and Development method (RnD) is a research method used to produce certain products, and test the effectiveness of these products. The research was conducted at SD 4 Peganjaran, SD 4 Gribig, SD 1 Gribig and SD NU Kartika in Kudus City. The research subjects were all teachers, fifth grade students from four different schools namely 3 Peganjaran Public Elementary School in Bae sub-district, 4 Gribig Public Elementary School in Gebog sub-district, 1 Gribig Public Elementary School in Gebog sub-district and Nawa Kartika elementary school in Kota sub-district.The test results of the effectiveness of picture book learning media are based on holy local wisdom in Indonesian language. Testing effectiveness is done by comparing the results of each school's pretest and posttest. Based on the value of t test at SD 3 Peganjaran obtained So the acquisition of t count = 4, 542 while T table = 1.79, t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media of effective picture book applied. Based on the test value at SD 4 Gribig obtained t count = 4.73 while T table = 1.73 t test can be concluded t count t table Then Ho is rejected and Ha is accepted so that Ha is accepted and media picture book is effectively applied. Based on the t test on SD 1 Gribig obtained t value = 6.98 while T table = 1.68 t test can be concluded t count t table Then Ho is rejected and Ha is accepted, so that Ha is accepted and media picture book is effectively applied, Based on the value Nawa Kartika's NU SD test obtained t count = 8.07 while T table = 1.68 t test can be concluded t count t table So Ho is rejected and Ha is accepted, so Ha is accepted and media picture book is effectively applied.
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Polyzopoulou, Konstantia, and Helen Tsakiridou. "Educators’ attitudes concerning teaching of students with special educational needs in the mainstream Greek school." International Journal for Innovation Education and Research 7, no. 7 (July 31, 2019): 317–37. http://dx.doi.org/10.31686/ijier.vol7.iss7.1614.
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Nowadays, teaching in a diverse students’ needs environment is a common situation emerged in the school community. In order for all the students to access the good of education and become a part of the school society, it is needed to be acceptable by teachers in the general school, who have to implement an appropriate instruction procedure to meet pupils’ needs successfully. Suitable teaching depends on teachers’ attitudes toward the inclusion of all the students independently and especially for those who show special educational needs. In the current study, participated 373 preschool, primary and secondary educators who teach in the Greek mainstream school. The participants completed the “Attitudes Toward Inclusive Education Scale” [1] [2]. The findings showed that teachers hold reserved attitudes toward the inclusion of students with physical disabilities and academic difficulties, but they hold favorable attitudes for behavior problem and social difficulties students. Comparisons were conducted using other variables, which exert influence on teachers’ attitudes. The results observed show the necessity of establishing supporting services in the school and organizing appropriate training programs in order for the teachers to acquire the theoretical background and skills to implement inclusive practices effectively.
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SUHARTONO, SUHARTONO, JAMALUDIN JAMALUDIN, and Sri SUMIYATI. "TRAINING ON THE BLENDED LEARNING DESIGN AS A SUPPLEMENT TO A LEARNING APPROACH AT PRIMARY SCHOOLS." DISEMINASI: Jurnal Pengabdian kepada Masyarakat 1, no. 1 (March 15, 2019): 16. http://dx.doi.org/10.33830/diseminasi.v1i1.793.
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SD Negeri Purworejo is a primary school with adequate learning facility, such as computer laboratories, projectors, and internet connection. Although teachers, students, and parents have the access and the skills to use information technology, the school facility has not been optimally used. It is assumed that the application of such skills and the use of school facility will improve the learning process and the students’ learning outcomes. In this case, information technology is used to combine a face-to-face learning process and an online learning process, which is known as “blended learning”. The twenty-four teachers of SD Negeri Purworejo did not have prior experience with the blended learning process, although they have the potential to apply it in their class. The solution for this is to hold a workshop on Blended Learning. The materials of the workshop should include blended learning planning, blended learning practical implementation, and information on the supporting materials required in blended learning. The methods used in the workshop are lecture, practicum, and simulation. The outcomes are offline and online lesson plans.
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SUHARTONO, SUHARTONO, JAMALUDIN JAMALUDIN, and Sri SUMIYATI. "TRAINING ON THE BLENDED LEARNING DESIGN AS A SUPPLEMENT TO A LEARNING APPROACH AT PRIMARY SCHOOLS." DISEMINASI: Jurnal Pengabdian kepada Masyarakat 1, no. 1 (March 15, 2019): 16. http://dx.doi.org/10.33830/diseminasi.v1i1.793.2019.
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SD Negeri Purworejo is a primary school with adequate learning facility, such as computer laboratories, projectors, and internet connection. Although teachers, students, and parents have the access and the skills to use information technology, the school facility has not been optimally used. It is assumed that the application of such skills and the use of school facility will improve the learning process and the students’ learning outcomes. In this case, information technology is used to combine a face-to-face learning process and an online learning process, which is known as “blended learning”. The twenty-four teachers of SD Negeri Purworejo did not have prior experience with the blended learning process, although they have the potential to apply it in their class. The solution for this is to hold a workshop on Blended Learning. The materials of the workshop should include blended learning planning, blended learning practical implementation, and information on the supporting materials required in blended learning. The methods used in the workshop are lecture, practicum, and simulation. The outcomes are offline and online lesson plans.
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SUHARTONO, SUHARTONO, JAMALUDIN JAMALUDIN, and Sri SUMIYATI. "TRAINING ON THE BLENDED LEARNING DESIGN AS A SUPPLEMENT TO A LEARNING APPROACH AT PRIMARY SCHOOLS." Diseminasi: Jurnal Pengabdian kepada Masyarakat 1, no. 1 (March 15, 2019): 16–23. http://dx.doi.org/10.33830/diseminasiabdimas.v1i1.501.
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SD Negeri Purworejo is a primary school with adequate learning facility, such as computer laboratories, projectors, and internet connection. Although teachers, students, and parents have the access and the skills to use information technology, the school facility has not been optimally used. It is assumed that the application of such skills and the use of school facility will improve the learning process and the students’ learning outcomes. In this case, information technology is used to combine a face-to-face learning process and an online learning process, which is known as “blended learning”. The twenty-four teachers of SD Negeri Purworejo did not have prior experience with the blended learning process, although they have the potential to apply it in their class. The solution for this is to hold a workshop on Blended Learning. The materials of the workshop should include blended learning planning, blended learning practical implementation, and information on the supporting materials required in blended learning. The methods used in the workshop are lecture, practicum, and simulation. The outcomes are offline and online lesson plans.
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Del Pilar García Mayo, María, and M. Juncal Gutierrez-Mangado. "Editorial: Introduction to the special issue on English language learning in primary schools." Studies in Second Language Learning and Teaching 10, no. 3 (September 30, 2020): 415–22. http://dx.doi.org/10.14746/ssllt.2020.10.3.1.
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The early introduction of foreign languages, mainly English, in pre-primary and primary education in different parts of the world is an undisputable fact in today’s world, as clearly illustrated in Enever (2018). One of the reasons for this educational change is the belief in “the earlier the better” notion, which has already been shown not to hold true when linguistic outcomes are assessed in foreign language settings (see García Mayo & García Lecumberri, 2003; Huang, 2015). Age is just one variable among many others that need to be taken into account when assessing child language learning in educational contexts (see Butler, 2019), and that is the reason why more research on identifying those other variables is necessary.
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Dardas, Latefa Ali, Inaam Khalaf, Manar Nabolsi, Omayyah Nassar, and Suhaila Halasa. "Developing an Understanding of Adolescents’ Knowledge, Attitudes, and Practices Toward COVID-19." Journal of School Nursing 36, no. 6 (September 29, 2020): 430–41. http://dx.doi.org/10.1177/1059840520957069.
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Adolescents are more likely to engage in risky health practices related to COVID-19. Their compliance with infection control measures is a key factor to mitigate the spread of the disease. The purpose of this study was to explore the knowledge, attitudes, and practices toward COVID-19 and their correlates among Jordanian adolescents. An online cross-sectional survey was utilized. A total of 1,054 Jordanian adolescents aged 12–18 completed and returned the survey. Overall, Jordanian adolescents showed a good base of knowledge regarding COVID-19 (regardless of their demographic characteristics) and tended to hold positive attitudes toward the country’s curfew and other protective measures. The majority of adolescents reported that television and social media were their main source of information on COVID-19, while few reported receiving such information from their schools. The majority reported practicing effective health protective behaviors to prevent the spread of COVID-19, which was significantly predicted by their knowledge and attitudes toward these measures. However, there was a relatively small, yet clinically significant, percentage of adolescents who showed poor knowledge on COVID-19, had negative attitudes toward protective measures, and reported being engaged in risky practices related to infection spread. Tailored efforts are needed to improve the levels of knowledge, attitudes, and practices among adolescents. Raising awareness and promoting positive attitudes are vital to change adolescents’ health practices. Policy makers should ensure that school nurses are available in all schools and working to their full scope. School nurses are the eyes and ears of public health and primary care. They are essential members on pandemic preparedness, reopening and reentry planning teams, and can lead health care in schools and practice in a holistic culturally competent proactive manner to address the needs of students.
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Supriyanti, Yuni Indah. "The Impact Of Constitution Court Decision About The Abolition Of RSBI/SBI Program Case Study on ex.SDBI No.26 Argamakmur North Bengkulu Regency." Tadbir : Jurnal Studi Manajemen Pendidikan 1, no. 1 (July 13, 2017): 1. http://dx.doi.org/10.29240/jsmp.v1i1.172.
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The need of education which is properly accommodated in Constitution Number 20 of 2003 about national education System on article 50, verse 3 which mandate that Government and/or Local Government hold at least one educational unit on whole educational level to be developed as school at international level. After 8 year implementation, through Constitution Court session on Tuesday, January 8, 2013, issued a policy about abolition of international based school. Constitution Court has accepted the complaint which is submitted by Coalition against Commercialization of Education. In its consideration, Constitution Court considers that international school in governmental school is on the contrary to UUD 1945. The purpose of this research is to know about the impact of Constitution Court decision (The Abolition of RSBI/SBI Program) in schools and public institutions in this case about student guardian. This research is also expected to be able to give contribution for knowledge and science especially to research policy in education. The method of this research is qualitative research and case study. This research is held in SDN 26 Argamakmur which is one of Pioneering International School (RSBI). This research uses some informants; they are teachers and administration staffs of SDN 26 Argamakmur, student guardians, the officials of education and culture department of North Bengkulu regency and the officials of education and culture department of regional offices and also some policy experts in the field of education. This research finds out some facts that Constitution Court decision about the revocation of RSBI in SD BI 26 Argamakmur causes the result of psychology pressure for teachers as the spearhead of policy implementer. Before this decision published, the teachers who teach in this school have their own pride to teach in this school. Physically, RSBI School in Argamakmur has some facilities such as computer laboratory, Language laboratory, and ICT room. These facilities need high maintenance fund. Therefore, regional government still has responsibilities toward the impact of status alteration of this school. The alteration of status from RSBI school to regular school results on various impact for society especially students guardian. For the parents who have sent their children to RSBI School, there is a pride form the parents toward their children because they have basic skills that aren’t given in other schools. The skills are active English skill and computer skill. Many parents who have their children study in International Standard Primary School (SD BI) feel disappointed since there won’t be written international standard school in their children’s educational certificate. International predicate is considered as a pride for some parents. The steps taken by school have been based on circular letter of education and culture Minister of Indonesia dated January 30, 2013. That circular letter contents RSBI transition policy.
Keywords: Impact, Constitution Court decision, RSBI program.
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Cushing, Ian. "Prescriptivism, linguicism and pedagogical coercion in primary school UK curriculum policy." English Teaching: Practice & Critique 19, no. 1 (November 18, 2019): 35–47. http://dx.doi.org/10.1108/etpc-05-2019-0063.
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Purpose This paper is a critical reflection on the linguistic conservatism as found within current curriculum policies and assessment regimes in the UK, arguing that they represents a form of linguicism which serves to entrench linguistic social injustices. This paper aims to trace the “trajectory” of policy across different levels, discourses and settings, with a particular focus on how linguicism is conceptualised, defended and resisted by teachers. The author draws connections between language ideologies within policy discourse, language tests and teacher interviews. Design/methodology/approach This study adopts a critical approach to examining educational language policies and assessments. It begins with the assumption that policies and tests are powerful political and ideological tools, which can steer teachers into making certain decisions in the classroom, some of which they may not believe in or agree with. Data are drawn from policy documents, test questions and teacher interviews, with a focus on how teachers talk about language and pedagogies in their classrooms. In total, 22 teachers were interviewed, with this data being transcribed and thematically indexed. Findings The findings reveal how linguicism is embedded within UK education policy, and how this comes to be replicated within teachers’ discourse and practice. There are three main findings: that teachers can come to operate under a form of “pedagogical coercion”, whereby language policies and tests have a powerful hold on their practice; that teachers see current policy as championing standard English at the expense of non-standardised varieties, and that teachers often see and talk about language as a proxy for other social factors such as education and employability. Research limitations/implications This study provides a critical perspective on language education policies in the UK, arguing for greater awareness about the nature and dangers of linguicism across all levels of policy. Data generated from classroom interaction would be a useful avenue for future work. Originality/value This paper offers an original, discursively critical examination of language education policy in the UK, with a particular focus on the current curriculum and using original data generated from teacher interviews and associated policy documents.
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Choudhary, Neha, Preeti Manhas, Akash Narangyal, and Rohan Singh Manhas. "Pattern of knowledge and consumption of iron among teachers of reproductive age group in Jammu region: a cross sectional study." International Journal Of Community Medicine And Public Health 7, no. 6 (May 27, 2020): 2150. http://dx.doi.org/10.18203/2394-6040.ijcmph20202462.
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Background: Iron deficiency is caused by a persisting imbalance between a person’s dietary intake and body’s physiological demand of iron. A catch hold of these causes needs to be undertaken to break the intergenerational cycle of anaemia as well as recurrent infections associated with it. Objectives was to assess knowledge and consumption of iron among teachers in the reproductive age group.Methods: 110 school teachers were selected from selected government and private schools (primary/middle/ secondary/higher secondary) by simple random sampling technique. Teacher’s knowledge and consumption of iron consumption and associated factors was studied using a pre- tested; self- administered questionnaire.Results: 58.3% teachers were in the 30-39 year age group. Maximum were married 85.45%, 61.81% were post- graduates and 42.72% were in higher-secondary schools. 60.90% had a family income of >Rs 30000. 70.90% believed foods are the best source of iron. 57.27%, 53.63% believed menstruation effects body source of iron. 80.90% and 85.45% believed that iron has a role in pregnancy and iron rich foods and tablets are sufficient to maintain its body stores.Conclusions: IEC activities needs to be conducted among different strata of population so that the intake of iron could be increased and associated factors effecting its intake and absorption could be taken care of.
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Iryanti, Shobah Shofariyani, and Fitriliza Fitriliza. "IMPLEMENTASI METODE KRITIK INTRINSIK DALAM MENINGKATKAN KEMAMPUAN MEMBACA AL-QURAN." Jurnal Pendidikan Islam 10, no. 1 (May 29, 2019): 53–64. http://dx.doi.org/10.22236/jpi.v10i1.3453.
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Muhammadiyah 1 junior high school Depok hold a tadarus to read the Koran every Friday. However, the method applied is not appropriate and not right with the interests of students. Even students do not understand the various methods of reading the Koran. This is where researchers apply the intrinsic criticism method with the Al-Muyassar approach to improve the ability to read the Qur’an in this student of Muhammadiyah 1 junior high school Depok. This type of research is descriptive qualitative. Data collected includes primary data. And the study population was all students of the Muhammadiyah 1 junior high school Depok of grade eight . Data analysis in this study was observed by students and students of Muhammadiyah 1 junior high school Depok. And the results of this study will be used as a reference to implement the method of reading Almuyassar's intrinsic criticism in the Muhammadiyah 1 junior high school Depok.
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Kimani, Gitonga P., James E. Otiende, and Augustine M. Karugu. "The Ideology of the German Neukirchen Mission and Its Implication on Education in Tana River County, Kenya 1887-1986." International Journal of Learning and Development 10, no. 3 (September 18, 2020): 43. http://dx.doi.org/10.5296/ijld.v10i3.17715.
Full textAbstract:
This paper examines the ideology of the German Neukirchen Mission and its implication on education in Tana River County, Kenya 1887 to 1986. Western education and Christianity in Africa were introduced by Christian missionaries from Europe as early as the 16th century but took root in around the mid-nineteenth century. In Tana River, several missionary organizations ventured in the area notably the Methodist Missionary Society (MMS), the German Neukirchen Mission (GNM), the Holy Ghost Fathers (HGF) and the Swedish Mission. They all gave up in the area due to a multiplicity of hardships save for the GNM which hang on and continued with evangelization and education. Consequently, there is need to look at the ideology of the GNM that influenced its resolve to persist in an area shunned by its contemporaries. An understanding of GNM’s ideology would come in handy in helping to improve education standards in the area bearing in mind that the same problems that bedeviled the region have to a large extent remained to date The study had three objectives which were: to identify the educational institutions opened by the GNM in Tana River County 1887-1986; to establish the hardships experienced by the GNM in Tana River County in the period 1887-1986 and to examine the ideology which influenced GNM’s activities in Tana River County in the period 1887-1986. The time frame was 1887 to 1986. This period covers the time the GNM arrived in Tana River to the year the first secondary school was established at Ngao i.e 1986. Ngao served as GNM’s mission base or station since the arrival of the missionaries in the region. The study was historical in nature and utilized a historical research design. Sources of data were both primary and secondary sources. Primary sources were mainly drawn from the Kenya National Archives (KNA) and schools and churches in Tana River. Document analysis was also utilized as a data collection method. The research instruments were interview schedules and Focus Group Discussions (FGDs). Respondents to these research instruments were retired educationists, civil servants and politicians, church leaders and village elders selected through purposive and snowball sampling techniques; all totaling 33. Collected data was analyzed through qualitative and quantitative methods while documents were analyzed through external and internal criticism. The study found out that the GNM established 31 primary schools 28 of which are still operational. The GNM missionaries experienced several challenges among them deportation during the two World Wars, frequent Somali attacks, floods, poor transport network, malaria infections and inadequate finances. The ideology was examined under five perspectives namely The Great Commission, Faith Mission, Reformed Theology, Social Darwinism and Socio-Political and Economic view point. The study recommends improvement of road and school infrastructure, investing more on Technical and Vocational Education and Training (TVET) institutions, opening of a secondary school wing in every primary school, delocalization of teachers and establishment of an institution of higher learning in the area.
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Scriven, Richard, and Vicky Langan. "Audio and ludic engagements with spiritual heritage at an Irish holy well." cultural geographies 27, no. 3 (December 6, 2019): 485–90. http://dx.doi.org/10.1177/1474474019892001.
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This article reflects on audio methods and field recordings as means of examining how a cultural-spiritual space can be experienced by young people through an arts heritage project undertaken with primary school children in rural Ireland. Contributing to the growing role of sound and audio in geographical research, we consider how a series of participatory workshops at a holy well fostered curiosity and ludic engagements with the place enhancing the understanding of this location in a process that merged creative practice, spiritual heritage and wonder.
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Dowler, Wayne. "Pedagogy and Politics: Origins of the Special Conference of 1905 on Primary Education for Non-Russians in the East." Nationalities Papers 26, no. 4 (December 1998): 761–75. http://dx.doi.org/10.1080/00905999808408598.
Full textAbstract:
In May-June 1905 a special conference on education for non-Russians (inorodtsy) of the eastern Empire met in St Petersburg. The conference was organized by the Ministry of National Enlightenment (i.e. Education) with the concurrence of the Holy Synod. It was chaired by A. S. Budilovich, a member of the Council of Ministers. The conference had been preceded by an investigatory commission, also headed by Budilovich, which visited non-Russian elementary schools in the eastern regions of Russia and interviewed education officials, teachers, and parents involved in the education of non-Russians in the area. The purpose of the commission and the subsequent conference was the “examination of the presently existing legislation concerning the non-Russian schools of eastern Russia and in particular that system among them which is linked to the name of N.I. Il'minskii, compared with the schools of the general type that exist in those regions, on the one hand, and with the confessional schools (especially Moslem and Buddhist), on the other.”
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González Gómez, Carlota, Germán Torregrosa, and Leandro Navas. "Un análisis de las metas en situación de aprendizaje para el alumnado de primaria y secundaria obligatoria." REOP - Revista Española de Orientación y Psicopedagogía 13, no. 1 (February 2, 2014): 69. http://dx.doi.org/10.5944/reop.vol.13.num.1.2002.11587.
Full textAbstract:
RESUMENEste trabajo se enmarca en dos contextos sobre la motivación por el aprendizaje escolar: la teoría atribucional de Weiner (1986, 1995) y las aportaciones de Dweck (1986) sobre las metas que persigue el alumnado. El objetivo general es averiguar las metas que muestran los alumnos de primaria y secundaria obligatoria en situación de aprendizaje, la relación que mantienen estas metas con las diferentes dimensiones causales y si hay diferencias entre las metas de los estudiantes de secundaria obligatoria y las de los alumnos de primaria. La muestra la componen 722 alumnos de primaria y secundaria. Los resultados obtenidos indican que las metas coinciden con las halladas en otros contextos pero que se producen diferencias en función de la etapa educativa.ABSTRACTThis work is based on two contexts regarding school learners motivation: the attribution theory by Weiner (1986, 1995) and the contributions made by Dweck (1986) about the goals schoolchildren expect to reach. The main aim of this work is to find the goals shown by primary and secondary school students during their learning stage, the relations these goals hold with the different causal dimensions and if there exist differences between the primary schoolchildren’s goals and those of the secondary school learners. The sample we have investigated consists of 722 students of both primary and secondary school. The results obtained indicate that their goals happen to be the same as those found in other contexts but that differences appear depending on the learning stage.