Relevant bibliographies by topics / Lower post primary school

Academic literature on the topic 'Lower post primary school'

Author: Grafiati
Published: 10 December 2022
Last updated: 28 January 2023

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Contents

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Lower post primary school.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Lower post primary school"

1

Connolly, Sinead, Angela Carlin, Anne Johnston, Catherine Woods, Cormac Powell, Sarahjane Belton, Wesley O’Brien, et al. "Physical Activity, Sport and Physical Education in Northern Ireland School Children: A Cross-Sectional Study." International Journal of Environmental Research and Public Health 17, no. 18 (September 19, 2020): 6849. http://dx.doi.org/10.3390/ijerph17186849.

Full text
Abstract:
Internationally, insufficient physical activity (PA) is a major health concern. Children in Northern Ireland (NI) are recorded as having the lowest levels of PA in the United Kingdom (UK). To date, validated and representative data on the PA levels of NI school children are limited. The aim of this study was to provide surveillance data on self-reported PA, sport and physical education (PE) participation of school children in NI. Differences between genders and factors associated with PA were also examined. A representative sample of primary (n = 446) and post-primary (n = 1508) children was surveyed in school using validated self-report measures. Findings suggest that PA levels are low, with a minority of children (13%) meeting the PA guidelines (primary pupils 20%, post-primary pupils 11%). NI school children have lower levels of PA, PE and sports participation than UK and European peers. A trend of age-related decline across all the domains of PA was apparent. The data presented highlighted that females are less likely to achieve PA guidelines, children from lower socio-economic background participate in school and community sport less often, and that enjoyment and social support are important variables in PA adherence. Policy solutions that would support implementation e.g., mandatory minimum PE time, whole school approaches to PA promotion and targeted investment in schools, particularly in areas of deprivation and for females, are suggested.
APA, Harvard, Vancouver, ISO, and other styles
2

Qazi, Sheze Haroon, Rubina Mumtaz, Saba Masoud, and Rabia Tassaduq. "Effectiveness of An Oral Health Care Workshop in Primary School Teachers of Barakahu; A Pilot Study." Pakistan Armed Forces Medical Journal 72, no. 1 (February 28, 2022): 115–18. http://dx.doi.org/10.51253/pafmj.v72i1.5440.

Full text
Abstract:
Objective: To assess the effectiveness of an oral health care workshop in enhancing the knowledge of primary school teachers Study design: Quasi-experimental study. Place and Duration of Study: Primary schools of Barakahu, from Feb to Jun 2019. Methodology: This pilot study was carried out among who attended a training workshop on oral health at various primary schools of Barakahu. Training methods included didactic lectures, demonstrations and audio-visual aids. Scores were graded pre and post workshop as poor, fair and good knowledge. Evaluation was done to assess the effectiveness of the training. Results: Out of 40 participants, 78% had good pre-training knowledge as compared to 83% after the training. As our data was not normally distributed therefore, we applied, Wilcoxon signed ranks test to check the change in the questionnaire scores (pre- and post-workshop). Among the 40 participants, 30 had a higher score post-workshop, while 7 had the same score and 3 participants had the lower score (p-value <0.001). Conclusion: The study concluded that a training workshop was an effective tool for improving the knowledge of primary school teachers regarding oral health.
APA, Harvard, Vancouver, ISO, and other styles
3

Incekara, Cetin O. "Post-COVID-19 ergonomic school furniture design under fuzzy logic." Work 69, no. 4 (August 27, 2021): 1197–208. http://dx.doi.org/10.3233/wor-210652.

Full text
Abstract:
BACKGROUND: Because of wrong sitting position, children have back-pain and related musculoskeletal pain (MPD). Due to inappropriate designed class furniture by not taking into account the children’s anthropometric measurements have negative effect on children musculoskeletal systems. The impact of the COVID-19 pandemic crisis has changed the furniture industry’s production trends. OBJECTIVE: This study aimed to develop a new fuzzy based design of ergonomic-oriented classroom furniture for primary school students considering the measured anthropometric dimensions of students’ safety, health, well-being, i.e. ergonomic criteria, socio-psychological aspect and post-COVID policies. METHODS: In the study 2049 number of primary school students are assessed considering COVID-19 pandemic policies and their static anthropometric dimensions were measured between 7-10-year-old (between 1st-4th grade students) and descriptive statistics of children among their ages and genders are calculated; mean, standard deviation, percentiles. The data collected from the students were analyzed quantitatively by using Significance Analysis: Mann-Whitney U test statistic, t-test, Regression Analysis and one-way ANOVA. In the study interviews with experts are performed and fuzzy mathematical model (by using fuzzy-AHP, fuzzy-TOPSIS and fuzzy-VIKOR) is developed to calculate Turkey’s three schools’ furniture. RESULTS: Results showed statistically significant differences between two genders. And it is observed that the seating bench height is too high for primary school students and lower than the height of the classroom’s blackboard from the floor. Fuzzy Multi Criteria Decision Making Method’s (FMCDM) results show that primary school students’ ergonomic classroom furniture should be mainly designed by considering “COVID-19 Criteria”, “Ergonomic Criteria” and “Socio-Psychological Aspect”. Students’ existing seating benches and tables are changed by considering post-COVID policies/protocols, Ergonomic Criteria and Socio-Psychological Aspect. And a new seating bench/chair and table’s dimensions is proposed in the study. CONCLUSIONS: Children study at school for long periods and their activities involve long periods of time on their desks in schools. As per the results of the study, it can be concluded that school management must consider the genders, ages of students and take into account the post-COVID policies/protocols while procuring the classroom furniture. The COVID-19 pandemic is the single largest event to have affected children globally in their access to school in recent times; estimates suggest that over 85%of the world’s total enrolled learners, 1.5 billion children and youths, have been affected. The coronavirus pandemic also creates dramatic changes for the school furniture.
APA, Harvard, Vancouver, ISO, and other styles
4

Adeleke, G. A., and P. O. Jegede. "Comparative Effects of ICT-Integrated Learning Strategies on Spatial Reasoning Skills Among Nigerian Lower Primary School Pupils." European Journal of Education 3, no. 1 (January 1, 2020): 31. http://dx.doi.org/10.26417/ejed.v3i1.p31-35.

Full text
Abstract:
The study investigated the reported regressive performances of students in spatial reasoning concepts with a view to promote early spatial reasoning of lower primary school pupils across ability levels and sex. Non-equivalent experimental research design was employed. A hundred and five (105) pupils in four intact classes were exposed to six weeks intervention and subsequently post-tested. Data collected were analyzed using Analysis of Covariance. The study found significant effect of treatment on the performance of study participants in the ICT-integrated Think-Pair-Share treatment group. No significant interactive effect of ability was found though, the pupils of low-ability group benefitted more from the intervention (M = 12.32, 11.07; SD = 2.86, 2.98). There was no significant different of intervention between boys and girls across strategies and abilities. The study concluded that, while ICT-integrated learning strategies could improve output in spatial concepts of pupils at the primary school level, performances on the basis of sex-groups and ability groups have no significant interaction effect on the learners of spatial reasoning. Keywords: performance, spatial reasoning, treatment, strategies, ability group, think-pair-share, concrete-representation-abstract, learners’-self-controlled.INTRODUCTIONEarly graft of mathematic ability has been ascertained to predict later mathematical achievement and related endeavors in life [6]. Hence, the promotion of early mathematic competency is of critical importance. Established link between spatial ability and mathematics in early childhood by neuropsychological and brain imaging studies and behavioral evidences potent that math performance can be improved with spatial reasoning. Nigeria’s experience in local, national and international examinations show dwindling performances of examinees traceable to substantiated inefficient score in spatial reasoning items consistently featured [5, 1] in such standardized examinations. This was interpreted to mean that, children understanding of space pattern is necessary and demanded by the curriculum. The advent of information and communication technology (ICT) eulogized as potentially powerful and enabling tool for education change and reform is hereby engaged in learning delivery for comparative analysis of performance in learning spatial concepts among primary school pupils. METHODOLOGYNon-equivalent pretest, posttest and control group research design was adopted. The population consisted of 357,533 pupils’ enrolled in 1, 378 primary schools in Osun State (Daily Independent, 2013) characterized with male and female learners of varied academic abilities. Study sample was eked out using purposive and multi-stage sampling techniques. Primary III class was purposively selected based on the learners' age (6 – 8 years) limit in early childhood. Four schools with 105 intact class pupils were multi-stage sampled in the three major towns of the state considering available facilities for the study. Research instruments included Spatial Reasoning for Children (SpatReC), an interactive, multimedia package designed using C-Sharp (C#) programming language and follows the taxonomy based on Benjamin Blooms’ principles as revised by Anderson and Krathwohl in [8]; and Spatial Reasoning Test (SRT) used for pretest and posttest. Instruments, in a previous study [1] were adjudged validity and reliable. Learners in their intact classes were randomly assigned to study conditions namely; the three experimental groups and the one control group; three levels of cognitive ability groups - high, medium and low; and two sex groups - male and female. The intervention took forty minutes of Mathematics periods for three days in a week and six weeks in each of the schools excluding tests. ANALYSIS:Tests for significant interaction effect of treatment on groups were conducted. Result shows the test of equality of means to be significantly equal (t = 2.003, p - 0.05) in favor of equal variance assumed. The study’s subjects were thus adjudged to be reliably homogeneous (Table 1).Table 1: Test for Difference in the Participating group’s Post-test Scorest-test for Equality of MeanstdfSig.(2-tailed)Mean DifferenceStd. Error Difference95% Confidence Interval of the DifferenceLowerUpperEqual variances assumed2.003103.0481.253.626.0122.494Furthermore, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance using their experimental groups as the differentiating variable and the pre-test scores as the covariate to remove the possible effect of previous learning and other confounds. The result showed significant difference in the post-test scores (F = 2.934, p - .05). It also showed from the table that, the R-squared value was 0.080 and the Adjusted R squared value stood at 0.053. This can be interpreted to mean that the maximum variance in the post test score is quite small. So other possible factors which might explain the difference in the post test scores and interact with the effectiveness of the learning strategies were sought after (Table 2).Table 2:Post-Test of Difference of Treatments Tests of Between-Subjects Effects - Dependent Variable: post test scoreSourceType III Sumof SquaresDfMean SquareFSig.Corrected Model96.677a332.2262.934.037Intercept34388.204134388.2043131.034.000GRP96.677332.2262.934.037R Squared = .080 (Adjusted R Squared = .053)The source of difference was located between the CRTL group and the CRA group (Table 3). It can be concluded that there exists significant difference among the learning strategies in improving performances.Table 3: Multiple Comparisons Post hoc TestDependent Variable: post-test score Tukey HSD(I) Treatment(J) TreatmentMean Difference(I-J)Std. ErrorSig.95% Confidence IntervalLower BoundUpper BoundCTRLTPS.413.924.970-2.002.83LSC.514.960.950-1.993.02CRA2.514*.960.049.015.02* The mean difference is significant at the 0.05 level.Would there be any interactive effect of intervention between various academic ability pupils by virtue of learning strategies? To answer this question, the post-test scores of the research participants were subjected to a test of difference via analysis of covariance. Result shown in Table 4 revealed that there is no significant interaction effect of experimental groupings and ability levels on the post-test scores (F = 1.440, p > .05). In this stance therefore, the research question is answerable in the negative.Table 4: Test of Difference of Treatment and Ability in Post-test Tests of Between-Subjects Effects Dependent Variable: post test scoreSourceType III Sum of SquaresDfMean SquareFSig.Corrected Model113.502a716.2151.440.198Intercept28102.188128102.1882495.206.000GRP * ability113.502716.2151.440.198a. R Squared = .094 (Adjusted R Squared = .029)Lastly, could any difference in performance result from variation in sexes? Despite the slight differences in group sizes, no significant difference in the performance on the basis of sex-groups (value = 0.186, > 0.05) was found. It as well showed that, there was no significant interaction found between groups and sex in describing performance of pupils in spatial reasoning (F = 0.030, p > 0.05) (Table5).Table 5: Test of Difference on Post-test in Treatment / Sex Groups DescriptivePost test scoreNMeanStd. DeviationStd. Error95% Confidence Interval for MeanMin.Max.dffsigLower BoundUpper BoundMale4118.153.190.49817.1419.1511281.030.862Female6418.273.560.44517.3819.151226103Total10518.223.405.33217.5618.881128104DISCUSSION - CONCLUSION:The application of ICT unto learning strategies was with a view to improve performance in spatial concepts in pupils of low and high ability at the primary school level. Notable results included significant effect of treatment on performance at the removal of possible effect of previous learning and other confounds. This discovery agrees with [3] whose study established that particular intervention in the experimental group might increase learner’s motivation and in turn lead to higher achievement levels for learners in the experimental group than for those in the control group. [2, 4] also found particular learning strategies - conceptual learning strategy and online tool substantially increasing math performance growth in separate studies. Ability levels’ effect on academic achievement as investigated indicated no significance in the post-test scores even after controlling for the previous learning through the pre-test. This result was at variance to [7] study on game-based learning (GBL) which found that, many students with low confidence toward learning mathematics can be restored and improve their confidence toward mathematics. Conclusively, performances on the basis of sex-groups and ability groups have no significant interaction found between ICT-integrated strategy learners of spatial reasoning. REFERENCES Adeleke, A. G. (2015) Comparative Effectiveness of ICT-Integrated Learners’-Self-Controlled, Concrete-Representational-and Think-Pair-Share Strategies in Enhancing Spatial reasoning Skills of Primary School Pupils in Osun State. A Doctoral Dissertation Submitted to Postgraduate College, Obafemi Awolowo University, Ile-Ife, Nigeria. Adeleke, M. A. (2007) Strategic Improvement of Mathematical Problem-solving Performance of Secondary School Students using Procedural and Conceptual Learning Strategies. Educational Research and Review Vol. 2 (9), pp.259-263. Alrabai, F. (2014) The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement. Applied Linguistics. 2014 Oxford University Press.Haelermans, C. - Ghysels, J. (2014) The Effect of an Individualized Online Practice Tool on Math Performance - Evidence from a Randomized Field Experiment.Jegede, P. O., Adelodun, O. A. - Okoli, B. C. (1998) Evaluation of Test Characteristics of UME Mathematics Items in the Context of Bloom’s Taxonomic Categories. Journal of Creativity in Teaching for the Acquisition and Dissemination of Effective Learning (CITADEL) Vol.3 (6) pp.233-241.Krajewski, K - Schneider, W. (2009) Early development of quantity to number-word linkage as a precursor of mathematical school achievement and mathematical difficulties: Findings from a four-year longitudinal study. Learning and Instruction, 19(6), 513-526. Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., - Chan, T.-W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology - Society, 17 (3), 65–78.Wilson, L. O. (2013) Understanding the New Version of Bloom’s Taxonomy - A succinct discussion of the revisions of Bloom’s classic cognitive taxonomy by Anderson and Krathwohl and how to use them effectively. Available at http://www4.uwsp.edu/education/ lwilson/curric/newtaxonomy.htm
APA, Harvard, Vancouver, ISO, and other styles
5

Teo, Choon Huey, Yit Siew Chin, Poh Ying Lim, Shahril Azian Haji Masrom, and Zalilah Mohd Shariff. "Impacts of a School-Based Intervention That Incorporates Nutrition Education and a Supportive Healthy School Canteen Environment among Primary School Children in Malaysia." Nutrients 13, no. 5 (May 18, 2021): 1712. http://dx.doi.org/10.3390/nu13051712.

Full text
Abstract:
In this study, a school nutrition program (SNP) that incorporates nutrition education and a healthy school canteen environment was developed to improve nutrition knowledge among intervention respondents and provide a healthier environment for them to practice healthy eating. In the current study, we evaluated the impacts of the SNP on eating behaviors, physical activity, body mass index-for-age (BAZ), and cognitive performance at pre-intervention, post-intervention, and 3-month follow-up points between intervention and comparison groups. This intervention study involved 523 primary school children (7–11 years old) from six selected schools in Batu Pahat District, Malaysia. Each respondent completed anthropometric and cognitive performance assessments and a set of standardized questionnaire at pre-intervention, post-intervention, and 3-month follow-up points. Multiple linear mixed model analysis was performed to determine the impacts of that SNP after being adjusted for covariates. After the program, the intervention group increased their frequency of breakfast, lunch, and dinner consumption and morning tea snacking and showed more frequent physical activity and better cognitive performance as compared to the comparison group overtime (p < 0.05). At 3-month follow-up, the intervention group showed lower BAZ scores than their comparison counterparts (p < 0.05). The SNP showed positive effects on eating behaviors, physical activity, BAZ, and cognitive performance in school children. Hence, the SNP is highly recommended for all primary school children.
APA, Harvard, Vancouver, ISO, and other styles
6

Ashfield-Watt, Pauline AL, Elizabeth A. Stewart, and Judi A. Scheffer. "A pilot study of the effect of providing daily free fruit to primary-school children in Auckland, New Zealand." Public Health Nutrition 12, no. 5 (May 2009): 693–701. http://dx.doi.org/10.1017/s1368980008002954.

Full text
Abstract:
AbstractObjectiveTo determine the uptake of a free fruit provision to low-decile primary-school children by quantitatively assessing changes in fruit intake.DesignA randomised controlled trial using a paired, cluster randomisation.SettingTwenty low-decile primary schools (schools attended by the most deprived children) in Auckland, New Zealand.SubjectsIn total 2032 children, aged 7–11 years, provided data on at least one occasion.InterventionTen pairs of low-decile primary schools matched by roll size and location were randomly allocated to control (no free fruit) or intervention (free fruit) for a school term. Dietary assessments using the 24 h recall methodology were made at baseline, on the last week of the intervention and 6 weeks post-intervention.ResultsFruit intakes in this cohort were lower than the national average with over 40 % reporting no fruit intake at baseline and did not differ between groups. After the free fruit period the intervention group increased school fruit intakes by 0·39 pieces/school d from baseline (P≤ 0·001) and the proportion of children consuming no fruit reduced to 22 %. This increase, however, was not sustained and fruit intakes fell below baseline levels at 6 weeks post-intervention. Control subjects did not significantly alter their fruit intakes throughout the study.ConclusionsImproving exposure and accessibility to fruits at school increases fruit intakes of low socio-economic group children, particularly those who do not normally eat fruit. The present pilot study demonstrates some possible negative effects of short-term free fruit interventions, but is informative for developing and evaluating sustained fruit intervention programmes.
APA, Harvard, Vancouver, ISO, and other styles
7

Antwi, Janet, Agartha Ohemeng, Laurene Boateng, Esi Quaidoo, and Boateng Bannerman. "Primary school-based nutrition education intervention on nutrition knowledge, attitude and practices among school-age children in Ghana." Global Health Promotion 27, no. 4 (August 12, 2020): 114–22. http://dx.doi.org/10.1177/1757975920945241.

Full text
Abstract:
This study was performed to evaluate the effect of a six-week nutrition education intervention on the nutrition knowledge, attitude, practices, and nutrition status of school-age children (aged 6–12 years) in basic schools in Ghana. Short-term effects of nutrition education training sessions on teachers and caregivers were also assessed. Pre-post controlled design was used to evaluate the program. Intervention groups had significantly higher nutrition knowledge scores (8.8 ± 2.0 vs. 5.9 ± 2.1, P < 0.0001) compared to controls in the lower primary level. A higher proportion of children in the intervention group strongly agreed they enjoyed learning about food and nutrition issues compared to the control group (88% vs. 77%, P = 0.031). There was no significant difference in dietary diversity scores (4.8 ± 2.0 vs. 5.1 ± 1.4, P = 0.184) or in measured anthropometric indices (3.6% vs. 8.2%, P = 0.08). A marginally lower proportion of stunted schoolchildren was observed among the intervention group compared to the control group (3.6% vs. 8.2%, P = 0.080). Nutrition knowledge of teachers and caregivers significantly improved (12.5 ± 1.87 vs. 9.2 ± 2.1; P = 0.031) and (5.86 ± 0.73 to 6.24 ± 1.02, P = 0.009), respectively. Nutrition education intervention could have positive impacts on knowledge and attitudes of school children, and may be crucial in the development of healthy behaviors for improved nutrition status.
APA, Harvard, Vancouver, ISO, and other styles
8

Pilgaard, Frida I. H., Per-Olof Östergren, Anna Olin, Stefan Kling, Maria Albin, and Jonas Björk. "Socioeconomic differences in swimming ability among children in Malmö, southern Sweden: Initial results from a community-level intervention." Scandinavian Journal of Public Health 48, no. 5 (January 11, 2019): 495–501. http://dx.doi.org/10.1177/1403494818821478.

Full text
Abstract:
Aims: To investigate to what extent socioeconomic differences in swimming abilities persist among children in the city of Malmö, Sweden, after a community-level swimming intervention programme in public primary schools. Methods: A compulsory swimming education programme was launched in 2014 in second grade (at age 8) in all public primary schools in Malmö, Sweden. Data for the present study on sociodemographic conditions and self-reported swimming ability in fourth grade (age 10) were used for the last birth cohort unexposed ( n = 1695) and the first birth cohort exposed ( n = 1773) to the intervention. Results: The swimming ability was 78 and 77%, respectively, in the pre- and post-intervention cohorts. Significantly lower self-reported swimming ability was found both pre- and post-intervention among children with support activities in school, with parents born outside Europe, North America and Australia, with manual working, unemployed or studying parents and in children enrolled in schools with socioeconomic index below median. Conclusions: The findings do not suggest that sociodemographic differences in swimming ability have decreased in the first birth cohort exposed to the community-level intervention in Malmö. Striking differences in self-reported swimming ability were noted when the children reached the fourth grade both pre- and post-intervention with marked lower abilities in socially disadvantaged groups. Monitoring of swimming abilities should continue for the present, and similar interventions aimed at reducing inequalities among children. Efforts to increase water comfort at preschool age ought to be considered.
APA, Harvard, Vancouver, ISO, and other styles
9

Ying, Yau Sook, and Ahmad Fauzi Mohd Ayub. "The Impact of Flipped Classroom Instructional Model in Teaching English as a Second Language (ESL) Among Lower Secondary Pupils." International Journal of Education 14, no. 4 (December 12, 2022): 15. http://dx.doi.org/10.5296/ije.v14i4.20559.

Full text
Abstract:
English is a global language that most people use all around the world. English is the second language vastly used as a communication tool in daily life in Malaysia. It is also a compulsory subject to learn at schools from primary school to secondary school. However, many second language learners may have higher possibilities of facing various challenges in learning English as a Second Language (ESL) in Malaysia. Hence, the purpose of this study was to compare the flipped classroom and traditional classroom teaching approaches in secondary school pupils’ overall English language performance in these particulars: Grammar, Reading, and Writing, as well as to evaluate the perceptions of flipped learning experience among lower secondary pupils in learning ESL. The study was conducted quantitatively with a quasi-experimental method set in pre and post-tests design and consisted of 50 pupils separated equally into control and experimental groups. Seven weeks of lessons were conducted for both control and experimental groups. One-way analysis of covariance (ANCOVA) was used to adjust the pre-test scores of experimental group and study whether there are any significant differences on the effectiveness by implementing flipped classroom approach in experimental group despite the covariate (pre-test score) exists.After the post-test was conducted in the experimental group, the pupils were given a set of questionnaires containing 14 items to respond to and gauge their perceptions of flipped classroom learning experience based on motivation, effectiveness, engagement, and satisfaction. Findings reveal that the pupils in the experimental group achieved higher scores than the control group on their post-test scores in learning Grammar, Reading, and Writing by implementing a flipped classroom teaching approach. Also, the questionnaire's evidence indicated that most of the pupils had favorable perceptions of flipped classroom learning experience in the experimental group. This study indicates that flipped classroom teaching approaches positively enhanced pupils’ academic performance and learning experience.
APA, Harvard, Vancouver, ISO, and other styles
10

Doyle, June, and Eli Ristevski. "Less germs, less mucus, less snot: teachers' and health workers' perceptions of the benefits and barriers of ear health programs in lower primary school classes." Australian Journal of Primary Health 16, no. 4 (2010): 352. http://dx.doi.org/10.1071/py10024.

Full text
Abstract:
This study explored health and education professionals’ perceptions of the health benefits and barriers of different ear health programs used in lower primary school classes in two district education areas in the Goldfields South East Health Region, Western Australia. Health and education staff providing services to children in kindergarten to year three primary school classes were sent a questionnaire about ear health programs provided in their school. Sixty-one questionnaires were returned from 43 teachers, 14 community health nurses, three Aboriginal health workers and one teacher’s assistant. Some schools implemented all the ear health programs examined at all year levels while others implemented only one of the programs. Teachers, community health nurses and Aboriginal health workers identified that all ear health programs were beneficial to students. Reported physical health benefits included reduced ear infections, early detection of ear infections and improved hearing. Behavioural benefits included improved concentration, alertness and attention in the classroom. Barriers to implementing the programs were obtaining consent from parents/carers, student transience and attendance, time to implement and conduct the programs and human and physical resources. Evaluation methods used varied from no evaluation for the Breathe Blow Cough and tissue spearing programs to limited data collection for audiometry, otoscopy and ear toilet programs. Respondents perceived that ear health programs were effective in improving health and behavioural outcomes for children. A formal pre-post evaluation to provide objective data to confirm this is needed to inform policy around this important health issue.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Lower post primary school"

1

Newman, M. "Post occupancy evaluation of primary schools : a multi-stakeholder perspective." Thesis, Coventry University, 2010. http://curve.coventry.ac.uk/open/items/63752b3c-45f7-d6ff-b065-a80705279f0f/1.

Full text
Abstract:
The UK government, under the Primary Capital Programme, is planning to rebuild or refurbish approximately half of all primary schools by 2022/23. The aim is to create primary schools that are equipped for 21st century teaching and learning. Around £7 billion will be invested in the scheme with £1.9 billion of the budget being spent 2008-11, £650 million for all local authorities in 2009-10 and £1.1 billion in 2010-11. However, this substantial investment will only meet the target of providing a 21st century educational environment, with opportunities for exemplary teaching and learning, if the design of new and refurbished schools is fit for this purpose. The research set out to answer the question ‘How can all user groups be involved in the evaluation of newly built primary schools?’ This question was addressed by achieving the aim of developing a post-occupancy evaluation toolkit specifically for primary schools which accounted for the views of all stakeholders. The research focussed on primary schools in the city of Coventry in the UK West Midlands and was conducted in two phases: an examination of schools built before the introduction of a model brief in 1996 and an evaluation of schools that were built using its guidance. The findings from the initial case studies indicated issues to be addressed in the design of the toolkit. Following the initial case studies in pre-1996 schools, the research focussed on five recently built primary schools that were constructed according to the guidelines contained in Coventry’s model brief. At the time of commencing the research, six primary schools had been built using this framework. However, there had been no attempt to evaluate the schools to establish whether they met the needs of all stakeholders. The post-occupancy evaluation toolkit that was developed took a multi-stakeholder perspective on primary school builds and resulted in findings which indicate the variability in responses between different stakeholder groups and schools. The research concluded that the post-occupancy toolkit can provide information on school buildings, from a multi-stakeholder perspective, which may be useful architects and designers. It also proposes an approach to primary school design which accounts for the variability in the needs of diverse stakeholder groups and the individuality of each school, including their geographical location.
APA, Harvard, Vancouver, ISO, and other styles
2

Kristoffersson, Cecilia. "Attitudes towards Multilingualism in the Lower Primary Years at the International School of Helsingborg." Thesis, Kristianstad University College, School of Teacher Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:hkr:diva-4905.

Full text
Abstract:

This essay focuses on attitudes towards multilingualism within the Lower Primary Years classes at the International School of Helsingborg. It examines the existing opinions and attitudes of students and teachers in grades Kindergarten up to grade two. The main aim of this study investigates the attitudes and feelings that the students themselves have towards the linguistically wealthy environment that surrounds them. In addition to this, this study will also focus on how teachers’ attitudes, beliefs and previously acquired knowledge influence the teaching methods used in the classes on a daily basis. Many educators see the difficulties in studying the views that young children may have towards their languages and this is certainly a challenge, however, even children of such young ages are able to reflect upon such matters if the approach is correct and age appropriate. All students and teachers participated in a survey which lays the foundation for this inquiry. This study also takes into consideration the International curriculum that guide this school and the effect this has on the school establishment as a whole. Results show that most of the target students have a positive approach towards multilingualism in general and that teachers at the International School of Helsingborg share this standpoint.

Keywords: Multilingualism, bilingualism, attitudes, internationalism.

APA, Harvard, Vancouver, ISO, and other styles
3

Nilahi, Crese Damas. "Work-related lower back pain among primary school teachers in Dar es Salaam, Tanzania." University of the Western Cape, 2014. http://hdl.handle.net/11394/4187.

Full text
Abstract:
Magister Scientiae (Physiotherapy) - MSc(Physio)
Lower back pain (LBP) is one of the most common work-related health problems in economically developed countries and the most prevailing musculoskeletal condition that causes disability in the developing nations. School teachers are susceptible to LBP due to the nature of their daily work routine which is physically demanding and include common activities such as long hours of sitting, standing and bending that have been identified as risk factors for LBP. The aim of the study was to determine the role of work-related activities in the prevalence of LBP amongst primary school teachers in the Dar-es-Salaam region of Tanzania. To achieve this goal, the study sought to meet the following three objectives: to determine the prevalence of LBP among primary school teachers; to determine the work-related physical activities contributing to LBP among primary school teachers, and to determine and explore the application of kinetic handling principles in their daily work environment. The study was conducted in eighty randomly selected primary schools from the Temeke, Ilala and Kinondoni districts. A sequential explanatory mixed method approach was utilised. A cross-sectional descriptive design was employed. A self-administered questionnaire consisting of three sections (socio-demographic information; the Nordic Back Pain Questionnaire and the Oswestry Lower back pain Questionnaire) was completed by two hundred and eighty six primary school teachers with a mean age of 41.2 years (SD=9.9), 78.7% female and 21.3% male. Thirty primary school teachers participated in the participant observation of the application of kinetic handling principles in their daily work environment and focus group discussions. Results of the study found that 17.1% of the teachers had LBP during the past week while 82.9% experienced LBP during the past year. In addition, 30.8% of the teachers had referred pain, mostly to the thigh area (43.9%). Less than fifty percent (43.5%) of the participants had severe pain in sitting (76 – 100mm on the VAS scale) while 26.9% was not able to sit for more than an hour while teaching due to LBP. A significant relationship was found for severe functional disability and gender (p=0.032). The study demonstrated poor application of kinetic handling principles at work. Factors impeding teachers’ efforts to implement best practices and back care techniques in their daily teaching activities were work environment (poor facilities and equipment; heavy workload and staff shortage) and uncertainty about desired practice. In order to address the higher prevalence of lower back pain the study recommended, inter alia, improvement of the work environment for teachers by providing proper office furniture, re-assessment of education standards such as students /class ratio, students/desk ratio and number of teachers for schools and lastly, the implementation of health education and health promotion strategies to prevent LBP amongst primary school teachers.
APA, Harvard, Vancouver, ISO, and other styles
4

Hughes, Sheila. "A study of progression in writing from upper primary to lower secondary school in Scotland." Thesis, University of Strathclyde, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432350.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Hamukonda, Paulina. "Investigating the implementation of continuous assessment at the lower primary phase in a Namibian school." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003474.

Full text
Abstract:
Many Namibian teachers experience difficulties in actualising the principles of learner-centred education, one of which being continuous assessment. Continuous assessment serves important formative purposes. That is, it can inform education stakeholders and help improve learners’ progress in the teaching and learning environment. Although a great deal is known about continuous assessment in general, not much is yet known about how Namibian lower primary teachers actually understand and implement continuous assessment in the classroom. This study investigates the assessment practices of three Grade Three teachers in a school in Oshana Region of Namibia. The study found that although the teachers who participated in the investigation have a reasonably sound knowledge of continuous assessment in theory, they lack implementation skills. They were unable to effectively transfer what they know to what they actually do. This study found that as much as training of teachers is important, the ongoing professional development of teachers is more appropriate for enhancing a complex understanding of issues related to learner-centred education that will help them to manage continuous assessment more effectively.
APA, Harvard, Vancouver, ISO, and other styles
6

Wood, Rosemary Jane. "Community-clinical psychological consultation with teachers in an "African" lower primary school : discourses and future directions." Master's thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/14401.

Full text
Abstract:
Biliography: leaves 76-79.
Following the action research tradition, a series of four workshops was conducted with 14 - 20 teachers at Songeze Lower Primary School in Guguletu. The workshops were in response to a preceding 'fact-finding' study as to the teachers' perceptions and attributions regarding common emotional and behavioural problems of pupils at their school. This pilot study arose from debate about the relevance of psychological practice in the South African context and in an attempt to identify feasible means of extending the services of the University of Cape Town's Child Guidance Clinic to "oppressed communities" in the Cape Peninsula. It was hypothesized that workshops would be a resource-efficient means of triadic, community - clinical consultation. This workshop series was negotiated with the teachers and comprised: 'Problem Identification and Assessment', 'Discipline', 'Listening Skills' and 'Referral Resources and Group Consultation'. During each workshop, didactic input was supported with hand-outs while large group discussion and problem solving was also stimulated. The last three workshops were quantitatively evaluated by the teachers and in a fifth meeting their qualitative feedback was elicited. An important variable in the above study involved its having been conducted by two researchers, one being "black" and the author being "white". Issues of language barriers, credibility, trust and differing perceptions and expectations between researchers and the participant teachers complicated the workshop process. The teachers' differential responses to the researchers, based on their 'colour', resulted in each experiencing and interpreting their role and relevance differently. It was found that the teachers' most pressing needs concern basic teaching skills and that clinical psychologists have a relatively minor contribution to make via simple, directive input along behaviour modification principles. Workshops were not found to be an optimal mode of intervention. It is suggested that inter-disciplinary team consultation, with clinical psychology interns playing a role in psychological and psychometric assessment and providing workshops on topics such as Discipline may be a more appropriate means of extending the Child Guidance Clinic's services to schools in the Guguletu community. A strong recommendation is made that the study of an "African" language be included in the Clinical Psychology training program. A further suggestion of exploring the need for, and feasibility of, interns conducting teacher support groups is also forwarded.
APA, Harvard, Vancouver, ISO, and other styles
7

Pascoe, Beverley. "The influence of primary school music programmes on student choice of music studies in lower secondary schools." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1995. https://ro.ecu.edu.au/theses/1174.

Full text
Abstract:
The omnipresence of music in today's adolescent society in Australia is evidenced by the fact that adolescents, almost without exception, listen to and enjoy music throughout most of their leisure time, and indeed, much of their study time. A large portion of their financial resources is spent on music and its associated promotional material. It could be said that music plays a major part in their sub-culture and their lives. According to Davey (1991, p.ll), "Music is an addiction in our culture" and "the Walkman and ghetto blaster assure access wherever and whenever we choose." The obvious fulfilment and satisfaction enjoyed by our adolescents through music is not, however, reflected in the comparatively small number of students who choose or qualify to undertake music studies at high school. A study by the U.S. Department of Education (1988) cited by Patchen (1993, p.19) indicates that, while from Kindergarten to sixth grade 80% of students participate in music, in 7th and 8th grades this falls to 48% and by grades eleven and twelve only 9% of students participate in music classes.
APA, Harvard, Vancouver, ISO, and other styles
8

Granström, Sara. "Mind the Gap - The transition from Swedish primary school year 3 to year 4 in the English subject : A mixed-methods study of teachers’ experiences of the transition from year 3 to year 4 in the subject of English in Swedish compulsory school." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-79722.

Full text
Abstract:
The purpose of this study was to describe and analyse teachers’ experiences of the transition from year 3 to year 4 in the Swedish compulsory school regarding the subject English. The study also concerned collaboration between teachers of English both within the same unit of the school system and between different units. Both questionnaires and interviews were used to collect the data and a total amount of 32 teachers from all over the country answered the questionnaires, 12 lower primary school teachers (years 1-3) and 20 upper primary school teachers (years 4-6). Three of the lower primary school teachers and eight of the upper primary school teachers also participated in a follow-up interview. The study revealed that the information passed on from lower primary school teachers to upper primary school teachers regarding the subject English differed greatly between different schools. The teachers’ experience of how well functioning the routines regarding meetings before the transition are also differed as well as how much attention the subject received during those meetings. Collaboration between teachers within the subject was found to be close to non-existent. This study shows the importance of functional and adequate routines and guidelines concerning the transmission of information about the pupils’ knowledge development to future teachers. The transition for and the continuous teaching of the pupils ease if sufficient information is passed on.
APA, Harvard, Vancouver, ISO, and other styles
9

Ringsby, Jonna. "Pedagogical translanguaging in lower primary school : A study of how language resources can be used in English teaching." Thesis, Högskolan i Gävle, Avdelningen för humaniora, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-36423.

Full text
Abstract:
This essay presents research on the usage of pedagogical translanguaging in the teaching of English in lower primary schools in Sweden (grades F-3). The focus of the study is to research if and how pedagogical translanguaging is used in English teaching. The data was collected using a qualitative method. Through classroom observations, findings showed that the use of pedagogical translanguaging was recurrent in all six observations. The most common method of pedagogical translanguaging was the use of the first language to enhance pupils’ understanding and code-switching. This paper might help teachers that are struggling to uphold the old paradigm of target language only in foreign language learning but also opens up for a multilingual approach in other subjects.
APA, Harvard, Vancouver, ISO, and other styles
10

Smith, Ruth Susan. "Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks." Thesis, Smith, Ruth Susan (1995) Reading gender as semiotic practices: A critical analysis of lower primary school children reading and discussing picture-storybooks. PhD thesis, Murdoch University, 1995. https://researchrepository.murdoch.edu.au/id/eprint/51438/.

Full text
Abstract:
This thesis investigates textual practices including pedagogies which enable children to produce readings of gender from their interpretations of picture-storybooks. The thesis argues that particular textual practices produce readings which sanction specific knowledges of gender. It provides evidence that readings are produced out of a range of semiotic systems and, significantly, that these systems produce contradictory readings of gender. Explicitly articulated readings of gender are typically unavailable through current pedagogies. This study made such readings available for analysis by teaching twelve seven-year-old children a critical literacy practice for articulating textual and social constructions of gender. The children learned to articulate the uses of stereotypes in the following ways: in names and pronouns; in the roles of characters; in the gendered relationships of stories; and in details and colours in the illustrations. Following the pedagogical phase, each of the children read a picture-storybook based on a feminist tale. Their readings and discussions were recorded, transcribed and analysed. It was found that the children's readings demonstrated use of a range of semiotic systems including genres, narrative patterns, illustrations, gendered words and associated sociocultural discourses. Significantly, many of the children assigned gender to the protagonists in ways which contradicted the text's location of those characters as either 'male' or 'female'. These changes of gender indicate 'shifts' in the semiotic systems used for interpreting gender. These shifts produced by the children illustrate how readings are produced through accessing textual practices rather than attending to what is actually on the page. This thesis has implications for literacy pedagogy, even in the formative first three years of reading instruction, in that it makes a case for examining reading practices in terms of their social, cultural and political dimensions.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Lower post primary school"

1

Morgan, Mark. Drinking among post-primary school pupils. Dublin: Economic and Social Research Institute, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Gorman, Donna Marie. Handling bereavement in the post-primary school. [S.l: The Author], 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Karareba, Gilbert, Simon Clarke, and Thomas O'Donoghue. Primary School Leadership in Post-Conflict Rwanda. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-60264-6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Daws, Peter Philip. Citizenship in the post-primary school curriculum. Belfast: NICED Information Centre, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mark, Morgan. Drinking among post-primary schoolpupils. Dublin: Economic and Social Research Institute, 1994.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Ireland. Dept. of Education. Guidelines on countering bullying behaviour in primary and post-primary schools. Dublin: Stationery Office, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Mengistu, Derese. Factors affecting scholastic achievement of lower primary school pupils. [Addis Ababa]: Insitute of Curriculum Development and Educational Research, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Library and InformationServices Council (Northern Ireland)., ed. Libraries in post primary schools: Guidelines for good practice. Ballymena: Library and Information Services Council (Northern Ireland), 1995.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Denmark. Act on the folkeskole: The Danish primary and lower secondary school. 2nd ed. København: Danish Ministry of Education, Dept. of Primary and Lower Secondary Education, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

Large, Julie. Looking ahead: How primary schools can broaden girls' post-school options. Canberra: Department of Employment, Education, and Training, 1993.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Lower post primary school"

1

Rose, Richard, and Michael Shevlin. "Student Transition from Primary to Post-Primary School." In Establishing Pathways to Inclusion, 146–59. Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Connecting research with practice in special and inclusive education: Routledge, 2020. http://dx.doi.org/10.4324/9781003144045-15.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Kheang, Thida, Tom O’Donoghue, and Simon Clarke. "Educational Leadership in Developing Countries and in Post-New War Countries." In Primary School Leadership in Cambodia, 43–84. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76324-8_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Kheang, Thida, Tom O’Donoghue, and Simon Clarke. "Cambodia as a Post-New War Country: Current Concerns of School Leaders." In Primary School Leadership in Cambodia, 181–206. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-76324-8_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Introduction." In Primary School Leadership in Post-Conflict Rwanda, 1–22. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "The Broad Context." In Primary School Leadership in Post-Conflict Rwanda, 23–59. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_2.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Overview of the Literature." In Primary School Leadership in Post-Conflict Rwanda, 61–96. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Historical Background to Primary School Leadership from Colonial Times Until 1994." In Primary School Leadership in Post-Conflict Rwanda, 97–122. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Developments in Relation to Primary School Leadership in Rwanda Since the Genocide of 1994." In Primary School Leadership in Post-Conflict Rwanda, 123–45. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Concerns of School Leaders and Associated Strategies Adopted by Them." In Primary School Leadership in Post-Conflict Rwanda, 147–84. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_6.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Karareba, Gilbert, Simon Clarke, and Thomas O’Donoghue. "Overview, Discussion, and Conclusion." In Primary School Leadership in Post-Conflict Rwanda, 185–214. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-60264-6_7.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Lower post primary school"

1

Jagust, Tomislav, Ivica Boticki, Vedran Mornar, and Hyo-Jeong So. "Gamified Digital Math Lessons for Lower Primary School Students." In 2017 6th IIAI International Congress on Advanced Applied Informatics (IIAI-AAI). IEEE, 2017. http://dx.doi.org/10.1109/iiai-aai.2017.17.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Najmonová, Marie, Miluše Vítečková, Miroslav Procházka, Martina Faltová, and Daniela Černá. "ACTIVITIES OF THE SCHOOL COUNSELING CENTER FROM THE PERSPECTIVE OF PRIMARY AND LOWER SECONDARY SCHOOL PUPILS." In 14th International Technology, Education and Development Conference. IATED, 2020. http://dx.doi.org/10.21125/inted.2020.2266.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Tonova, Tanya, and Stanislav Ivanov. "STUDY OF THE IMPACT OF TECHNOLOGY IN PRIMARY AND LOWER SECONDARY SCHOOL." In 14th International Conference on Education and New Learning Technologies. IATED, 2022. http://dx.doi.org/10.21125/edulearn.2022.1665.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Tammaro, Rosanna, Isabella Stasio, Roberta Scarano, and Deborah Gragnaniello. "DESCRIPTIVE JUDGMENT IN ITALIAN PRIMARY SCHOOL EVALUATION." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end075.

Full text
Abstract:
"The pandemic situation has made it clear the limit of evaluation through decimal vote. It draws a measuring and classificatory logic. To overcome these limits, the Ministerial Order 172/2020 has introduced new procedure of students’ assessment: descriptive judgment. It replaces the decimal mark with an assessment through “learning level” that allow to monitor the evolutionary process of the student (Castoldi, 2021). Furthermore, the fundamental characteristics of descriptive judgment are: transparency and clarity. Therefore, it is necessary to involve pupils in the assessment process and provide them with continuous feedback on the progress made. The descriptive judgment also has negative aspects: it creates a gap between the disciplinary judgment and the judgment expressed based on the competence certification model. It does not pay attention to the peculiarities of the different disciplines: a single criterion is used for the evaluation without consider the differences between the various subject areas. Finally, the Ministerial Order introduced this change only in primary school and consequently a fracture is created with the lower secondary school. Despite the negative aspects, descriptive judgment represents a way that goes beyond simple performance but allows you to focus on the learning process from the perspective of lifelong learning."
APA, Harvard, Vancouver, ISO, and other styles
5

Haris, Zahiah, Mustapha Kamal Ahmad Kassim, Abdullah Yusof, and Norliya Ahmad Kassim. "Teaching methods for islamic education Post Graduate Diploma in Teaching Primary School in Malaysia." In 2011 IEEE Colloquium on Humanities, Science and Engineering (CHUSER). IEEE, 2011. http://dx.doi.org/10.1109/chuser.2011.6163737.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Chen, Feifei. "Primary Investigation on reform of post practice mode based on school-enterprise collaborative innovation." In 2014 International Conference on Education Technology and Social Science. Paris, France: Atlantis Press, 2014. http://dx.doi.org/10.2991/icetss-14.2014.19.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Pavlátová, Věra, and Lenka Minaříková. "CONCEPTIONS AND MISCONCEPTIONS OF THE CONCEPT OF BIOMASS IN PRIMARY AND LOWER SECONDARY SCHOOL CHILDREN." In 12th annual International Conference of Education, Research and Innovation. IATED, 2019. http://dx.doi.org/10.21125/iceri.2019.1969.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Nurharsono, Tri, Tandiyo Rahayu, Sulaiman Sulaiman, and Mugio Hartono. "Development of Physical Education Teaching Model Section at Lower Class of Primary School Using TPSR." In Proceedings of the 5th International Conference on Science, Education and Technology, ISET 2019, 29th June 2019, Semarang, Central Java, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.29-6-2019.2290388.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Krowin, Martinus M. M., and Risal M. Merentek. "Management Of Post- Certification Primary School Teacher Performance In The Minahasa District Education Office Environment." In Proceedings of the International Conference Primary Education Research Pivotal Literature and Research UNNES 2018 (IC PEOPLE UNNES 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icpeopleunnes-18.2019.22.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Zufic, Janko, and Aleksandra Zufic. "Ability of the Information Science teachers to teach programing in the lower grades of primary school." In 2020 43rd International Convention on Information, Communication and Electronic Technology (MIPRO). IEEE, 2020. http://dx.doi.org/10.23919/mipro48935.2020.9245284.

Full text
APA, Harvard, Vancouver, ISO, and other styles

Reports on the topic "Lower post primary school"

1

Sefa-Nyarko, Clement Sefa-Nyarko, David Mwambari Mwambari, and Pearl Kyei Kyei. Transitions from Primary to Lower Secondary School: A Focus on Equity. Toronto, Ontario Canada: Mastercard Foundation, October 2018. http://dx.doi.org/10.15868/socialsector.36867.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Araya, Mesele, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Learning Losses during the COVID-19 Pandemic in Ethiopia: Comparing Student Achievement in Early Primary Grades before School Closures, and After They Reopened. Research on Improving Systems of Education (RISE), November 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/049.

Full text
Abstract:
The outbreak of COVID-19 pandemic has disrupted the education sector in unprecedented ways. As with many other countries around the world, the Ethiopian government closed schools following the first identified case in the capital city, Addis Ababa, on the 16th of March 2020. Across the country, these closures resulted in more than 26 million learners staying at home for almost eight months (UNESCO, 2021). In addition to this hiatus in their education, pupils were promoted automatically to the next grade with only 45 days of catch-up classes (Ministry of Education, 2020). In other words, those attending a specific school grade in March 2020 were then promoted to the next grade when school resumed in October 2020. For a significant proportion of Ethiopian pupils, learning during school closures was extremely limited despite the government’s efforts to create educational programmes via national television and radio stations (Kim et al., 2021a; Yorke et al., 2020). School closures, combined with barriers to accessing remote educational resources, meant potential learning losses for a significant number of pupils. Several studies have already indicated that COVID-19 resulted in learning losses, especially among the poorest and most disadvantaged groups. A study in Indonesia found that pupils lost 11 points on the PISA3 reading scale due to the four-month school closure from March to July 2020 (Yarrow, Masood & Afkar, 2020). It was also estimated that Grade 4 pupils in South Africa experienced losses equivalent to more than 60 percent of an academic year (Ardington, Wills & Kotze, 2021), while pupils in the UK lost a third of their expected learning during pandemic-related school closures (Major, Eyles & Machin, 2021). It is anticipated that school closures in Ethiopia could similarly result in learning losses and challenges for pupils to catch up with their learning, particularly for those from disadvantaged backgrounds. Our related emerging findings in Ethiopia have indicated that school closures exacerbated pre-existing inequalities in education, where progress was much lower for rural students compared to those in urban areas who were tracked from Grade 4 to Grade 6 (Kim et al., 2021b; Bayley et al., 2021). Building on this work in Ethiopia, this Insight Note provides a new perspective on numeracy achievements of Grade 1 and Grade 4 pupils by comparing learning at the start of each academic year and the gains over the course of the year across two academic years: 2018-19 and 2020-21. During the 2018-19 academic year, the Research on Improving Systems of Education (RISE) Ethiopia programme collected data on students’ numeracy achievement from 168 schools. After schools reopened in October 2020, and with additional support from the Bill and Melinda Gates Foundation, data on students’ numeracy achievements were collected for two new cohorts of pupils in Grades 1 and 4 in the same schools using the same instruments. This has enabled us to compare learning patterns between two cohorts in the same grades and schools before and during the pandemic. More specifically, in this Insight Note, we aim to: -Compare foundational numeracy levels of pupils entering Grade 1 in the 2020-21 academic year relative to those in 2018-19. -Compare progress in foundational numeracy for Grade 1 pupils over the course of the 2020-21 academic year relative to that seen during the 2018-19 academic year. -Compare numeracy levels of pupils entering Grade 4 in the 2020-21 academic year relative to those entering the same grade in 2018-19. -Compare progress in numeracy for Grade 4 pupils over the course of the 2020-21 academic year relative to the progress seen during the 2018-19 academic year. -Estimate the magnitude of learning loss attributable to the pandemic by calculating the difference in numeracy levels and progress between the two cohorts.
APA, Harvard, Vancouver, ISO, and other styles
3

Lazonick, William, Philip Moss, and Joshua Weitz. The Unmaking of the Black Blue-Collar Middle Class. Institute for New Economic Thinking Working Paper Series, May 2021. http://dx.doi.org/10.36687/inetwp159.

Full text
Abstract:
In the decade after the Civil Rights Act of 1964, African Americans made historic gains in accessing employment opportunities in racially integrated workplaces in U.S. business firms and government agencies. In the previous working papers in this series, we have shown that in the 1960s and 1970s, Blacks without college degrees were gaining access to the American middle class by moving into well-paid unionized jobs in capital-intensive mass production industries. At that time, major U.S. companies paid these blue-collar workers middle-class wages, offered stable employment, and provided employees with health and retirement benefits. Of particular importance to Blacks was the opening up to them of unionized semiskilled operative and skilled craft jobs, for which in a number of industries, and particularly those in the automobile and electronic manufacturing sectors, there was strong demand. In addition, by the end of the 1970s, buoyed by affirmative action and the growth of public-service employment, Blacks were experiencing upward mobility through employment in government agencies at local, state, and federal levels as well as in civil-society organizations, largely funded by government, to operate social and community development programs aimed at urban areas where Blacks lived. By the end of the 1970s, there was an emergent blue-collar Black middle class in the United States. Most of these workers had no more than high-school educations but had sufficient earnings and benefits to provide their families with economic security, including realistic expectations that their children would have the opportunity to move up the economic ladder to join the ranks of the college-educated white-collar middle class. That is what had happened for whites in the post-World War II decades, and given the momentum provided by the dominant position of the United States in global manufacturing and the nation’s equal employment opportunity legislation, there was every reason to believe that Blacks would experience intergenerational upward mobility along a similar education-and-employment career path. That did not happen. Overall, the 1980s and 1990s were decades of economic growth in the United States. For the emerging blue-collar Black middle class, however, the experience was of job loss, economic insecurity, and downward mobility. As the twentieth century ended and the twenty-first century began, moreover, it became apparent that this downward spiral was not confined to Blacks. Whites with only high-school educations also saw their blue-collar employment opportunities disappear, accompanied by lower wages, fewer benefits, and less security for those who continued to find employment in these jobs. The distress experienced by white Americans with the decline of the blue-collar middle class follows the downward trajectory that has adversely affected the socioeconomic positions of the much more vulnerable blue-collar Black middle class from the early 1980s. In this paper, we document when, how, and why the unmaking of the blue-collar Black middle class occurred and intergenerational upward mobility of Blacks to the college-educated middle class was stifled. We focus on blue-collar layoffs and manufacturing-plant closings in an important sector for Black employment, the automobile industry from the early 1980s. We then document the adverse impact on Blacks that has occurred in government-sector employment in a financialized economy in which the dominant ideology is that concentration of income among the richest households promotes productive investment, with government spending only impeding that objective. Reduction of taxes primarily on the wealthy and the corporate sector, the ascendancy of political and economic beliefs that celebrate the efficiency and dynamism of “free market” business enterprise, and the denigration of the idea that government can solve social problems all combined to shrink government budgets, diminish regulatory enforcement, and scuttle initiatives that previously provided greater opportunity for African Americans in the government and civil-society sectors.
APA, Harvard, Vancouver, ISO, and other styles
4

Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

Full text
Abstract:
This research uses strengths-based kaupapa Māori and qualitative approaches. Wellbeing@School student survey data was used to select six primary schools where we were likely to see examples of effective practices. The students at these schools reported higher than average levels of wellbeing and teacher relationships, and lower levels of aggressive behaviour.
APA, Harvard, Vancouver, ISO, and other styles
5

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
APA, Harvard, Vancouver, ISO, and other styles
6

Berkhout, Emilie, Goldy Dharmawan, Amanda Beatty, Daniel Suryadarma, and Menno Pradhan. Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-risewp_2022/094.

Full text
Abstract:
We study the effects of an admission policy change that caused a massive shift in student composition in public and private junior secondary schools in Yogyakarta, Indonesia. In 2018, the primary criterion for admission into Yogyakarta’s 16 preferred, free public schools (grades 7-9) changed from a grade 6 exam score ranking to a neighborhood-to-school distance ranking. This policy change resulted in a decline in average grade 6 scores in public schools by 0.4 standard deviations (s.d.) and a 0.4 s.d. increase in private schools. We assessed learning impacts caused by the changed student composition by comparing two otherwise similar cohorts of students admitted before and after the policy change. Average grade 8 test scores across math and Indonesian declined by 0.08 s.d. (not significant). To understand which students throughout the education system gained and lost in terms of learning, we simulated public school access under the 2018 policy and its predecessor for both cohorts. In public schools, teachers attempted to adapt lessons to lower-scoring students by changing teaching approaches and tracking students. These responses and/or exposure to different peers negatively affected learning for students predicted to have access to public schools under both policies (-0.13 s.d., significant at the 10 percent level) and aided students with predicted public school access under the new policy slightly (0.12 s.d., not significant). These results are in contrast to existing literature which finds little or no impact from shifts in student composition on incumbent students’ learning. In private schools, we found no such adaptations and no effects on predicted incumbent students. However, students predicted to enter private schools under the new policy saw large negative effects (-0.24 s.d., significant), due to lower school quality and/or peer effects. Our results demonstrate that effects from high-performing, selective schools can be highly heterogenous and influenced by student composition.
APA, Harvard, Vancouver, ISO, and other styles
7

Araya, Mesele, Caine Rolleston, Pauline Rose, Ricardo Sabates, Dawit Tibebu Tiruneh, and Tassew Woldehanna. Understanding the Impact of Large-Scale Educational Reform on Students’ Learning Outcomes in Ethiopia: The GEQIP-II Case. Research on Improving Systems of Education (RISE), January 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/125.

Full text
Abstract:
The Ethiopian education system has been very dynamic over recent years, with a series of large-scale education program interventions, such as the Second Phase of General Education Quality Improvement Project (GEQIP-II) that aimed to improve student learning outcomes. Despite the large-scale programs, empirical studies assessing how such interventions have worked and who benefited from the reforms are limited. This study aims to understand the impact of the reform on Grade 4 students’ maths learning outcomes over a school year using two comparable Grade 4 cohort students from 33 common schools in the Young Lives (YL, 2012-13) and RISE (2018-19) surveys. We employ matching techniques to estimate the effects of the reform by accounting for baseline observable characteristics of the two cohorts matched within the same schools. Results show that the RISE cohort started the school year with a lower average test score than the YL cohort. At the start of Grade 4, the Average Treatment Effect on the Treated (ATT) is lower by 0.36 SD (p<0.01). In terms of learning gain over the school year, however, the RISE cohort has shown a modestly higher value-added than the YL cohort, with ATT of 0.074 SD (p<0.05). The learning gain particularly is higher for students in rural schools (0.125 SD & p<0.05), which is also stronger among rural boys (0.184 SD & p<0.05) than among rural girls. We consider the implications of our results from a system dynamic perspective; in that the GEQIP-II reform induced unprecedented access to primary education, where the national Net Enrolment Rate (NER) rose from 85.7 percent in 2012-13 to 95.3 percent in 2019-20, which is equivalent to nearly 3 million additional learners to the primary education at a national level. This shows that learning levels have not increased in tandem with enrolment, and the unprecedented access for nearly all children might create pressure on the school system. Current policy efforts should therefore focus on sustaining learning gains for all children while creating better access.
APA, Harvard, Vancouver, ISO, and other styles
8

Bertoni, Eleonora, Gregory Elacqua, Carolina Méndez, and Humberto Santos. Teacher Hiring Instruments and Teacher Value Added: Evidence from Peru. Inter-American Development Bank, December 2020. http://dx.doi.org/10.18235/0003123.

Full text
Abstract:
In this article, we explore whether the evaluation instruments used to recruit teachers in the national teacher hiring process in Peru are good predictors of teacher effectiveness. To this end, we estimate teacher value-added (TVA) measures for public primary school teachers in 2018 and test for their correlation with the results of the 2015 and 2017 national evaluations. Our findings indicate that among the three sub-tests that comprise the first, centralized stage of the process, the curricular and pedagogical knowledge component has the strongest (and significant) correlation with the TVA measure, while the weakest correlation is found with the reading comprehension component. At the second, decentralized stage, we find no significant correlation with our measures of TVA for math, as well as non-robust correlations for the professional experience and classroom observation evaluation instruments. A positive and significant correlation is found between the classroom observation component and TVA for reading. Moreover, we find correlations between our measure of TVA and several teacher characteristics: TVA is higher for female teachers and for those at higher salary levels while it is lower for teachers with temporary contracts (compared to those with permanent positions).
APA, Harvard, Vancouver, ISO, and other styles
9

Heifetz, Yael, and Michael Bender. Success and failure in insect fertilization and reproduction - the role of the female accessory glands. United States Department of Agriculture, December 2006. http://dx.doi.org/10.32747/2006.7695586.bard.

Full text
Abstract:
The research problem. Understanding of insect reproduction has been critical to the design of insect pest control strategies including disruptions of mate-finding, courtship and sperm transfer by male insects. It is well known that males transfer proteins to females during mating that profoundly affect female reproductive physiology, but little is known about the molecular basis of female mating response and no attempts have yet been made to interfere with female post-mating responses that directly bear on the efficacy of fertilization. The female reproductive tract provides a crucial environment for the events of fertilization yet thus far those events and the role of the female tract in influencing them are poorly understood. For this project, we have chosen to focus on the lower reproductive tract because it is the site of two processes critical to reproduction: sperm management (storage, maintenance, and release from storage) and fertilization. E,fforts during this project period centered on the elucidation of mating responses in the female lower reproductive tract The central goals of this project were: 1. To identify mating-responsive genes in the female lower reproductive tract using DNA microarray technology. 2. In parallel, to identify mating-responsive genes in these tissues using proteomic assays (2D gels and LC-MS/MS techniques). 3. To integrate proteomic and genomic analyses of reproductive tract gene expression to identify significant genes for functional analysis. Our main achievements were: 1. Identification of mating-responsive genes in the female lower reproductive tract. We identified 539 mating-responsive genes using genomic and proteomic approaches. This analysis revealed a shift from gene silencing to gene activation soon after mating and a peak in differential gene expression at 6 hours post-mating. In addition, comparison of the two datasets revealed an expression pattern consistent with the model that important reproductive proteins are pre-programmed for synthesis prior to mating. This work was published in Mack et al. (2006). Validation experiments using real-time PCR techniques suggest that microarray assays provide a conservativestimate of the true transcriptional activity in reproductive tissues. 2.lntegration of proteomics and genomics data sets. We compared the expression profiles from DNA microarray data with the proteins identified in our proteomic experiments. Although comparing the two data sets poses analyical challenges, it provides a more complete view of gene expression as well as insights into how specific genes may be regulated. This work was published in Mack et al. (2006). 3. Development of primary reproductive tract cell cultures. We developed primary cell cultures of dispersed reproductive tract cell types and determined conditions for organ culture of the entire reproductive tract. This work will allow us to rapidly screen mating-responsive genes for a variety of reproductive-tract specifi c functions. Scientific and agricultural significance. Together, these studies have defined the genetic response to mating in a part of the female reproductive tract that is critical for successful fertllization and have identified alarge set of mating-responsive genes. This work is the first to combine both genomic and proteomic approaches in determining female mating response in these tissues and has provided important insights into insect reproductive behavior.
APA, Harvard, Vancouver, ISO, and other styles
10

Blakeley, John. Development of Engineering Qualifications in New Zealand: A Brief History. Unitec ePress, February 2016. http://dx.doi.org/10.34074/ocds.027.

Full text
Abstract:
Post 1840, New Zealand’s early engineers had mainly trained in Britain prior to emigrating. The need for educating and training young engineers was soon recognised. This was initially done by means of a young engineer working under the close supervision of an older, experienced engineer, usually in a cadetship arrangement. Correspondence courses from the British engineering institutions became available from 1897. Several technical colleges in New Zealand implemented night classes to assist students who were preparing for the associated examinations. The first School of Engineering was established at Canterbury University College in 1887. Teaching of engineering, initially within a School of Mines, commenced at Auckland University College in 1906. Engineering degrees did not become available from other universities in New Zealand until the late 1960s. The New Zealand Certificate in Engineering (NZCE) was introduced as a lower level of engineering qualification in the late 1950s and was replaced by a variety of two-year Diploma in Engineering qualifications from 2000, now consolidated together and known as the New Zealand Diploma in Engineering (NZDE) and taught at fifteen institutions throughout New Zealand from 2011. At an intermediate level, the three-year Bachelor of Engineering Technology degree qualification (BEngTech) was also introduced from 2000 and is now taught at seven institutes of technology and polytechnics, and the Auckland University of Technology.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Lower post primary school' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography