Relevant bibliographies by topics / Post-primary schools

Academic literature on the topic 'Post-primary schools'

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Published: 10 December 2022
Last updated: 28 January 2023

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Journal articles on the topic "Post-primary schools"

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Success Ayodeji, Fasanmi. "Leadership Behaviour and Organisational Effectiveness in Post-Primary Schools." International Journal of Secondary Education 9, no. 1 (2021): 26. http://dx.doi.org/10.11648/j.ijsedu.20210901.14.

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Omari, Sana, and Andree Woodcock. "Post occupancy evaluation of primary schools in Saudi Arabia." Work 41 (2012): 881–87. http://dx.doi.org/10.3233/wor-2012-0258-881.

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Oghuvbu, Enamiroro Patrick. "Unified Teaching Service Board For Private Post Primary Schools." Journal of Social Sciences 16, no. 2 (March 2008): 141–50. http://dx.doi.org/10.1080/09718923.2008.11892611.

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Ogunrombi, Samuel A. "Creating library awareness in primary and post‐primary schools in Bauchi State, Nigeria." New Review of Children's Literature and Librarianship 6, no. 1 (January 2000): 147–54. http://dx.doi.org/10.1080/13614540009510636.

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Duffy, Declan. "Inservice training and the internal management of post‐primary schools." Irish Educational Studies 14, no. 1 (March 1995): 278–85. http://dx.doi.org/10.1080/0332331950140126.

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Ifeoma, Ifediora Raluchukwu, Ifediora Chuka Uzoma, and Ugwuanyi Chidera Christian. "Factors Influencing Examination Cheating Behaviors by Consumers of Post-Primary Education in Enugu, Nigeria." International Journal of Marketing Research Innovation 3, no. 1 (June 29, 2019): 37–50. http://dx.doi.org/10.46281/ijmri.v3i1.335.

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This study evaluates the factors influencing examination cheating behaviors by consumers of post-primary education in Enugu, Nigeria. The study objectives were to; determine whether the gender of consumers of post-primary education has a significant influence on the incidence of examination cheating behaviors in post-primary schools in Enugu, Nigeria, and; ascertain the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. The study adopted a descriptive research design. Examiners of external and internal examinations in post-primary schools in Enugu, Nigeria were the target population for the study. A sample size of 246 was chosen from this population. A structured questionnaire was the instrument for data collection, while the t-test was used for the hypotheses tests at 5% level of significance. The hypotheses tests revealed that; gender of consumers of post-primary education has no significant influence on the incidence of examination cheating behaviours in post-primary primary schools in Enugu, Nigeria and; inadequate preparation, environmental influence and poor infrastructure in schools are the significant causes of examination cheating behaviors among consumers of post-primary education in Enugu, Nigeria. Following the findings, the study concludes that though male consumers of educational services have a higher tendency of engaging in examination cheating behaviors than female consumers of educational services in Enugu, Nigeria. This influence of gender has been shown to be insignificant. Also, examination cheating behaviors among consumers of educational services in Enugu, Nigeria are caused by a combination of personal attributes of the consumers and group/societal influences.
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Brosnan, Anne. "Introducing lesson study in promoting a new mathematics curriculum in Irish post-primary schools." International Journal for Lesson and Learning Studies 3, no. 3 (September 30, 2014): 236–51. http://dx.doi.org/10.1108/ijlls-09-2013-0050.

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Purpose – The purpose of this paper is to investigate and review how the practices of Lesson Study fare in enhancing the professional capabilities of mathematics teachers when introduced as part of a pilot project in reforming the post-primary mathematics curriculum in Ireland. Design/methodology/approach – Totally, 250 mathematics teachers teaching Junior and Senior Cycle mathematics in 24 post-primary schools constitute the population of this study. The schools which participated are representative of the range of all post-primary schools in Ireland. Findings – Lesson Study has an important role to play in the continuing professional development of teachers in the 24 post-primary schools and beyond in Ireland. An investigation of the maths teachers’ engagement with Lesson Study reveals some considerable initial resistance. Reasons for this resistance are examined and the lessons learned from the steps taken to deal with this are reviewed. Lesson Study is an innovation that teachers need to understand deeply and to practice regularly through mutual support if they are to avail of it fruitfully. Accordingly, further approaches need to be explored, not least the important role of school leadership, to adapt Lesson Study more fully and more productively to the professional cultures of teaching in Ireland. Originality/value – An analytic and evaluative account of the challenges and complexities involved in introducing Lesson Study to post-primary schools in Ireland is presented for the first time.
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Fleming, Domnall. "Student voice in Irish post-primary schools: is the challenge too challenging?" Boolean: Snapshots of Doctoral Research at University College Cork, no. 2011 (January 1, 2011): 66–70. http://dx.doi.org/10.33178/boolean.2011.15.

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All of us, as students, attended school and sat in classrooms for long periods. We listened (most of the time!), we absorbed, we learned, we sat and passed examinations (hopefully!), but we were largely silent participants in the whole classroom process. Yes, we answered and asked questions about what we were learning and responded to our teachers and classmates but, did anyone in our schools ever ask us what we thought about how we were being taught or whether and how we were learning? Did anyone ever ask us for our opinions on our schools or the classrooms in which we sat for all of that time? The answer is often a resounding no. There is no tradition in Irish schools to ask, consult or discuss with students their views on their school, their classroom, their teachers, their learning or their experience in this very important and formative period of ...
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CHINONYELUM, EGBO ANTHONIA, ONUOMA LOVENAH IKODIYA, and EGBO CHINONYE EMMANUELLA. "EXTENT OF COUNSELORS EFFECTIVENESS IN POST PRIMARY INSTITUTIONS IN ENUGU STATE." International Journal for Innovation Education and Research 6, no. 4 (April 30, 2018): 52–64. http://dx.doi.org/10.31686/ijier.vol6.iss4.1001.

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This study is an appraisal of counselors’ effectiveness in post primary institutions in Enugu State. This study adopted descriptive survey research deign. It was carried out in the six educational zones of Enugu state with a total of two hundred and seventy-five (275) government-owned secondary schools. The population for the study comprises a key officer each from all the two hundred and seventy-five (275) government owned secondary schools in Enugu State. Two hundred and seventy-five (275) is small and manageable as a sample for study. Hence, the researcher used all of them for the study. Therefore, no sampling was done. The researcher explored eight research questions and formulated two hypotheses on the comparison of the performance of counselors by gender and locations using t-test statistics at 0.05 level of significance. The research questions were answered using means and standard deviations. It was found that the respondents generally had high perceptions of the counselors’ performance in each of their professional roles except with respect to the referral function. It was also found that there is no significant difference in the performance of male and female counselors in both urban and rural areas. Recommendations were made that counselors should be adequately motivated and that counselors should specialize on guidance and counseling services to improve their effectiveness in post primary schools in Enugu State, Nigeria.
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Chimombo, Joseph. "Expanding post‐primary education in Malawi: are private schools the answer?" Compare: A Journal of Comparative and International Education 39, no. 2 (March 2009): 167–84. http://dx.doi.org/10.1080/03057920902750442.

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Dissertations / Theses on the topic "Post-primary schools"

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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.

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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.
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Kelly, Anthony. "The management and administration of Irish post-primary schools." Thesis, University of Hull, 1996. http://hydra.hull.ac.uk/resources/hull:3984.

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Demographic trends suggest that change is inevitable in the Irish post-primary sector. Closures, amalgamations and general rationalisation will increase the average size of schools. This will increase the pressure and workloads of those already in principalship.Almost twenty-five percent of Irish post-primary schools are under two hundred and fifty pupils, and the constraints on the provision of a wide curriculum in such small schools are likely to become a serious factor in their struggle for existence. The participation rate at senior level will increase and therefore curricular diversity will become essential. Many small schools are in multi-school areas and it would be unreasonable to expect the State to duplicate (or even triplicate) ever more expensive educational provision. As the curriculum widens, so its provision becomes more costly. The post-primary curriculum in Ireland was traditionally biased towards the liberal and literary, which is relatively inexpensive to provide, even in triplicate. As scientific and technological subjects take their place in the 'new' broader curriculum, so the necessity for larger schools, and thereby non-duplication of provision, becomes more imperative. Amalgamations are inevitable, but the management profession is unprepared and under-trained, and those who will join the profession anew will be unable to avail of any substantial body of experience.Clearly, intensive training for incumbent and new principals and middle management personnel is demanded. In addition, a mass of statistical data on the post-primary system as it exists, is required for this purpose.Many references were made in the Green paper (1992) and the National Education Convention report (1994) to the changing role of principalship and the management and administration of schools. One of the aims of the proposed legislative changes is to radically devolve administration and introduce good management practices to schools.It is widely acknowledged that good leadership is a prerequisite to effective school management. Devolved administration and greater autonomy will make good principalship even more necessary. Principalship has an instructional leadership role which differentiates the position from an industrial manager or a commercial executive. Research has shown however, that principals spend little time planning or in any kind of leadership role (despite the fact that they value these activities as the most important!) and most time in low value tasks. Clearly, the time has come to assess what principals actually do and how satisfied they are with the administration of their institutions.While the principalship is the pivotal position in any school, the middle management structures that surround the principal will largely determine how successful (s)he is. The principal should be free to utilise his/her expertise in the more important functions like instructional leadership and staff motivation.It was in this context and against this background that this research was undertaken: to investigate the management and administration of post-primary schools in Ireland.The aim of this research is fourfold:1. To gather information on the characteristics of post-primary schools in Ireland. Specifically, to amass data on the following aspects of school structure:(a) The physical and human environment;(b) The academic environment and policy;(c)A profile of principals in principalship.2. To examine the administration of post-primary schools, by function, and to research the styles of management currently prevalent. Management of schools is not coincident with industrial or commercial management and the management of post-primary schools is dissimilar to that of third level institutions. Furthermore, the management of Irish post-primary schools is unique as a result of its particular history. While all will have some degree of similarity, there is an ever increasing level of synonymy as the institutions become more equivalent. Scientific investigation provides the basis for theoretical development and this research aims to:(a) categorise Irish post-primary schools according to styles of management and develop new theoretical models of management and conflict, in the context of existing theory.(b)place existing management structures and theoretical developments in an historical context.3. To gauge (dis)satisfaction within the educational management profession; not so much self-assessment of principalship by principals, rather assessment by principals of the success or otherwise of the school as an institution.4. Generally:(a) To contribute to the body of factual and scientific data about the post-primary sector.(b)To contribute to the theory of management and conflict in schools.(c) To contribute to the debate on the management of and practices in, Irish post-primary schools.(d) To raise the awareness of principals and middle managers at a time of change. Managing change is as important as changing management and it is hoped to contribute to the constructive development of the Irish post-primary system.
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McBride, Kathleen G. "Drug education in post-primary schools : practical reality or laudable aspiration ?" Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.399691.

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Moles, Joanne A. D. "Physical education in contemporary Ireland : a case study of curriculum, continuity and change." Thesis, Loughborough University, 2003. https://dspace.lboro.ac.uk/2134/36139.

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This study was undertaken in part as a response to proposed changes in the curriculum and teaching of Physical Education in Irish post-primary schools. I have been involved in Physical Education Teacher Education (PETE) for almost thirty years, almost entirely in Ireland, and I have a strong commitment to the promotion of child-centred Physical Education which I believe may be threatened by the proposed changes. My concerns are evident within this study which focuses on three Physical Education teachers in contemporary Ireland over a period of approximately three years during which three Draft New Syllabuses for Physical Education were written by the National Council for Curriculum and Assessment. These teachers share concerns and values regarding the teaching of Physical Education which broadly concur with my espoused ideology. Each is aware of their preferred pedagogical practices and is articulate in their defence of them. Within this study, the professional practices of these teachers are examined in the context of societal changes and the proposed curriculum changes in Physical Education evidenced in the new syllabuses. Inspiration is drawn from Basil Bernstein's work which Sadovnik (1995, p. 7) claims 'promised to connect the societal, institutional, interactional and intrapsychic levels of sociological analysis'. This study accepts Bernstein's analysis which provides a systematic structural theory allowing micro and macro aspects of the education system to be inter-related.
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Kelly, Marie Alice. "Exploring attitudes to moving image media education in Northern Ireland post primary schools." Thesis, Queen's University Belfast, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.695384.

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This mixed methods research provides insights into the current statutory provision for Moving Image Media Education (MIME) in NI's post primary curriculum. The advocacy document which promoted its curriculum inclusion, lA Wider Literacy: The Case for Moving Image Media Education in Northern Ireland' (NIFTC/BFI, 2004), argued that moving image is crucial to our understanding of literacy in the 21st century, where print based literacies are being superceded by multiliteracies. This research illustrates how far the advocacy document has impacted on current curriculum practices by providing a snapshot of the existing provision and dissemination of MIME in NI's post-primary schools. The perspectives of teachers and other associated stakeholders, involved in the delivery of MIME, indicate that there are challenges and misconceptions associated with MIME as a new literacy. The research reveals eight enabling factors are pre-requisites to MIME becoming a curriculum imperative: (i) agreed pedagogy, (ii) agreed policy, (iii) research, (iv) strategic unity of purpose among stakeholders, (v) funding mechanisms, (vi) appointed post-holders inside and/or outside school, (vii) supportive senior management teams and (viii) ongoing CPD - pedagogical and technical training. 'A Wider Literacy' has had its successes. Northern Ireland is the only region in the UK to offer Moving Image Arts at GCSE and A Level, and to have MIME as a statutory part of its KS3 curriculum. However, it is clear it is not universally accepted as "applicable in all subjects" (NIFTC/BFI, 2004, p.5), as intended. Moreover, it seems unlikely that MIME will become a curriculum staple until it becomes a compulsory part of all initial teacher training courses and is officially endorsed by DENI as an essential teaching and learning strategy. Until then this multiliteracy will remain "contentious in terms of classroom practice and teacher education" (Carrington and Robinson, 2009, p.3).
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Deeks, Graham. "Managing change in primary schools : impact and consequences in the post Education Reform Act period." Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321605.

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Cummins, Brian James. "Going beyond the rhetoric : an analysis of enterprise education provision in Northern Ireland post-primary schools." Thesis, Ulster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.272459.

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O'Gorman, Aileen. "Student councils and the delivery of equality, quality, partnership, pluralism and accountability in Cork post primary schools." Thesis, University of Hull, 2003. http://hydra.hull.ac.uk/resources/hull:7041.

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The following study is based on the hypothesis that the setting up of student councils in second level schools in Cork will support the key considerations of quality, equality, partnership, pluralism and accountability as set out in the government White Paper on Education, 1995. To provide a general background to the research, the study starts by reviewing, in chapter one, the state of education in Ireland to-day. This will include a brief look at student councils in other countries e.g. the USA, England, Canada and Norway. The study will chronicle the path of the recent Irish Education Act from Green Paper to White Paper to Education Bill to Education Act in 1998. The second chapter will examine the literature on student councils in Ireland to date. It will then review the literature on the five key considerations of quality, equality, partnership, pluralism and accountability and state how the setting up of a student council might support these. Chapter three will outline the research methods of the study. A questionnaire will be created, the ftrst part of which will seek information regarding the present position of student councils in Cork second level schools. The second part of the questionnaire will solicit the respondents' perceptions as to whether a student council can help to deliver these principles and whether the present student councils are actually delivering within the schools. All second level schools in Cork will be asked to pat1icipate. The questionnaire will be directed at the teacher co-ordinator of the student councils. In the schools where there is no student council, the deputy principal will be asked to complete the survey. A second questionnaire will be assembled to solicit the perceptions of the students regarding the work of the councils. Chapter four will chronicle the administration of the survey and present its findings. Conclusions will be drawn and stated. Chapter five will discuss the findings of the research and present recommendations that will point the way forward for the Department for Education and Science, teachers and students.
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Agiorgitis, Georgios. "ICTs use in the public Greek Primary Schools: the teachers' experiences." Thesis, Linnéuniversitetet, Institutionen för informatik (IK), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-68717.

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Education is a sector that has the potential to become a critical area of action for the full exploitation of ICT. Educational systems of developed and developing countries have an ever-increasing tendency to apply ICT to education, in an attempt to prepare their students for the future's society. This thesis attempted to explore what kind of ICT is used in the Greek Primary Schools and develop an understanding on the relationship between the ICT and the teachers. The philosophical background is post-phenomenology and the methods chosen for collecting data for this research are policy document analysis and interviews. The empirical findings show that various ICT are being used in the classrooms of the Greek Primary Schools,  others widely and others occasionally. The research compares the legal framework revolving around ICT in Primary Schools in Greece, with the teachers' own experiences and shows that the guidelines suggested by the Greek Ministry of Education cannot be followed easily, due to economical and pedagogical reasons. It also investigates the ICT's effects on the teachers and the students through the teachers' own words and perceptions. The effects are mostly positive, there are mentioned however, some negative ones to take into consideration. Finally, the research presents a number of sectors where the participant teachers suggested there is room for improvement. By comparing the legal framework with the situation in the Primary Schools, this research adds a new perspective to the previous literature. The findings show that the current situation can be improved and the teachers' statements may trigger further research.
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Ribchester, Christopher Brian. "Education policy and the viability of small school provision : the social significance of small primary schools in England and Wales post 1988." Thesis, Aberystwyth University, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.361003.

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Books on the topic "Post-primary schools"

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

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

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Northern Ireland. Department of Education. Education and Training Inspectorate. Improving technology and design in post-primary schools. Bangor: Department of Education, Education and Training Inspectorate, 2001.

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Northern Ireland. Department of Education. Review of school information & prospectuses regulations: Post-primary schools consultation document. Bangor: DENI, 2001.

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Northern Ireland. Department of Education. Education and Training Inspectorate. Improving business-related subjects in post-primary schools, 2002. Bangor: DENI, 2002.

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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.

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Assessment, Northern Ireland Council for the Curriculum Examinations and. Relationships and sexuality education: Guidance for post-primary schools. Belfast: NICCEA, 1998.

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Northern Ireland. Department of Education. Post-Primary Support Team. New admissions arrangements for post-primary schools: Consultation document. Bangor: DENI, 2005.

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O'Flaherty, Louis. Management & control in Irish education: The post primary experience. Dublin: Drumcondra Teachers' Centre, 1992.

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Looking at English: Teaching & learning English in post-primary schools. Dublin: Stationary Office, 2006.

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Book chapters on the topic "Post-primary schools"

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Borooah, Vani K., and Colin Knox. "Post-Primary Schools’ Performance." In The Economics of Schooling in a Divided Society, 62–83. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137461872_4.

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Fionda, Rachael. "4. Teaching English to Immigrant Students in Irish Post-primary Schools." In Managing Diversity in Education, edited by David Little, Constant Leung, and Piet Van Avermaet, 57–72. Bristol, Blue Ridge Summit: Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090815-006.

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Sweetman, Bernadette. "Valuing and Cultivating Dialogue Amongst Learner–Educators: Ongoing Challenges for Post-Primary Religious Education Teachers in Catholic Schools." In Formation of Teachers for Catholic Schools, 139–49. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4727-8_12.

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Yu, Honglei, Shanshan Zhang, and Benchen Fu. "Research on the Design of Spatial Environment Health in Primary and Middle Schools in the Post-epidemic Era." In Proceedings of the 7th International Conference on Architecture, Materials and Construction, 178–87. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-94514-5_19.

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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.

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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.

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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.

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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.

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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.

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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.

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Conference papers on the topic "Post-primary schools"

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Lavery, Thomas, and Catherine O'Donnell. "DEVELOPING INCLUSIVITY IN ROBOTICS EDUCATION IN BOTH PRIMARY AND POST-PRIMARY SCHOOLS WITH ENGINEERING HABITS OF MIND." In 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1542.

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Zhubi, Arjana. "TEACHERS’ ATTITUDES IN APPLICATION OF TECHNOLOGY AND EFFECTIVE TEACHING PLANNING IN PRIMARY SCHOOL." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end061.

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The planning of teaching with technological tools in Kosovo schools has brought new and challenging experiences for teachers at all levels of education. The purpose of the research is to analyze the attitudes of teachers about the application of technology in effective planning of teaching and raising learning outcomes in primary school. Furthermore, the research determines the impact of age and level of teacher’s education on the application of technology according to curriculum areas. The TPACK model was used as the theoretical framework during the research, which helped us to clarify the notions: technological knowledge, pedagogical knowledge, and teaching contents in the effective planning of teaching by applying technology. The data were collected from a questionnaire with 25 teachers in an elementary school where technology finds higher applicability in teaching. To analyze the learning outcomes during the application of technology and applicability in other subjects, the Post Hock test, and the Correlation was used to measure the relationship between the two variables, respectively the correlation between the age and the level of education of teachers. The results of this research show that learning planning through technology affects the increase of focus and gain a higher understanding in each subject, acquiring knowledge of new concepts, raises the desire to learn independently, makes the learning process more innovative and more attractive to students. The research recommends for the local and central level to give priority to equipping primary schools with technological tools to improve teaching by having the opportunity to plan different practices.
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Dai, YanMei, Xiaoying Lu, Mengdi Wang, and Jiajue Fang. "The Research on the Integrated Training of Outstanding Teachers of Primary Schools in Rural Areas of Guangxi before and after Post." In 2020 International Conference on Big Data and Informatization Education (ICBDIE). IEEE, 2020. http://dx.doi.org/10.1109/icbdie50010.2020.00056.

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Qualter, Declan. "SUPPORTING PARENTS AS PARTNERS IN EDUCATION: MEASURING THE IMPACT OF AN EXPERIENTIAL INTERVENTION PROGRAMME ON VIRTUAL LEARNING ENVIRONMENTS IN POST-PRIMARY SCHOOLS." In 15th annual International Conference of Education, Research and Innovation. IATED, 2022. http://dx.doi.org/10.21125/iceri.2022.0633.

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Čurová, Viera, Oľga Orosová, Lenka Abrinková, and Marcela Štefaňáková. "EFFECTIVENESS OF THE PROGRAMS UNPLUGGED AND UNPLUGGED 2 ON ALCOHOL USE AND SMOKING AMONG SCHOOLCHILDREN." In International Psychological Applications Conference and Trends. inScience Press, 2021. http://dx.doi.org/10.36315/2021inpact092.

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"Objectives: The aim of the study is to examine the long-term effectiveness of the school-based drug prevention programs Unplugged and Unplugged2 using a Solomon design and supplemented with n-Prevention booster sessions on the cumulative index (CI) of reported alcohol use (AU) and smoking. Methods: In 2013/2014, Unplugged was implemented during 12 consecutive weeks in Slovak primary schools. A sample of 744(M=12.5; 58.72%girls) was collected before program implementation(T1) and 12months later(T3). In 2017/2018, Unplugged2 was implemented by each school over 6months. A sample of 408(M=14.48; 51.96%girls) was collected before program implementation (T1), immediately after implementation(T2) and 12months later(T3). Participation in Unplugged was divided into control and experimental groups and Unplugged2 into control, experimental and experimental groups with n-Prevention, a pre-test and post-test or with post-test only. CI in the past 30 days was dichotomized (0-not used,1-AU, smoking or both). Binary logistic regressions were used to analyze the data at every measurement point. The moderation effect of gender was examined. The CI at T1 in Unplugged and Unplugged2 with a pre-test and post-test, and CI at T2 in Unplugged2 with a post-test were used as the control variables. Results: There was no significant effect of Unplugged and Unplugged2 with the pre-test and post-test. Unplugged2 with a post-test was significantly associated with CI at T3. The experimental group with n- Prevention was less likely to use alcohol and/or smoke. There was no significant effect or moderation effect of gender. Conclusions: The results show the long-term effectiveness of a preventive program is more pronounced with booster sessions, specifically with the post-test design."
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Aledamat, Rania Mohammed, Azza Abouhashem, Ruba Ali, Shahad AlKhair, Jolly Bhadra, and Noora Jabor Al-Thani. "A STEM Model to engage students in Environmental Sustainability Program through Collaborative Problem-solving Approach: A Case Study in Qatar." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0181.

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Following the launch of Qatar’s National Vision 2030, environmental development was highlighted as one of the Vision’s four pillars, emphasizing the importance of developing people’s awareness of their duty in maintaining the country’s environment for future generations. In addition, environmental education can be combined with various approaches, such as STEM and problem-solving skills, making it an excellent way to engage students in a sustainable program. A distinctive E-STEM program titled “Problem-Solving” (PS) was developed in Qatar amid regular educational reforms to improve primary school pupils’ problem-solving abilities. During this study, 346 kids (202 females and 144 males) from 14 different public and private primary schools were involved in STEM workshops on environmental issues, encouraging them to develop solutions to the problem. The study used a mixed-method approach to measure program efficacy, with a statistical analysis performed using data collected from four separate workshops over two years from 2018 to 2019. This research and development project used pre and post-questionnaires and a qualitative method for evaluating student problem-solving skills. The outcomes of the SWOT analysis also provided an overview of the program’s efficacy in involving students by demonstrating their collaborative problem-solving skills about environmental issues.
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Gajdošová, Eva, Ala Petrulytė, and Guna Svence. "Social Emotional Health and Resilience of Teachers in the East European Countries." In 80th International Scientific Conference of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/htqe.2022.06.

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Research on teachers’social emotional health and resilience is important for quality learning and well-being at school, especially during the challenges of the COVID-19 pandemic. Research on mental health and resilience of teachers from Latvia, Lithuania and Slovak Republic was conducted as part of the ERASMUS+ project “Supporting teachers to face the challenge of distance learning”. The primary goal of the first project phase to assess social emotional health, so-called covitality and resilience of teachers in elementary, secondary and high schools in post pandemic times and to focus on those areas which require significant support and development. 1200 teachers, 400 from each participating country, took part in the research. Results were based on data from research methods Social-emotional health survey-teachers (SEHS-T) and Resilience Scale. Teachers reported in all high level of social-emotional health overall indicator – covitality, as well as enough high level in four of its domains: belief in self, belief in others, emotional competence, engaged living. Level of teachers’ resilience has reached a moderate level in all three participating countries. There were found high significant positive correlations between teachers’ resilience and overall covitality, as well as between resilience and covitality. Positive teacher strengths that were identified are self-regulation, empathy, cognitive reappraisal. Identified weaknesses and limits will be used as a foundation for preparation of intervention activities for the teachers in the second project phase.
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Lambrecht, Franz, and Carsten Sommer. "SafeBike - a road safety programme for young adolescent cyclists." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002428.

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In 2019, approximately 29,000 children (up to 15 years of age) were involved in road traffic accidents in Germany. The cohorts with the most accident victims are the 11- to 14-year-olds, about half of whom (approx. 6,000 children) were involved in accidents by bicycle. The number of cyclists involved in accidents rises sharply after the transition from primary to secondary school. This is due to a change in driving behavior after the change of school compared to the primary school period. Many pupils start cycling to school after changing to secondary school. Furthermore, extensive behavioral changes occur with the onset of puberty, which, for example, increases the willingness to take risks in road traffic. SafeBike is a road safety program for the particularly vulnerable target group of 11 to 14-year-old cyclists based on observation procedures, self-reflection and personal responsibility. The basic aim of SafeBike is to raise students' awareness of danger perception when cycling, leading to an increased sense of safety in the short term, so that in the long term the number of cycling accidents in the target group will decrease. After participating in the program, students are expected to be more critical of their own behavior, among other things. SafeBike consists of three components: a self-assessment of one's own driving behavior in terms of safety, the treatment of several subject areas in which driving errors and traffic conflicts occur more frequently, and a final re-assessment of one's own driving behavior.The traffic effects of the program were surveyed and evaluated in a pilot test at two different schools in Germany. In the post-surveys, the test group committed about 50% fewer traffic conflicts and driving errors than the control group, which attests to the very high short-term effectiveness of SafeBike. In the control group, who did not complete the program, no significant improvements occurred in comparison to the before survey, in contrast to the subject group. In the test group, there were significant positive effects, especially in the case of driving errors that occurred particularly frequently in the pre-surveys and were correspondingly addressed in the program and discussed by the students. Particularly high positive effects were achieved with conversations while driving, at the pedestrian crossing and using the pavement on the wrong side of the road. Medium effects were achieved with hand signals and looking around. This means that the road safety program can be used in road safety education throughout the country. However, long-term effects are not yet available and must be determined in further studies.
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Tammaro, Rosanna, Iolanda Sara Iannotta, and Concetta Ferrantino. "THE TEACHER TRAINING DURING COVID-19 PANDEMIC: AN EXPLORATORY STUDY ABOUT ONLINE LABORATORIES QUALITY." In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end111.

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The spread of novel Corona Virus and the resulting Covid-19 Pandemic has had a profound impact in our lives and most of daily activities have been upset. Negative effects crushed education and all around the world schools, universities and tertiary institutions had to shut down moving to Distance Learning. Distance Learning was in fact the global answer to continue educational activities and preserve students’ right to education. The United Nations Organization for Culture and Education (UNESCO) reports that ten months after rising pandemic, more than 331 million students worldwide are affected by the Pandemic and in 28 countries the schools are still closed (updated 09.12.2020). During the months of the first contagion curve, only 15% of teaching activities were delivered remotely, globally, thanks to Distance Learning. More than 1.5 billion students worldwide are or have been touched by the closure of schools and universities due to the Covid-19 Pandemic. Teachers and instructors world-wide had to find the best solution to fix the pedagogical challenge. For this reason, teaching strategies, methods and materials have been adapted to the online learning environment. Distance Learning refers to an electronic learning environment; generally, it is used if time and/or geographic conditions do not allow a direct contact between educators and students (King, Young, Drivere-Richmond & Schrader, 2001). UNESCO (2002) asserts that Distance Learning includes learning process carried out separately in time and space, through artificial electronic or print media; this holds also for a part of the educational process. Distance Learning requires specific evaluation procedures throughout qualitative and quantitative methodologies, focusing the performance assessment and the learning process (Benigno & Trentin, 1999). This article is a part of a wider research that wants to investigate the students’ experience about online Laboratory classes during Pandemic crisis. Based on a quantitative, non- experimental and ex-post-facto research, this article specifically investigates the strategies used during remote Labs students attended during the sanitary emergency. Data was collected through a no-tested research survey administered with an online free app. A voluntary response sample from 749 Single-cycle Primary Teacher Education students, from first year course to the fifth, attending university in one of the most important athenaeums in Southern Italy, at the end of their last second semester. Results from the closed-response questions show the use of a variety of strategies whose effectiveness should be assessed based on empirical evidence.
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Nathan, Arjun, Monty Fricker, Aqua Asif, Maria Georgi, Sonam Patel, Man Kien Hang, Amil Sinha, et al. "Virtual interactive surgical skills classroom (VIRTUAL): a parallel-designed, non-inferiority, adjudicator-blinded, randomised controlled trial." In VIRTUAL ACADEMIC SURGERY CONFERENCE 2021. Cambridge Medicine Journal, 2021. http://dx.doi.org/10.7244/cmj.2021.04.001.8.

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Introduction Virtual classroom training (VCT) is a novel educational method that permits accessible, distanced interactive expert instruction. We aimed to evaluate the efficacy of VCT in comparison to face-to-face training (FFT) and non-interactive computer-based learning (CBL) for basic surgical skills training. Methods 72 participants recruited from five London medical schools underwent stratified block randomisation into three equal intervention groups based on subjective and objective suturing experience. VCT was delivered via the BARCO weConnect platform and FFT was provided by expert instructors. Optimal student-to-teacher ratio was used, 12:1 for VCT and 4:1 for FFT. The assessed task was interrupted suturing with hand-tied knots. The primary outcome was post-intervention Objective Structured Assessment of Technical Skills (OSATS) score, adjudicated by two blinded experts and adjusted for baseline proficiency. Results VCT was non-inferior to FFT (adjusted difference 0.44, 95% CI: -0.54 to 1.75, delta 0.675), VCT was superior to CBL (adjusted difference 1.69, 95% CI 0.41 to 2.96) and FFT was superior to CBL (adjusted difference 1.25, 95% CI 0.20 to 2.29). FFT alone was associated with student travel expenses (mean £4.88, SD 3.70). Instructor hours used per student for VCT and FFT were 0.25 and 0.75, respectively. Conclusion VCT has a similar educational benefit to FFT and is a suitable modality of high-quality surgical skills education. VCT provides greater accessibility and resource efficiency compared to FFT. VCT satisfies the requirement for social distancing during the COVID-19 pandemic and is better than non- interactive CBL. VCT has the potential to improve global availability and accessibility of surgical skills training.
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Reports on the topic "Post-primary schools"

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Bano, Masooda, and Daniel Dyonisius. The Role of District-Level Political Elites in Education Planning in Indonesia: Evidence from Two Districts. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/109.

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Focus on decentralisation as a way to improve service delivery has led to significant research on the processes of education-policy adoption and implementation at the district level. Much of this research has, however, focused on understanding the working of the district education bureaucracies and the impact of increased community participation on holding teachers to account. Despite recognition of the role of political elites in prioritising investment in education, studies examining this, especially at the district-government level, are rare. This paper explores the extent and nature of engagement of political elites in setting the education-reform agenda in two districts in the state of West Java in Indonesia: Karawang (urban district) and Purwakarta (rural district). The paper shows that for a country where the state schooling system faces a serious learning crisis, the district-level political elites do show considerable levels of engagement with education issues: governments in both districts under study allocate higher percentages of the district-government budget to education than mandated by the national legislation. However, the attitude of the political elites towards meeting challenges to the provision of good-quality education appears to be opportunistic and tokenistic: policies prioritised are those that promise immediate visibility and credit-taking, help to consolidate the authority of the bupati (the top political position in the district-government hierarchy), and align with the ruling party’s political positioning or ideology. A desire to appease growing community demand for investment in education rather than a commitment to improving learning outcomes seems to guide the process. Faced with public pressure for increased access to formal employment opportunities, the political elites in the urban district have invested in providing scholarships for secondary-school students to ensure secondary school completion, even though the district-government budget is meant for primary and junior secondary schools. The bupati in the rural district, has, on the other hand, prioritised investment in moral education; such prioritisation is in line with the community's preferences, but it is also opportunistic, as increased respect for tradition also preserves reverence for the post of the bupati—a position which was part of the traditional governance system before being absorbed into the modern democratic framework. The paper thus shows that decentralisation is enabling communities to make political elites recognise that they want the state to prioritise education, but that the response of the political elites remains piecemeal, with no evidence of a serious commitment to pursuing policies aimed at improving learning outcomes. Further, the paper shows that the political culture at the district level reproduces the problems associated with Indonesian democracy at the national level: the need for cross-party alliances to hold political office, and resulting pressure to share the spoils. Thus, based on the evidence from the two districts studied for this paper, we find that given the competitive and clientelist nature of political settlements in Indonesia, even the district level political elite do not seem pressured to prioritise policies aimed at improving learning outcomes.
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