Relevant bibliographies by topics / Primary school boys

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

Academic literature on the topic 'Primary school boys'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Primary school boys"

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Maynard, Trisha, and Kathy Lowe. "Boys and writing in the primary school." Education 3-13 27, no. 2 (June 1999): 4–9. http://dx.doi.org/10.1080/03004279985200131.

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Ismail, Zafar H. "Gender Differentials in the Cost of Primary Education: A Study of Pakistan." Pakistan Development Review 35, no. 4II (December 1, 1996): 835–49. http://dx.doi.org/10.30541/v35i4iipp.835-849.

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The paper examines the differences in the cost of primary education by gender and by province. It shows that the growth in enrolment outstrips the growth in the relevant population cohort, except in Sindh, and that this is faster in the case of girls than boys; that the school construction programme for girls in Sindh, unlike other provinces, outstrips the growth in female teacher employment. This is also seen in the boys’ school in Pakistan. Cost of providing education are a function of the availability of teachers and schools, opportunity cost of employment, urbanisation and female literacy. The growth in both recurring and capital outlays and in output costs per student are higher for girls and boys except in Balochistan. Using a pooled time series and analysis the paper concludes that there is an optimal level for the availability of schools per 1000 population [6.02 and 5.67 respectively for girls and boys in the Punjab and 3.88 for boys in NWFP and Balochistan] and for the number of teachers per 1000 students [7.69 for girls and 3.36 for boys]. It suggests the policy prescription to reallocate resources to employing more teachers for boys for greater cost effectiveness.
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Okello, Petra Atieno, and Esther Waithaka. "Role of Boys’ Empowerment on Academic Achievement among Lower Primary School Boys in Mombasa County, Kenya." International Journal of Current Aspects 3, no. III (June 28, 2019): 154–74. http://dx.doi.org/10.35942/ijcab.v3iiii.37.

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Boy child empowerment is a topic that is emphasized among many educationists today. It has been proven that pupils who receive proper empowerment tend to excel academically as compared to their counterparts who do not. Boys and girls need to be targets in these empowerment programmes. However, in recent years, it has been observed that boys are usually left out of the school empowerment programmes. There is no much research to explain if this is the reason as to why the academic achievement of boys in the recent years is dwindling while girls within same schools perform very well. This study sought to interrogate if there is any relationship between empowerment of the lower primary schoolboys child and his academic performance. The theory that guided this study is the empowerment theory by Zimmerman. Gaps identified in the literature reviewed include; first, there is no ready literature directly relating the role of male teachers and the academic achievement of boys. Secondly, there is also no adequate literature showing whether boys taught by predominantly female teachers perform dismally in academics. The role of attitude is not adequately researched in relation to the variables under this study. There is evidently a gap in knowledge as to whether empowering boys in early childhood influences their academic achievement positively or not. Much of the knowledge available concerns older children and this leaves the formative years unattended and under researched. This gap in knowledge made this study very relevant and critical. The study applied the descriptive research design. Purposive sampling was used to sample schools where the study will be conducted. The simple random sampling was used in coming up with the learners and teachers who would take part in the study. A pilot study was done to test the tools. Questionnaires, interview schedules, achievement test and observation checklists were used to collect data. The data was collected over a period of three months. The data was then analyzed and presented using frequency distribution tables, bar graphs and pie charts. The study concluded that; the strategies used to empower boys are effective, there are no regular empowerment programs for boys in schools, the empowerment of boys in schools face several challenges that negatively impact the boys and that the male teachers are conspicuously missing in the preschools. Practical recommendations were made to school managers, curriculum developers and policy makers.
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Turner, Irene F., and Elizabeth Quinn. "Learning English Spellings: strategies employed by primary school boys." Educational Psychology 6, no. 3 (January 1986): 231–41. http://dx.doi.org/10.1080/0144341860060302.

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Mayeza, Emmanuel, and Deevia Bhana. "Boys negotiate violence and masculinity in the primary school." British Journal of Sociology of Education 41, no. 3 (February 4, 2020): 426–43. http://dx.doi.org/10.1080/01425692.2020.1721267.

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Klizienė, Irina, Laura Kimantienė, Ginas Čižauskas, Laura Daniusevičiūtė-Brazaitė, Gintautas Cibulskas, and Arūnė Janulevičienė. "PHYSICAL ACTIVITY, PHYSICAL FITNESS AND ACADEMIC ACHIEVEMENTS OF PRIMARY SCHOOL CHILDREN." Baltic Journal of Sport and Health Sciences 1, no. 108 (2018): 9–16. http://dx.doi.org/10.33607/bjshs.v1i108.4.

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Background.The purpose of this study is to estimate physical activity, physical fitness and assessment of mathematical achievements in primary schoolchildren. Methods. The study involved 1st grade students (N = 93), 45 of which were girls and 48 were boys. The flexibility test, the long jump test, 3 × 10 m speed shuttle run test, a medical (stuffed) 1 kg ball pushing from the chest test were used. Physical activity was measured using Children’s Physical Activity Questionnaire. Academic achievements were assessed using Mathematical diagnostic progress tests and mathematical learning achievements according to curriculum content. Results. It turned out that both boys (95.87 MET/min/week) and girls (91.30 MET / min/ week) were physically active in physical education lessons (p > 0.05). Long jump results ranged from 105.2 cm (girls) to 118.3 cm (boys), statistically significant differences were detected (p < 0.05) The best score of the girls’ shuttle running 3 × 10 m was 9.55 s, for boys it was 9.2 s, the worst performance time for boys was 13.68 s, for girls – 13.54 s (p < .05). Mathematics Diagnostic Progress Tests for both girls and boys indicated satisfactory levels. Conclusion. We should note that all 4 fitness tests had a positive, linear association with physical fitness tests and mathematics test scores.
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Hirsch, Suzan. "Professional Rugby League Players as Reading Mentors for Primary School Boys." Boyhood Studies 5, no. 1 (March 1, 2011): 52–60. http://dx.doi.org/10.3149/thy.0501.52.

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This paper reports on case studies spanning four consecutive years (2005-2008) focused on addressing and challenging Australian primary school boys’ disengagement with English, particularly reading, using an action research process informed by both quantitative and qualitative data. Primary participants were all male and ranged from 8 to 11 years of age. Boys were identified and selected for each case study based on the questionnaire and interview results from whole grade surveys of both males and females. The data results identified the boys with negative views of literacy and boys who identified reading as being a feminine activity, thereby narrowing their perceptions of masculinity. These boys were involved in a reading/mentoring program with high profile professional Rugby League players. The celebrity rugby league players were involved in ten weekly mentoring and reading sessions with male participants each year. These sessions focused on building positive male identity, shifting negative attitudes to reading and challenging negative stereotypes of both professional sportsmen and boys as readers. After each of the case studies, quantitative and qualitative data indicated a positive change in the participants’ attitudes towards reading as well as their perceived stereotypes of males as readers and increased involvement in voluntary reading.
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Sunny, Bindu S., Bianca DeStavola, Albert Dube, Alison Price, Allan M. Kaonga, Scotch Kondowe, Amelia C. Crampin, and Judith R. Glynn. "Lusting, learning and lasting in school: sexual debut, school performance and dropout among adolescents in primary schools in Karonga district, northern Malawi." Journal of Biosocial Science 51, no. 5 (April 29, 2019): 720–36. http://dx.doi.org/10.1017/s0021932019000051.

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AbstractAge at sexual debut is known to have implications for future sexual behaviours and health outcomes, including HIV infection, early pregnancy and maternal mortality, but may also influence educational outcomes. Longitudinal data on schooling and sexual behaviour from a demographic surveillance site in Karonga district, northern Malawi, were analysed for 3153 respondents between the ages of 12 and 25 years to examine the association between sexual debut and primary school dropout, and the role of prior school performance. Time to dropout was modelled using the Fine and Gray survival model to account for the competing event of primary school completion. To deal with the time-varying nature of age at sexual debut and school performance, models were fitted using landmark analyses. Sexual debut was found to be associated with a five-fold increase in rate of subsequent dropout for girls and a two-fold increase in dropout rate for boys (adjusted hazard ratio [aHR] of 5.27, CI 4.22–6.57, and 2.19, CI 1.77–2.7, respectively). For girls who were sexually active by age 16, only 16% ultimately completed primary schooling, compared with 70% aged 18 or older at sexual debut. Prior to sexual debut, girls had primary completion levels similar to those of boys. The association between sexual debut and school dropout could not be explained by prior poor school performance: the effect of sexual debut on dropout was as strong among those who were not behind in school as among those who were overage for their school grade. Girls who were sexually active were more likely to repeat a grade, with no effect being seen for boys. Pathways to dropout are complex and may differ for boys and girls. Interventions are needed to improve school progression so children complete primary school before sexual debut, and to improve sex education and contraception provision.
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Pandey, Arun Kumar, and Soni Rani. "A study of nutritional anemia among urban primary school children of Katihar." International Journal Of Community Medicine And Public Health 6, no. 7 (June 28, 2019): 2803. http://dx.doi.org/10.18203/2394-6040.ijcmph20192563.

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Background: Children health is an important concern for all societies since it contributes to overall development. The present position with regards to health and nutritional status of children is not satisfactory despite of mid-day meal programme running in government run schools. This study is conducted to assess the proportion of children, aged between 6 year to 11 years having anemia and socio demographic factors associated with iron deficiency anemia among selected children.Methods: For the purpose of study a list of all government primary schools of Katihar had been prepared and equal numbers of students were examined from randomly selected schools. By taking the prevalence of anemia 50% among school children for confidence level 95% with 10% relative precision with sample size comes out to be 384. The sample size was doubled to cover both boys and girls in the study. A total of 800 students (426 boys and 374 girls) in the age group of 6-11 years were interviewed and examined.Results: Out of 800 children total 343 (42.88%) were anemic. The prevalence of anemia was 37.96% among boys and 48.07% among girls. The prevalence of mild and moderate anemia among boys was 32.05% and 67.95% and 70.8% and 29.2% among girls respectively. The prevalence of anemia was high among lower and upper lower socio-economic status (100% and 45.32%). The proportion of anemic children showed a significant association with education of mother and nutritional status. Proportion of anemia decreased significantly with increase in education status of mother.Conclusions: The prevalence of anemia was found high among primary school children. Major factors which influence the prevalence of anemia were socioeconomic status, mother education and nutritional status of children.
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Abid Asghar, Syed, Pratibha Gupta, Mrinal R. Srivastava, J. P. Srivastava, and Zeashan H. Zaidi. "Health status of primary school children: study from a rural health block of Lucknow." International Journal Of Community Medicine And Public Health 4, no. 7 (June 23, 2017): 2498. http://dx.doi.org/10.18203/2394-6040.ijcmph20172847.

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Background: School health is an important branch of community health. School health services is an economical and powerful means of raising community health. In school child is vulnerable to stress, tension and endangerment of group life because all children are not the same and comes from different socioeconomic and cultural background and with different immunity status. Child is quite vulnerable at this growing age and hence become easy victims of many non-communicable diseases such as dental caries, anaemia, visual and hearing defects. The objective of the study was to assess health status of primary school children in rural areas of Lucknow.Methods: The present school-based descriptive cross-sectional study was conducted in the rural area of Lucknow from February to July 2015. Purposive sampling technique was adopted to select primary schools from 1st to 5th standard. All students who were present at the time of survey were included in the study. A pre-structured performa for each student was used to record information regarding anthropometric measurements, physical examination/ personal hygiene, clinical findings.Results: A total of 170 children were examined, among these 82 (48.23%) were boys and 88 (51.77%) were girls. Dental caries was the most common infirmity observed in 63 (37.05%) children with 95% CI (33.35- 40.75) and was statistically significant (p<0.05) with boys 29.27% and girls 44.31%. Anaemia were found in 65 (38.23%), boys were 32.92% and girls 43.18%. Ear discharge was seen in 17 (10%) children, boys were 6.10% and girls 13.63%.Conclusions: The common infirmity found were dental caries, anaemia and ear discharge. Effective strategy with good monitoring and evaluation is imperative in ensuring adequate and optimal implementation of school health services in primary schools in rural Lucknow.
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Dissertations / Theses on the topic "Primary school boys"

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McDonald, Anne. "Primary school boys' narratives about masculinity." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/80281.

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Thesis (MEdPsych)--Stellenbosch University, 2013.
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ENGLISH ABSTRACT: The issue of masculinity is complex, and many theories on how gender is constructed exist. The central premise of this study is that gender construction is the result of dynamic social interaction and, as such, a post-structuralist paradigm is ascribed to. The concept of multiple masculinities exists to explain the influences different contexts have on how masculine ideas are constructed. This is not a passive process and individuals are considered active creators of their own identity. However, research demonstrates that not all masculinities are equal. Hegemonic masculinity maintains its leading dominant position status through using strategies of power and dominance to maintain the pinnacle position of status in the hierarchy of masculinities. The purpose of this study is to listen to the narratives of pre-adolescent boys about masculinity. Post-structuralist and social constructivist ideas that meaning is fluid and open to change, is influenced by culture and the individual meanings that people make. This understanding provides the theoretical framework for this qualitative study. Through a narrative-inquiry design, meaning was made of the individual experiences of six boys within the context of a single-sex preparatory school. The narratives of these participants, purposively selected, were obtained using the data-collecting methods of interviews, a focus group and the construction of a collage. The analysed data was presented both in the form of the narratives of the participants and through a thematic analysis. The findings indicate that within this private, single-sex preparatory school context, multiple constructions of masculinity are formed, and they all appear to be constructed in relation to hegemonic notions of masculinity. It was found that fathers play an important role in the way in which boys construct their masculine identity. However, their peers and the school context also play a significant role. Further, the findings revealed that although hegemonic notions of masculinity in this context had a powerful impact on these participants’ construction of masculinity, there are indications some are challenging overt expressions of hegemonic masculinity and, as such, hold more complex, transitional constructs of masculine identity.
AFRIKAANSE OPSOMMING: Die kwessie rondom manlikheid is kompleks en daar bestaan baie teorieë oor hoe geslag gebou word. Die sentrale uitgangspunt van hierdie studie is dat die konstruksie van geslag ‘n resultaat van dinamiese sosiale interaksie is en dus aan 'n post-strukturalistiese paradigma toegeskryf word. As sodanig bestaan die konsep van verskeie vorme van manlikheid om te verduidelik hoe verskillende kontekste manlike idees beïnvloed. Dit is nie 'n passiewe proses nie. Individue word as aktiewe skeppers van hulle eie identiteit beskou. Navorsing toon egter dat nie alle vorme van manlikheid gelyk is nie. Hegemoniese manlikheid hou 'n dominante posisie in stand deur die gebruik van strategieë van mag en oorheersing; die hoogsteposisie van status in die hiërargie van manlikheid word dus gestaaf. Die doel van hierdie studie is om na die narratiewe van pre-adolessente seuns oor manlikheid te luister. Post-strukturalistiese en sosiale konstruktivistiese idees wat aandui dat bedoelings vloeibaar en veranderbaar is, afhangende van kultuur en die betekenis wat deur 'n individu daaraan geheg word, voorsien dus 'n teoretiese raamwerk vir hierdie kwalitatiewe studie. Deur die gebruik van ‘n narratiewe ondersoek-ontwerp, is die betekenis van die individuele ervaringe van ses seuns in die konteks van 'n enkel-geslag voorbereidende skool geevalueer. Die verhale van hierdie deelnemers, wat doelgerig geselekteer is, is verkry deur gebruik te maak van onderhoude, 'n fokus groep en die konstruksie van 'n collage as data insamelingsmetodes. Die geanaliseerde data is beide in die vorm van verhale van die deelnemers sowel as 'n tematiese analise aangebied. Die bevindinge dui daarop dat binne hierdie private, enkel-geslag voorbereidende skoolkonteks, verskeie konstruksies van manlikheid gevorm word en het telkens beblyk in verhouding tot hegemoniese idees oor manlikheid gebou te word. Daar is bevind dat vaders 'n belangrike rol speel in die wyse waarop seuns hul manlike identiteit konstrueer. Eweknieë en die skoolkonteks speel egter ook 'n belangrike rol in die konstruksie van geslag. Die bevindinge het verder aan die lig gebring dat, alhoewel hegemoniese idees oor manlikheid in hierdie konteks 'n kragtige uitwerking op hierdie deelnemers se konstruksie van manlikheid het, daar aanduidings is dat sommige van die deelnemers openlike uitdrukkings van hegemoniese manlikheid uitdaag en sodoende meer komplekse oorgang-konstrukte van manlike identiteit het.
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Glenn-Hume, David, and n/a. "Being a boy in a primary school." University of Canberra. Teacher Education, 1998. http://erl.canberra.edu.au./public/adt-AUC20060712.095746.

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This thesis uses a poststructuralist methodology and leads to a Foucauldian analysis of power, subjectivity and discursive practices for a group of twelve boys in a Year 3 and 4 classroom. The thesis is written in a poststructuralist way, and as such, it is experimental. It experiments with a writing style that encourages the critical engagement of the reader in deconstructing the text. The personal subjectivity of the author is placed in the foreground risking a vulnerability that is not apparent in theses generally. The thesis describes the structure and practicalities of research in a primary school classroom using a video camera to collect data. Transcripts were made from videotapes of a school day and interviews with the boys. These were analysed for the frequency of use of Foucault's "disciplinary techniques" using qualitative research software. Furthermore computer analysis assisted the extraction of "mini-narratives" from the transcripts. These "mini-narratives" are used to lead a description of the subjectivity of the boys and their positioning in the discourses of schooling and hegemonic masculinity. A picture emerges of a young male subjectivity caught up in the dilemmas of concurrent positioning in both schooling practices and hegemonic masculinity practices. It is proposed that boys often see their available positionings as limited by schooling discourse to "positive-female" or "negative-male". Hegemonic masculinity discourse limits available positioning to "positive male" or "negative-female". Positioning by the boys in these discourses is depicted as rapidly changing to the extent that inconsistencies and confusions arise for boys. The "mini-narratives" use the transcribed voices of the boys to tell of the challenges and practicalities of being a boy in a primary school. Recommendations are made that include moving beyond dualistic ways of subject positioning. The recommendations include ideas for teachers to involve themselves and their students in developing new ways of speaking about gender difference.
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Benjamin, Gaynor. "An exploration of male identity construction amongst primary school boys." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/95944.

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Thesis (MEdPsych)--Stellenbosch University, 2014.
ENGLISH ABSTRACT: The social construction of masculinity is a complex process, one which cannot be divorced from the immediate environment and culture of boys. The aim of this study was to understand the construction of male identity in young primary school boys, who grew up in a context where few positive male role models might be, and where society might play a bigger role in shaping their identities. I focused on boys between the ages of ten and thirteen. The participants were from a poor socio-economic coloured community in the Western Cape and were purposively selected. A qualitative research methodology was used and data was selected by means of semi-structured interviews, focus-group interviews, collages and photographs. The findings showed that the type of masculinity these boys aspire to is admirable. However, they are caught within a context where there is a lack of physical space, an absence of facilities, a high unemployment rate and are surrounded by community disorganisation. The boys are confronted with many male examples in their community who are not providing for their families, and they see substances such as alcohol and drugs being abused daily by adult members of their community. Despite a constant presence of a mother, there is a lack of meaningful relationships with their fathers. They cannot easily identify positive role models within their community and do not have the ability to search for such traits in others. The themes arising from the data presented a contrast between the experiences of the participants and the kind of men they seek to be. There are very few men in their community who could help them to achieve their ideals and who could provide them with guidance or support. In the absence of suitable male role models to emulate, these boys are likely to comply with a model of masculinity that demonstrates dominance and power through violence and abuse.
AFRIKAANSE OPSOMMING: Die sosiale konstruksie van manlikheid is 'n komplekse proses, een wat nie van die onmiddellike omgewing en kultuur van die seuns geskei kan word nie. Die doel van hierdie studie was om die konstruksie van manlike identiteit in jong laerskoolseuns, wat grootgeword het in 'n konteks waar min positiewe manlike rolmodelle kan wees, en waar die gemeenskap 'n groter rol kan speel in die vorming van hul identiteit, te verstaan. Ek fokus op seuns tussen die ouderdomme van tien en dertien jaar oud. Die deelnemers was van 'n lae - sosio-ekonomiese bruin gemeenskap in die Wes-Kaap en is doelbewus gekies. ‘n Kwalitatiewe navorsingsmetodologie is gebruik en data is deur middel van semi- gestruktureerde onderhoude, fokusgroep-onderhoude, collages en fotos ingesamel. Die bevindinge het getoon dat die tipe manlikheid wat hierdie seuns nastreef, prysenswaardig is. Hulle is egter vasgevang in 'n konteks gekenmerk deur 'n gebrek aan fisiese ruimte, 'n afwesigheid van fasiliteite, 'n hoë werkloosheidsyfer en gemeenskaplike wanorde. Die seuns word gekonfronteer met baie voorbeelde van mans in hul gemeenskap wat nie voorsiening maak vir hul families nie, en hulle world op 'n daaglikse basis bloogestel aan volwassenes wat alkohol en dwelms misbruik. Hoewel daar 'n konstante teenwoordigheid van 'n ma is, is daar is 'n gebrek aan 'n sinvolle verhouding met hul vaders. Hulle kan nie maklik positiewe rolmodelle identifiseer binne hul gemeenskap nie, en het nie die vermoë om te soek vir soortgelyke eienskappe in ander nie. Die temas wat voortgespruit het uit die data was in kontras met die ervarings van die deelnemers en die tipe man waarna hulle streef om te wees. Daar is geen mans in hul gemeenskap wat hulle kan help om hul ideale te bereik en wat hulle kan voorsien met leiding of ondersteuning nie. In die afwesigheid van geskikte manlike rolmodelle om na te boots, kan hierdie seuns geneig wees om 'n model van manlikheid wat oorheersing en mag deur geweld en mishandeling na te streef.
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Hyndman, Robert Murray. "Connecting School Culture to Boys' Learning: An investigation into how school culture affects boys' learning in one New Zealand primary school." The University of Waikato, 2007. http://hdl.handle.net/10289/2322.

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Abstract Boys' underachievement has become a topical issue in recent years. In response, one New Zealand primary school created a Boys' Project. It encompassed a range of interventions designed to address boys' underachievement by re-culturing the school to make it a more positive environment for them. This qualitative research is a case study of this school and it seeks to identify elements of school culture that support boys' learning. The literature revealed contrasting and conflicting theoretical perspectives contributing to the debate around boys' achievement. From one perspective it is accepted that boys and girls are different and schools are expected to accommodate these differences. The alternative perspective suggests that differences between girls and boys should not be viewed as inevitable and that, for boys, schools and society should work to change undesirable attitudes and behaviours if their learning needs are to be addressed. The research revealed that boys' underachievement is indeed a complex issue that is unlikely to be solved by short-term interventions or strategies. The research concludes that educational outcomes for boys will be positively affected by a school culture that fosters strong relationships, a focus on learning, and an understanding of how beliefs and attitudes about gender are influential on learning.
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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." European Child & Adolescent Psychiatry (2015) 24, 7, S. 779-785, 2015. https://ul.qucosa.de/id/qucosa%3A14778.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity. Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
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Harris, James R. "A comparison of treatments for primary enuresis in school age boys /." The Ohio State University, 1988. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487587604130109.

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Kurz, Susanne, Dyck Zoé van, Daniela Dremmel, Simone Munsch, and Anja Hilbert. "Early-onset restrictive eating disturbances in primary school boys and girls." Universitätsbibliothek Leipzig, 2016. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-205300.

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Background. This study sought to determine the distribution of early-onset restrictive eating disturbances characteristic of the new DSM-5 diagnosis, avoidant/restrictive food intake disorder (ARFID) in middle childhood, as well as to evaluate the screening instrument, Eating Disturbances in Youth-Questionnaire (EDY-Q). Methods. A total of 1444 8- to 13-year-old children were screened in regular schools (3rd to 6th grade) in Switzerland using the self-report measure EDY-Q, consisting of 12 items based on the DSM-5 criteria for ARFID. Results. Forty-six children (3.2%) reported features of ARFID in the self-rating. Group differences were found for body mass index, with underweight children reporting features of ARFID more often than normal- and overweight children. The EDY-Q revealed good psychometric properties, including adequate discriminant and convergent validity. Conclusions. Early-onset restrictive eating disturbances are commonly reported in middle childhood. Because of possible negative short- and long-term impact, early detection is essential. Further studies with structured interviews and parent reports are needed to confirm this study’s findings.
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Lebeaume, Joël. "AN HISTORY OF MANUAL WORK FOR BOYS WITHIN PRIMARY SCHOOL IN FRANCE." 名古屋大学大学院教育発達科学研究科 技術・職業教育学研究室, 2006. http://hdl.handle.net/2237/12062.

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Wells, Jennifer. "Primary school boys, academic achievement in literacy and hegemonic identities : a qualitative study." Thesis, Keele University, 2016. http://eprints.keele.ac.uk/2482/.

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The perceptions held of the fundamental differences in the nature of boys and girls is an issue which has dominated educational discourse over recent years and thus, has shaped pedagogical approaches and policy. However, despite some calls to focus on how the social construction of masculinity affects boys’ responses to school based literacy there is still a pervasive discourse which focuses on neurological and hormonal differences. Furthermore, the waters seem muddied by a narrative of the disempowerment of boys as a consequence of the success of the feminist movement, the answer to which has often been a call to return to more traditional roles and social practices. The extent to which this popular discourse impacts on policy decisions made by educational leaders cannot be underestimated and is reflected in the many proposals for improving boys’ literacy results which are still often grounded in generalisations and stereotypes which place boys in one homogenous group who experience their identity in a single way. The current climate appears, therefore, to be one of mixed messages so that whilst scholars have pointed out the potential damage caused by solutions which reinforce socially constructed gender binaries, such approaches are still thriving. This study employs qualitative methods to explore, through interviews, the ways in which boys talk about how they construct their masculinity within the school environment and draws conclusions as to how this gendered identity impacts upon their perception of practices which shape the literate individual such as reading, creative writing and personal expressive response to texts. The findings contradict some commonly held beliefs that hegemonic constructions of masculinity often reject the academic practices associated with literacy. In particular, the data challenges the idea that many boys are reluctant to be seen as succeeding academically in favour of an anti-school culture. The results offer instead, a nuanced picture of how boys perceive the study of literacy and how some boys actively resist forms of masculinity which might prevent them from achieving at school and are able to balance the need to succeed in literacy with their status as ‘hegemonic’ boys socially.
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Alarfaj, Abdulhamid. "Developing a classroom science enrichment programme for gifted primary school boys in Saudi Arabia." Thesis, University of Southampton, 2011. https://eprints.soton.ac.uk/195437/.

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Enrichment is one of the important educational facilities that are provided for gifted students. However, the research on gifted enrichment programmes still requires further exploration in order to meet the diversity of gifted students. The purpose of this study was to determine the important components of an enrichment programme in science for gifted boys in the 6th grade of primary schools in Saudi Arabia. The current study has critiqued the components that are recommended in the literature pertaining to gifted programmes that include the Renzulli Model, VanTass- Baska Model, and Oasis Enrichment Model. Gifted programmes discussed are then discussed in relation to those that are provided to gifted students in schools and Universities in Saudi Arabia. Mixed methods were used in this descriptive study. Three methods have been used, documentary analysis, questionnaire, and interview. The documentary analyses of selected science textbook in 6th grade used mixed (qualitative and quantitative) approaches. The participants included 220 gifted students in primary schools in 6th grade from Dammam, Riyadh, and Jeddah city in Saudi Arabia, and 10 teachers and 10 supervisors of gifted education in science. Gifted students responded to questionnaires in order to ascertain their opinions about the current science textbook in 6th grade and what they would like to find in the Proposed Enrichment Programme (PEP). Interviews were conducted with teachers and supervisors of gifted education to examine in depth their IV perception about the current 6th grade science textbook and the Proposed Enrichment Programme in order to meet the needs of Saudi gifted students in 6th grade. The data from questionnaires were analysed in two phases. Firstly, the data were analysed and presented item by item for both the current science textbook ( ST questionnaire) and the proposed enrichment programme ( PEP questionnaire). All the items were examined by Chi square test to calculate whether there are any significant differences among each item in both questionnaires. Secondly, comparisons were made among the themes that emerged from the ST and PEP questionnaires. The responses of the interviewees were assigned to one of the content themes (attitudes to science, thinking skills, and contents and activities). Analysis of the words from respondents and counting frequencies of occurrence of ideas, themes, pieces of data, words (Cohen et al., 2007). The questionnaire data showed that the most important theme in the PEP for the gifted students is the “content of knowledge”. This reflects the students‟ views of the inadequacy of knowledge in the ST and their desire to further the development of content knowledge in the PEP. All the data from students and teachers and supervisors indicated that the ST needs to be improved to meet the needs of gifted students in two main areas: the level of thinking skills (e.g. evaluating and creating), and that the topics should be close to students‟ daily life and their environment. The findings of this research study showed agreement across all data collection instruments regarding the weakness of the activities in the 6th grade science textbook. This study considers that in order to enable gifted students to fulfil their potential in science in the regular classroom, it is necessary to provide further content and activities that require high levels of thinking, as provided by the PEP. The findings in this study clearly showed that there is a need for more challenge to stimulate gifted learners to learn which should be included in the PEP
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Books on the topic "Primary school boys"

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1944-, Lee John, ed. Women teaching boys: Caring and working in the primary school. Stoke-on-Trent: Trentham Books, 2003.

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Ready, steady, grow!: Christian relationships and sexuality education for primary school girls and boys. 3rd ed. Dublin: Veritas, 1996.

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Ireland, Great Britain Department of Education for Northern. Report of a focused inspection in Barrack Street Boys' Primary School Strabane, inspected: September 1998. Bangor: Department of Education for Northern Ireland, 1998.

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Girls, boys, and junior sexualities: Exploring children's gender and sexual relations in the primary school. London: RoutledgeFalmer, 2005.

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Hutson, Susan. Why boys and girls come out to play: Sport and school age children at the transition from primary to secondary education. Cardiff: Sports Council for Wales, 1995.

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McGinty, Sean. An analysis of transition from the primary sector to St. Columb's College Boys' Grammar School with a view to improving the quality of pastoral provision for our students: A case study. [S.l: The author], 1993.

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Warrington, Molly J. Raising boys' achievement in primary schools: Towards an holistic approach. Maidenhead: Open University Press, 2006.

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Frater, Graham. Securing boys' literacy: A survey of effective practice in primary schools. London: Basic Skills Agency, 2000.

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Brumath, A. Leblond de. Le livre d'or de l'Académie commerciale catholique de Montréal: Contenant aussi de nombreux renseignements sur l'organisation de l'enseignement primaire laïque à Montréal. [Montréal?: s.n.], 1995.

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Council, Irish Peatland Conservation, ed. Peatlands and the primary school curriculum: A multi-disciplinary teaching and learning unit for the exporation of bogs and related environmental issues. Dublin: Irish Peatland Conservation Council, 1994.

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Book chapters on the topic "Primary school boys"

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Bhana, Deevia. "“Boys Will Be Boys”: What Do Teachers Have to Do with It?" In Gender and Childhood Sexuality in Primary School, 65–81. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_4.

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Bhana, Deevia. "Kiss and Tell: Boys, Girls and Sexualities." In Gender and Childhood Sexuality in Primary School, 177–98. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_10.

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Bhana, Deevia. "‘Voetsek!’ Boys, Violence, and the Gendered Negotiation of Masculinity." In Gender and Childhood Sexuality in Primary School, 113–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_7.

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Bhana, Deevia. "Refocusing on Boys, Girls and Sexuality in the Primary School." In Gender and Childhood Sexuality in Primary School, 215–29. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_12.

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Bhana, Deevia. "“Boys Rule, Girls Drool”: Masculinities, Femininities and the Fight for Power." In Gender and Childhood Sexuality in Primary School, 147–76. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_9.

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Mayeza, Emmanuel, and Deevia Bhana. "“Other” Boys Contesting Hegemonic Masculinities and Violence in the Primary School." In Gender, Sexuality and Violence in South African Educational Spaces, 47–67. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_2.

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Bhana, Deevia. "“Emma and Dave Sitting on a Tree, K-I-S-S-I-N-G” Boys and Girls at Play." In Gender and Childhood Sexuality in Primary School, 199–214. Singapore: Springer Singapore, 2016. http://dx.doi.org/10.1007/978-981-10-2239-5_11.

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Govender, Diloshini. "“I Don’t Start a Fight; They Start my Powerful Engine”: Primary School Boys Negotiating Violence and Gendered Bullying." In Gender, Sexuality and Violence in South African Educational Spaces, 91–112. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_4.

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Moosa, Shaaista. "Primary School Boys Validating and Resisting Hegemonic Masculinities: “I Don’t Appreciate Violence at all. I Stop the Violence.”." In Gender, Sexuality and Violence in South African Educational Spaces, 69–90. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-69988-8_3.

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"Providing equal opportunities for boys and girls." In The Psychology of Teaching and Learning in the Primary School, 270–90. Routledge, 2002. http://dx.doi.org/10.4324/9780203186190-25.

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Conference papers on the topic "Primary school boys"

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Kalatskaya, Natalya N. "Primary School Boys And Girls` Attitude Towards Their Health." In 3rd International Forum on Teacher Education. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.08.02.38.

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Пташкина, Г. М. "ЭКСПЕРИМЕНТАЛЬНОЕ НАПРАВЛЕНИЕ В ТЕХНОЛОГИЧЕСКОМ ОБРАЗОВАНИИ ШКОЛЬНИКОВ." In Актуальные проблемы физики и технологии в образовании, науке и производстве. Crossref, 2021. http://dx.doi.org/10.37724/z2817-0293-9836-v.

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В статье описывается опыт применения техники декорирования готовых поверхностей или заготовок в стиле микс-медиа в рамках совместного обучения мальчиков и девочек по предмету «Технология» в основной школе. The article describes the experience of using the technique of decorating finished surfaces or blanks in the style of mix-media in the framework of joint training of boys and girls in the subject «Technology» in primary school.
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Mačura, Peter, Anna Blahutová, Andrej Hubinák, Ján Koštial, Peter Krška, Nadežda Novotná, Jaromír Sedláček, and Mária Hulinková. "Basic motor competencies in the 1st and 2nd grade elementary school children in Slovakia." In 12th International Conference on Kinanthropology. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9631-2020-9.

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Anumber of youth movement activities, e.g. running, walking, jumping, climbing trees, throw-ing and catching a ball, has been on a decline in the current European cultural space. The results of this research contribute to broadening the knowledge about the level of basic motor competencies and qualifications of the 1st and 2nd grade elementary children in the Slovak Republic. The primary data on the basic motor competencies and qualifications of the examined group (n=307, age = 7.58 ± 0.69 years) were collected by means of the MOBAK 1‒2 test battery (Herrmann et al., 2018b). The significance of differences between boys (n=156, age 7.62 ± 0.69) and girls (n=151, age 7.55 ± 0.70) was evaluated by Student’s t-test in two independent groups. The boys in the first grade (n = 97) achieved a significantly better performance in basic motor competency object movements (x = 5.17 ± 1.79 points) than their female peers (n=88, x = 3.52 ± 1.78). The girls in the second grade did not achieve a statistically better performance in the movement qualifications in throwing, balancing and rolling than the first-graders of the same gender. Knowledge of the level of basic motor com-petencies and qualifications of the Slovak elementary school children allows the national and European educational and cultural authorities to design and improve the content of physical and sport education classes.
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Cascella, Clelia. "EXPLORING THE RELATIONSHIP BETWEEN SOCIAL ROLES IN DAILY LIFE AND ACHIEVEMENT GAP BETWEEN BOYS AND GIRLS IN MATHS: EMPIRICAL EVIDENCES FROM ITALIAN PRIMARY SCHOOL." In International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.2339.

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Půža, Miroslav. "USE OF DIGITAL TECHNOLOGIES IN RUSSIAN LANGUAGE TEACHING." In Aktuální problémy výuky ruského jazyka XIV. Brno: Masaryk University Press, 2020. http://dx.doi.org/10.5817/cz.muni.p210-9781-2020-7.

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In this work I will focus on using the most common digital technologies in Russian language teaching. Special attention will be paid to the applications and BOYD principle in Czech schools and also to the most popular applications for mobile platforms. All these applications can be used in distance learning in primary and secondary schools, even in teaching Russian as a foreign language.
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Reports on the topic "Primary school boys"

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Lloyd, Cynthia, Barbara Mensch, and Wesley Clark. The effects of primary school quality on the educational participation and attainment of Kenyan girls and boys. Population Council, 1998. http://dx.doi.org/10.31899/pgy6.1017.

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Tiruneh, Dawit T., John Hoddinott, Caine Rolleston, Ricardo Sabates, and Tassew Woldehanna. Understanding Achievement in Numeracy Among Primary School Children in Ethiopia: Evidence from RISE Ethiopia Study. Research on Improving Systems of Education (RISE), May 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/071.

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Ethiopia has succeeded in rapidly expanding access to primary education over the past two decades. However, learning outcomes remain low among primary school children and particularly among girls and children from disadvantaged backgrounds. Starting with a systematic review of quantitative studies on the determinants of learning outcomes among primary school children in Ethiopia, this study then examined key determinants of students’ numeracy achievement over the 2018-19 school year. The study focused on Grade 4 children (N=3,353) who are part of an on-going longitudinal study. The two questions that guided this study are: what are the key determinants of numeracy achievement at Grade 4 in primary schools in Ethiopia, and how does our current empirical study contribute to understanding achievement differences in numeracy among primary school children in Ethiopia? We employed descriptive and inferential statistics to examine factors that determine differences in numeracy scores at the start and end of the school year, as well as determinants of numeracy scores at the end of the school year conditional on achievement at the start of the school year. We examined differences across gender, region, and rural-urban localities. We also used ordinary least squares and school ‘fixed effects’ approaches to estimate the key child, household and school characteristics that determine numeracy scores in Grade 4. The findings revealed that boys significantly outperformed girls in numeracy both at the start and end of the 2018/19 school year, but the progress in numeracy scores over the school year by boys was similar to that of girls. Besides, students in urban localities made a slightly higher progress in numeracy over the school year compared to their rural counterparts. Students from some regions (e.g., Oromia) demonstrated higher progress in numeracy over the school year relative to students in other regions (e.g., Addis Ababa). Key child (e.g., age, health, hours spent per day studying at home) and school- and teacher-related characteristics (e.g., provision of one textbook per subject for each student, urban-rural school location, and teachers’ mathematics content knowledge) were found to be significantly associated with student progress in numeracy test scores over the school year. These findings are discussed based on the reviewed evidence from the quantitative studies in Ethiopia.
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