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Journal articles on the topic 'Primary school'

To see the other types of publications on this topic, follow the link: Primary school.

Author: Grafiati

Published: 4 June 2021

Last updated: 28 July 2024

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1

Erol, Mustafa, and Mustafa Başaran. "How Primary School Students Perceive Primary School Teacher Exchange?" Journal of Qualitative Research in Education 8, no. 4 (September 30, 2020): 1–18. http://dx.doi.org/10.14689/issn.2148-2624.8c.4s.6m.

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2

Tashpulatova, Dilorom Mukimovna. "Primary School Teachers Professiogram." American Journal of Social Science and Education Innovations 03, no. 05 (May 7, 2021): 11–15. http://dx.doi.org/10.37547/tajssei/volume03issue05-03.

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3

Abrorkhonova, Kamolakhon, and Sayyora Khudoyberdieva. "VIRTUAL TOUR IN PRIMARY SCHOOL." European International Journal of Multidisciplinary Research and Management Studies 02, no. 06 (June 1, 2022): 72–77. http://dx.doi.org/10.55640/eijmrms-02-06-13.

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4

Mihov, Tsanko, Gencho Stoitsov, and Ivan Dimitrov. "Stem Robotics in Primary School." Mathematics and Informatics LXV, no. 2 (April 28, 2022): 149–59. http://dx.doi.org/10.53656/math2022-2-4-ste.

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Robotics has a significant role in modern life. Complex programmable devices are used in high-tech manufactures as well as in many households. More and more people encounter the need to control and program robotic devices. For this reason, STEM education aims to develop such digital competencies in modern students. This article represents the results from a questionnaire held for students from the primary school stage who participate in a STEM education in robotics and assess the activities positively. We suggest three variants of tasks with solutions suitable for the students and for the working process with the robot Edison and programming environment of EdBlocks.

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5

McDermott, Brendan. "Primary school." Nursing Standard 6, no. 40 (June 24, 1992): 56. http://dx.doi.org/10.7748/ns.6.40.56.s68.

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6

Bosch, Eulalia. "Primary School." Thinking: The Journal of Philosophy for Children 11, no. 3 (1994): 71–72. http://dx.doi.org/10.5840/thinking199411316.

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7

Reeves, Graham, and Madeline Capel. "Primary World." Management in Education 3, no. 3 (January 1989): 4–6. http://dx.doi.org/10.1177/089202068900300302.

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Changes in funding and management of maintained primary schools raise issues of promoting and marketing each school. This article explores the consequences of the changes for the survival anddevelopment of a primary school

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8

Puts, Kerrie, and Jan Mattrow. "Healthy Primary School Canteens." Australian Journal of Primary Health 6, no. 1 (2000): 111. http://dx.doi.org/10.1071/py00012.

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Initiated by Berwickwide Community Health Service (BCHS), the Healthy Canteens Project commenced in June 1997. Initiatives were completed in December 1999. BCHS focused on primary school canteens as potential leading advocates for healthy eating within the primary school setting and the broader school community. The Health Promoting Schools concept (National Health and Medical Research Council, 1996) was a main guiding framework in this project with particular attention in the areas of 'Organisation Ethos and Environment' and 'Partnerships'. Schools were encouraged to examine and develop a healthy canteen environment and to network with other health/welfare agencies and schools. Although not addressed in detail due to limited resources, the importance of the third area of focus in the Health Promoting Schools concept, 'Curriculum', was emphasised where possible throughout the project. The project targeted key people with an interest and a role in the school canteen, to ensure greater involvement and more likelihood of positive outcomes. A 'healthy canteen' was defined as one that was safe, clean, profitable and providing a range of high nutritional value foods. Strategies were directed at enabling schools to work towards meeting this definition. Approaches used in the project included community consultation and participation, structural change, a review of settings, health education, intersectoral collaboration, skill development, policy development and striving for sustainability. The project highlighted the importance of community participation during the planning, implementation and evaluation stages of a project. It also showed that the formation of partnerships between organisations and across sectors greatly increases an initiative's chances of reaching its target group and achieving positive outcomes.

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9

Kul, Burhan, and Necla Kul. "Examination of Primary School Students' Perceptions About School Through Metaphors." International Journal of Research Publication and Reviews 4, no. 4 (April 2023): 2764–68. http://dx.doi.org/10.55248/gengpi.4.423.35642.

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10

Reddy, Dr M. Mohan. "Cognitive Styles of Primary School Teachers." International Journal of Scientific Research 2, no. 7 (June 1, 2012): 116–18. http://dx.doi.org/10.15373/22778179/july2013/40.

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11

BALKAN KIYICI, Fatime. "Primary School Students' Perceptions Of Technology." Malaysian Online Journal of Educational Technology 6, no. 4 (October 1, 2018): 53–66. http://dx.doi.org/10.17220/mojet.2018.04.005.

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12

Kizi, Rashidova Nodira Abdulla. "CREATIVITY IN PRIMARY SCHOOL EL TEACHING." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 2022): 109–24. http://dx.doi.org/10.37547/ajsshr/volume02issue12-17.

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In the dynamically changing world, educational settings are increasingly relying on employee creativity. By promoting educators to generate creative ideas and products for the market, organizations can achieve innovation and maintain competitive advantages (Shalley, Zhou, & Oldham, 2004; Woodman, Sawyer, & Griffin, 1993; Zhou & Hoever, 2014). Considering the critical importance of creativity, practitioners are searching for ways to facilitate teachers’ creative performance. However, existing knowledge on creativity predictors and drivers remains incomplete. To help teaching organizations effectively manage employees’ creativity, this course work aims to elucidate what predictors from universities and teachers themselves can align to engender creative results.

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13

Faxriddin Qizi, Akmalova Gulhayo. "PSYCHOLOGICAL CHARACTERISTICS OF PRIMARY SCHOOL STUDENTS." American Journal Of Social Sciences And Humanity Research 02, no. 12 (December 1, 2022): 103–8. http://dx.doi.org/10.37547/ajsshr/volume02issue12-16.

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This article talks about the psychological characteristics of primary school students. When we say characteristics specific to students, it is meant that the child is objectively and subjectively suitable for school requirements. He will be ready for school education primarily from a physical and psychological point of view. Consequently, his psyche develops enough to acquire knowledge. From this age, the sharpness, clarity, purity, accuracy of the child's perception, his curiosity, kindness, benevolence, trustworthiness, the brightness of his imagination, the strength of his memory, the clarity of his thinking are different from those of his age.

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14

Way, Steve. "SCHOOL REPORT: BLASÉ PRIMARY SCHOOL." Primary Teacher Update 2011, no. 3 (December 2011): 42. http://dx.doi.org/10.12968/prtu.2011.1.3.42.

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15

Ogbe, J. O. "Primary Schools Readiness for Health Emergencies among Primary Schools in Delta State, Nigeria." Journal of Educational and Social Research 9, no. 1 (January 1, 2019): 37–44. http://dx.doi.org/10.2478/jesr-2019-0004.

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Abstract The study was meant to explore the readiness of primary schools toward school health emergencies in Delta State, Nigeria. The method was the use of exploratory / descriptive study design of the expost facto method. Three variables of personnel, equipment and environment were used, while three research questions and three hypotheses were used as a guide. Simple questionnaire of Yes or No was used to generate data. Descriptive statistics of frequency count, percentages and paired t-test statistics were used to analysed the data. It was found that personnel for school health emergency were not available in schools and were found to be negatively significant at −30.97 (p = 0.05) and had negative correlation of −1.00. Equipment was found to be available (at least, at the level of First Aid Box) and found significant at paired t - test value of 19.01 (p = 0.05) while environment for school health emergency was not available and negatively significant at paired t – test value of -111.891 (P = 0.05). The study concluded that readiness of primary schools in Delta state for health emergencies is still at its infancy. The study concluded that readiness of primary schools in Delta State is still at its infancy. It was recommended among others Government and stakeholders in primary school education should provide at least one school health Nurse in every primary school and school health teachers be provided with opportunity of training in First Aid and school health emergency.

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16

Yusof, Zairosni, Mohd Ra’in Shaari, and Adenan Ayob. "PEDAGOGY GRAMMAR SELECTION PRACTICE AMONG MALAY LANGUAGE PRIMARY TEACHER IN PRIMARY SCHOOL." International Journal of Humanities, Philosophy and Language 3, no. 9 (March 15, 2020): 36–43. http://dx.doi.org/10.35631/ijhpl.39005.

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This study focuses on the practice of selecting pedagogical grammar in primary school. In terms of objective, the study examines the selection of pedagogical grammar practices via contextual grammar by Malay Language teachers in primary schools. The objective of this study was to identify the selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school. The research question is: What is the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by the Malay Language in primary school? This study uses quantitative design through the survey method. The instrument was a set of a questionnaire containing 10 items using the Five Points Likert Scale. This study used quota sampling that consisted of 149 teachers who teach the Malay Language in primary schools. A total of 26 schools in the National School (SK), eight schools in the Chinese National Primary School (SJKC) and seven Tamil National Primary Schools (SJKT) in the Gombak district have been identified as the study locations. Data were analyzed descriptively presented in the form of mean and standard deviation. The result shows that the score of a selection of pedagogical grammar practices via contextual in teaching and learning (PDP) by Malay Language teacher in primary school is high; mean values ranged from 3.73 to 4.03, and standard deviations ranged from 0.57 to 0.75. The implications of this study highlighted that teacher can improve those practices in teaching and learning (PDP) in primary schools through a planned curriculum involved.

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17

Bellová, Slavomíra. "Bullying in Primary Schools from the Perspective of Primary School Teachers." Studia Scientifica Facultatis Paedagogicae Universitas Catholica Ružomberok 22, no. 3 (2023): 51–56. http://dx.doi.org/10.54937/ssf.2023.22.3.51-56.

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One of the most common types of aggressive behavior among school-aged children is bullying which is no longer just a matter of the army, prison, or the lives of people in borderline life situations. It is not infrequently encountered by pupils and teachers in our schools as well. Nowadays, this phenomenon is moving from the age of adolescence and puberty to increasingly younger age groups - even to the younger school age or pre-school age. This paper deals with the issue of bullying among pupils of younger school age. The aim of the presented contribution is to present the experiences of primary school teachers with bullying among pupils and to map what forms of prevention they use in their practice.

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18

Broadhead, Pat, Pat Cuckle, Janet Hodgson, and John Dunford. "Improving Primary Schools through School Development Planning." Educational Management & Administration 24, no. 3 (July 1996): 277–90. http://dx.doi.org/10.1177/0263211x9602400305.

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19

Le Thuc Anh. "Developing a School Counseling Competency Framework for Primary School Teachers." Tuijin Jishu/Journal of Propulsion Technology 45, no. 01 (January 15, 2024): 1222–29. http://dx.doi.org/10.52783/tjjpt.v45.i01.4189.

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The school counseling competency framework is a tool to develop teachers doing the school psychology counseling work in primary schools, which is extremely necessary, especially when schools in Vietnam are currently not having the official title for that job. The article proposes a framework of school counseling competency for primary school teachers with 5 elements rated at levels 1,2,3 including: 1/ Teachers' cognitive competency of psychology counseling activities for primary school students. 2/ Ability to understand the physiological characteristics of primary school students and the difficulties of students in school life. 3/ Ability to develop school psychological counseling plans for primary school students. 4/ Ability to design, select, and implement school psychology counseling topics for primary school students. 5/ Ability to coordinate family and community in school psychological counseling for primary school students. The competency framework can be used to improve the quality of teachers working in school counseling in primary schools

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20

Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School Innovativeness as Predictors of School Performance in Malaysian Primary Schools." Journal of ICT In Education 8, no. 2 (August 25, 2021): 93–109. http://dx.doi.org/10.37134/jictie.vol8.2.9.2021.

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This study is an attempt to explore the level of school innovativeness and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire from the sample of 324 teachers from primary schools in Johor, Perak, Pahang and Selangor. Subsequently, the collected data was analysed using descriptive analysis, One-way ANOVA and multiple regression. The result showed that Malaysian schools practiced moderate level of innovativeness as overall. However, National Type Tamil schools practiced higher level of innovativeness in comparison with National schools and National Type Chinese schools based on teacher’s perception. Apart from that, the result also showed that teachers perceived school innovativeness significantly predict the school performance. With the result obtained, this study proposed some recommendations to the ministry, policy makers as well as researchers to improve school performance in Malaysian primary schools.

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21

Kristen, C. "Primary School Choice and Ethnic School Segregation in German Elementary Schools." European Sociological Review 24, no. 4 (May 21, 2008): 495–510. http://dx.doi.org/10.1093/esr/jcn015.

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22

Li, Natalia, Naken Kasiev, Aizhan Nakenova, Dzhyldyz Ibraimova, and Olga Bolbachan. "Aspects of primary prevention of dental diseases in primary school children." Biomedicine 43, no. 01 (March 28, 2023): 358–63. http://dx.doi.org/10.51248/.v43i01.2601.

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Introduction and Aim: Oral health is a key indicator of overall health, well-being, and quality of life, which covers a number of diseases and conditions, including dental caries, periodontal disease, and tooth loss. This study evaluated the hygienic knowledge and skills of school children in oral hygiene in Kyrgyzstan. Methods: 450 school children, including 231 boys and 219 girls aged 6–11 years from school No. 4 (Bishkek – Urban city) and school No. 1 (Lebedinovka, Chui – Rural village) were included. The obtained data are presented as the mean ± standard deviation. Two levels of probability p < 0.05, p < 0.001, and p<0.01 were calculated. Results: In a comparative analysis between schools, it was found that at school No. 4, school children are significantly more likely to brush their teeth twice a day (55.1 ± 3.3), and school children at school No. 1 once a day (52.0 ± 3.3), p>0.05. In general, at school No. 4, more attention is paid to oral care (80.4 ± 2.6) than at school No. 1 (52.0 ± 3.3), p<0.001. Conclusion: It is necessary to conduct regular sanitary and educational activities among school children to improve the level of oral hygiene in children.

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23

Karalar, Halit, Sabri Sidekli, and Bekir Yıldırım. "STEM in Transition from Primary School to Middle School: Primary School Students Attitudes." lnternational Electronic Journal of Elementary Education 13, no. 5 (June 1, 2021): 687–97. http://dx.doi.org/10.26822/iejee.2021.221.

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24

Selvaraja, Kavitha, Ramli Basri, Abdullah Mat Rashid, and Arnida Abdullah. "School culture as predictors of primary schools’ performance." Journal of Research, Policy & Practice of Teachers & Teacher Education 13, no. 1 (April 25, 2023): 44–60. http://dx.doi.org/10.37134/jrpptte.vol13.1.4.2023.

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This purpose of this study is to explore the level of school culture and its prediction towards school performance as perceived by teachers. The data was collected using survey questionnaire. Organizational Culture Assessment Instrument (OCAI) developed by Cameron and Quinn (2006) was used to measure school culture. A total of 324 questionnaires were distributed to 36 primary schools in the state of Selangor, Perak, Johor and Pahang in Peninsular Malaysia. Subsequently, the data was analysed using descriptive analysis and multiple regression. The result shows that teachers in National schools and National Type Tamil schools perceive that the level of school culture in their schools is significantly higher than National Type Chinese schools. In addition, clan culture is perceived as most practiced culture in National and National Type Tamil schools. While, hierarchy culture is perceived as the most practiced culture in National Type Chinese schools. There is a similarity between these schools in terms of culture practice where the adhocracy culture become the least culture practiced in these schools. Apart from that, the result also showed that teachers perceived school culture significantly predict the school performance. Hence, it is noted that emphasis in school culture is vital to have an environment, which supports the school performance in the long run. This study would be very helpful for all the relevant stakeholders to identify primary school culture as well as its contribution towards school performance to take any action for school improvement.

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25

Burnitt, Michael, and Helen Gunter. "Primary school councils." Management in Education 27, no. 2 (April 2013): 56–62. http://dx.doi.org/10.1177/0892020613476731.

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26

Renold, Emma. "Primary School “Studs”." Men and Masculinities 9, no. 3 (January 2007): 275–97. http://dx.doi.org/10.1177/1097184x05277711.

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27

Lawrence, Brenda, and Carol Hadyen. "Primary School Exclusions." Educational Research and Evaluation 3, no. 1 (January 1997): 54–78. http://dx.doi.org/10.1080/1380361970030102.

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28

Howarth, Carol. "Spittal Primary School." Improving Schools 4, no. 1 (March 2001): 8–19. http://dx.doi.org/10.1177/136548020100400103.

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29

Southworth, Geoff. "Primary school management." Education 3-13 27, no. 3 (October 1999): 17–23. http://dx.doi.org/10.1080/03004279985200271.

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30

Petkovska, Biljana, Dragana Koceva, Tatjana Ulanska, and Snezana Savin Kirova. "Primary school education." Procedia - Social and Behavioral Sciences 2, no. 2 (2010): 2366–70. http://dx.doi.org/10.1016/j.sbspro.2010.03.338.

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31

R. Solai Raja, R. Solai Raja, S. Banumathi S. Banumathi, and T. Dhanabalan T. Dhanabalan. "Primary School Education in India: An Overview." Indian Journal of Applied Research 3, no. 5 (October 1, 2011): 439–40. http://dx.doi.org/10.15373/2249555x/may2013/135.

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32

Rа’nоxоn, Shаrоfutdinоvа, Ahmedbekova Mahpuza, Аhrоrjоn Rаhmаtjоnzоdа, and Xursanova Zilola. "ATTITUDE TO MATHEMATICS IN PRIMARY SCHOOL STUDENTS." European International Journal of Multidisciplinary Research and Management Studies 02, no. 11 (November 1, 2022): 208–12. http://dx.doi.org/10.55640/eijmrms-02-11-47.

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Most of the study of attitudes towards mathematics involved older children and adults. Checking the early development of attitudes towards mathematics is of particular importance in order to understand the relationship between them and real indicators and, if possible, to prevent the development of a strong negative attitude.

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33

Bray, E. "Macro Issues of Mikro Primary School." Potchefstroom Electronic Law Journal/Potchefstroomse Elektroniese Regsblad 10, no. 1 (July 4, 2017): 1. http://dx.doi.org/10.17159/1727-3781/2007/v10i1a2791.

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Mikro Primary School is an Afrikaans medium public school whose governing body refused to accede to an order of the Western Cape Department of Education to change the language policy of the school so as to convert it into a parallel medium Afrikaans/English school. The Supreme Court of Appeal held that section 29(2) of the Constitution of the Republic of South Africa, 1996, means that everyone has a right to be educated in an official language of his or her choice at a public educational institution to be provided by the State if reasonably practicable, but not the right to be so instructed at each and every public educational institution, subject only to it being reasonably practicable to do so. The court held that the language policy and admission policy of Mikro were not contrary to any provision of the Constitution, the South African Schools Act 84 of 1996, the Western Cape Provincial School Education Act 12 of 1997 or the Norms and Standards. The MEC and the department were prohibited and restrained from compelling or attempting to compel the school or its principal to admit learners for instruction otherwise than in compliance with its language policy and applicable provisions of the Schools Act and the Norms and Standards. The court declared the conduct of the department’s officials to be an unlawful interference with the government and professional management of the school in contravention of section 16 of the Schools Act and prohibited and restrained them from interfering unlawfully. The court rejected a previous interpretation of the term “organ of state” and relied on the Constitution which determines that any institution exercising a public power or performing a public function in terms of any legislation is an organ of state (section 239(b)(ii)). This means that the public school (acting through its governing body) is clearly an organ of state because as an institution it exercises a public-education power and performs public-education functions in terms of the Schools Act, for example.

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34

MacDonald, Shelley, and Gary Winship. "The primary school as a therapeutic community." Therapeutic Communities: The International Journal of Therapeutic Communities 37, no. 1 (April 11, 2016): 18–26. http://dx.doi.org/10.1108/tc-01-2016-0001.

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Purpose – The purpose of this paper is to consider the changes underway in the delivery of services to children and young people in schools, not least that OFTSED will soon be routinely carrying out an assessment of mental health provision in schools. This paper considers the policy context to these changes and the recent initiatives that are informing the evolution of initial teacher training. Alongside the changes in Child and Adolescent Mental Health Services there are an increasing number of schools developing counselling and psychotherapy services. How can the School counsellor look to develop a who school as therapeutic community. Design/methodology/approach – A case narrative is presented of a seven-year-old child who was referred to the school counselling service. The narrative draws attention to the array of dynamic interactions, from peers to teachers to parents which the school counselling manager encountered. Findings – It is argued that it is necessary for the school counsellor to have a framework for understanding how all parts of the school work together and it is proposed that we might usefully consider the primary school as a therapeutic community. Originality/value – There are a raft of policy changes and practices in recent years that have altered the landscape of early intervention and the mental health agenda in primary schools. This paper captures this debates and consider how therapeutic community ideology is positioned as an opportunity to think more expansively about mental health in primary schools.

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35

Alalageri, Prakash S., Dr Sadanand Halageri, and Dr P. Vikkraman Dr. P. Vikkraman. "Do the Primary School Teachers are Competent? A Study With Special Reference to Primary School Teachers, Government of Karnataka." International Journal of Scientific Research 3, no. 6 (June 1, 2012): 222–24. http://dx.doi.org/10.15373/22778179/june2014/74.

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36

Nyagah, S. N., and S. W. Luketero. "Transition Rate Of Girls From Lower Primary To Upper Primary, Kajiado County." European Scientific Journal, ESJ 12, no. 7 (March 30, 2016): 418. http://dx.doi.org/10.19044/esj.2016.v12n7p418.

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This study is on factors that influence the girls’ transition rate from lower primary to upper primary in public primary schools of Kajiado County, Kenya. Four study questions guided the study. Literature review focused on international calls on girl’s education among the pastoral communities and the girl’s education in Kenya and Africa at large. The study focused on the factors that influence girls’ education which include the socio-cultural factors, socio-economic factors, school based factors and early teenage pregnancies which include the flight of the girls due to the effects of HIV/AIDS and FGM. The study used the descriptive survey design. The target population for the study was 524 comprising of 14 head teachers and 510 class six girls from all the fourteen public primary schools in Kajiado County. The sample for the study was 14 head teachers, and 16% of the girls (82) in class six from the selected schools. Based on the findings the following conclusions were made: Early marriage was found to be the main cause of girls not graduating to the next higher level of education in public primary schools. Female genital mutilation (FGM) was the second contributing factor to low transition rate of girls. Results on physical facilities had mixed reactions. Majority of the girls (72.5%) belief that lack of physical facilities had no influence on them being or not being in school. This meant that whether the physical facilities are available or not the girls will still continue with their education. Early pregnancies represented by 88.4% most likely to lead to girls leaving school before completing the entire primary cycle. Only 8.7% of the respondents indicated that early pregnancy had no influence on girls being or not being in school. It was found that there was high percentage of girls out of school due to lack of female teachers in their school to act as role models. The study also established that most of the girls from poor households go through FGM as compared to those from rich households, in which case FGM will lead to early pregnancies hence the girl leaving school.

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37

Sakic, Marija, Josip Burusic, and Toni Babarovic. "The relation between school entrance age and school achievement during primary schooling: Evidence from Croatian primary schools." British Journal of Educational Psychology 83, no. 4 (October 4, 2012): 651–63. http://dx.doi.org/10.1111/bjep.12000.

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38

Almadwah, Kadhim Jawad Awad, Firas Abdulkader Jassim, Hajer Salim Issa, and Luay Abdulwahid Shihab. "SCHOOL PHOBIA AMONG PRIMARY SCHOOL PUPILS AT ABU-ALKASSEB SCHOOLS IN BASRAH." International Journal of Education and Social Science Research 06, no. 05 (2023): 01–12. http://dx.doi.org/10.37500/ijessr.2023.6501.

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The project Implemented In the College of Nursing - University of Basra at A bu Al Khassib area schools study starts from November2021 to date1 April 2022. The investigated the factors the induce phobia in primary school pupils. 25 male and 25 female pupils participated the questionnaire. The results of the present study showed that 80% of female pupils and 4% of male feel distressed because of the approaching school year due to different reasons and 68% of female and 52 of male pupils feel fear towards his or her family. And 36% of male and 64of female motivates you to get a better grade in the exam.as well as the results showed that that 92 % of male and 56 & of female fear from fall in test The data showed that 84% of female and 52% of male afraid of the principal entering the classroom, 40 % of male fear from punish if he were while 72 % of female will not and 96 %of male were urinated afraid of the principal entering the classroom while female will not. The study recommended a set of recommendations to students' families to reduce school phobia.

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39

ZORLU KANA, Hatice. "EVALUATION OF THE PRIMARY SCHOOL TEACHERS VIEWS TOWARDS PRIMARY SCHOOL STUDENT'." Route Educational and Social Science Journal 7, no. 53 (January 1, 2020): 95–122. http://dx.doi.org/10.17121/ressjournal.2758.

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40

Maria Oh and 장유진. "Six Korean Primary School Parents’ Perceptions on Primary School English Education." Studies in English Language & Literature 35, no. 1 (February 2009): 271–93. http://dx.doi.org/10.21559/aellk.2009.35.1.014.

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41

Ong, Li Hui, Siok Khoon Soh, Shu-Jun Ho, and May Yan Melissa Yeong. "Primary-School Teachers’ Expectations of Handwriting Skills in Primary-School Children." American Journal of Occupational Therapy 73, no. 4_Supplement_1 (August 1, 2019): 7311505212p1. http://dx.doi.org/10.5014/ajot.2019.73s1-po8036.

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KANISHEVSKA, Lyubov, and Angelika LESYK. "TRAINING PRIMARY SCHOOL TEACHERS FOR EDUCATING HUMANITY OF PRIMARY SCHOOL STUDENTS." Humanities science current issues 1, no. 68 (2023): 267–72. http://dx.doi.org/10.24919/2308-4863/68-1-42.

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Hill, R. A., P. J. Standen, and A. E. Tattersfield. "Asthma, wheezing, and school absence in primary schools." Archives of Disease in Childhood 64, no. 2 (February 1, 1989): 246–51. http://dx.doi.org/10.1136/adc.64.2.246.

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Ju, Yucui, Shuqiong Wang, and Wenxin Zhang. "Intervention research on school bullying in primary schools." Frontiers of Education in China 4, no. 1 (January 21, 2009): 111–22. http://dx.doi.org/10.1007/s11516-009-0007-0.

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Dakamo, Dereje. "An examination of primary school teacher's perception of school readiness programs." Cypriot Journal of Educational Sciences 18, no. 4 (April 24, 2023): 644–54. http://dx.doi.org/10.18844/cjes.v18i4.8869.

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School readiness implies that children are prepared for school, families are prepared to help them learn, and schools are prepared for them. It depends on the development of physical, cognitive, language, and socio-emotional development. This study was intended to examine the primary school teachers’ perception of school readiness. The participants were 30 teachers of 2 primary schools (Argo and Hogoba) from one of the 8 sub cities called Tabor, Hawassa City. The sub-city was selected using a lottery method and schools were selected by systematic random sampling technique. A survey design was employed to conduct this study. The questionnaire was the main data-gathering tool used. Independent-sample t-test, one-way ANOVA, and other descriptive statistics were employed to analyze data. The findings of the study reveal that primary school teachers have sufficient knowledge about school readiness programs. However, it was revealed that there is a substantial relationship between the perception, level of qualification, and age of the participants. Keywords: Perception; primary school; school readiness; teachers; transition to school.

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Gage, Ryan, William Leung, James Stanley, Anthony Reeder, Christina Mackay, Moira Smith, Michelle Barr, Tim Chambers, and Louise Signal. "Sun Protection Among New Zealand Primary School Children." Health Education & Behavior 45, no. 5 (December 3, 2017): 800–807. http://dx.doi.org/10.1177/1090198117741943.

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Schools are an important setting for raising skin cancer prevention awareness and encouraging sun protection. We assessed the clothes worn and shade used by 1,278 children in eight schools in the Wellington region of New Zealand. These children were photographed for the Kids’Cam project between September 2014 and March 2015 during school lunch breaks. Children’s mean clothing coverage (expressed as a percentage of body area covered) was calculated. Data on school sun-safety policies were obtained via telephone. Mean total body clothing coverage was 70.3% (95% confidence interval = 66.3%, 73.8%). Body regions with the lowest mean coverage were the head (15.4% coverage), neck (36.1% coverage), lower arms (46.1% coverage), hands (5.3% coverage), and calves (30.1% coverage). Children from schools with hats as part of the school uniform were significantly more likely to wear a hat (52.2%) than children from schools without a school hat (2.7%). Most children (78.4%) were not under the cover of shade. Our findings suggest that New Zealand children are not sufficiently protected from the sun at school. Schools should consider comprehensive approaches to improve sun protection, such as the provision of school hats, sun-protective uniforms, and the construction of effective shade.

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Haryanti, Eliza, Edi Harapan, and Nila Kesumawati. "The Implementation of School Based Management in Primary School." Journal of Social Work and Science Education 2, no. 3 (February 4, 2022): 264–68. http://dx.doi.org/10.52690/jswse.v2i3.257.

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This study aims to review and describe the school based management in Madrasah Ibtidaiyah Ilir Timur II in Palembang. This is descriptive qualitative research. The subject was teachers in Madrasah Ibtidaiyah Riyadhul Janah Palembang. Data in this study was collected by interviews and analyzed using triangulation. The results stated that school based management will take place effectively and efficiently when supported by human resources professional to operate schools, sufficient funds, so schools are able to hire staff in accordance with its function, infrastructure to support the process, parents and community support significantly better in thought and favors a significant contribution.

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Pervez, Aneeza, and Erika Galea. "Primary schools: Spaces for children’s social and emotional learning." Psychology of Education Review 48, no. 1 (2024): 68–76. http://dx.doi.org/10.53841/bpsper.2024.48.1.68.

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Primary schools are crucial for children’s academic and social development, and in recent years, there has been a growing emphasis on incorporating socio-emotional development into the curriculum. Positive peet interactions and experiences at school, a key element of children’s social lives, facilitate their positive social and psychological development. Linked to peer relationships within school settings are core skills such as emotion regulation and prosociality. Emotion regulation plays a crucial role in shaping social connections, well-being, relationship satisfaction, and mental health, significantly affecting emotional expression, behaviour, and the quality of social interactions. Prosociality is seen to personally benefit children, by improving their mental health and wellbeing, and it also provides children with the skills needed to establish or develop communities based on principles of cooperation and belonging. In this commentary, our goal is to delve into current research on socio-emotional learning and interactional experiences within schoot settings, focusing on how emotion regulation and pro-social behaviour influence children’s experiences at school. We recommend that schools need to enhance the overall wellbeing and social development of children by fostering positive school environments, encouraging healthy peer relationships, and offering opportunities for the development of socio-emotional regulation skills, as well as prosocial behaviour.

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Tsayang, Gabatshwane Taka. "Primary School Managers Perceptions of the Importance of Computers in Primary Schools." International Journal of Educational Sciences 3, no. 2 (December 2011): 85–94. http://dx.doi.org/10.1080/09751122.2011.11890012.

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Ramadhanty, Evila, Hermanto Hermanto, and Anang Fathoni. "Primary School Teachers Perceptions toward Urgency of Interpersonal Relationships in Primary Schools." Jurnal Pendidikan Progresif 13, no. 2 (2023): 544–59. http://dx.doi.org/10.23960/jpp.v13.i2.202330.

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