Relevant bibliographies by topics / Primary schools

Academic literature on the topic 'Primary schools'

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Published: 4 June 2021
Last updated: 1 August 2024

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Journal articles on the topic "Primary schools"

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Noor, Ady Ferdian, A’am Rifaldi Khunaifi Supardi, and Sukirno, Haryanto. "Multicultural Education Praxis for Primary Schools: Perspective of Muhammadiyah Primary Schools Indonesia." International Journal of Psychosocial Rehabilitation 23, no. 4 (December 20, 2019): 1039–52. http://dx.doi.org/10.37200/ijpr/v23i4/pr190432.

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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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Wong, Angela F. L., Goh Swee Chiew, S. Gopinathan, and Vilma D'Rozario. "Singapore's primary schools." Education 3-13 26, no. 2 (June 1998): 33–41. http://dx.doi.org/10.1080/03004279885200191.

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Elder, Todd, and Christopher Jepsen. "Are Catholic primary schools more effective than public primary schools?" Journal of Urban Economics 80 (March 2014): 28–38. http://dx.doi.org/10.1016/j.jue.2013.10.001.

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Komiljanovna, Durdona Toshpulatova, and Turdali Sultonov Muhtarovich. "Shaping Mathematical Thinking Skills In Primary Schools." American Journal of Social Science and Education Innovations 02, no. 10 (October 28, 2020): 157–60. http://dx.doi.org/10.37547/tajssei/volume02issue10-25.

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The arithmetic material forms the main content of the course. The core of the elementary course consists of arithmetic of natural numbers and basic quantities. In addition, the basic concepts of geometry and algebra are combined in this course.
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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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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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Dondofema, Tazivei, and Dr Wellington Samkange. "Challenges Faced by Primary School Teachers in Schools with Multi-Grade Classes in Zimbabwe: A Case for Ten Primary Schools in Gutu District in Masvingo Province of Zimbabwe." Scholars Journal of Arts, Humanities and Social Sciences 4, no. 7 (July 2016): 758–65. http://dx.doi.org/10.21276/sjahss.2016.4.7.3.

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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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Dissertations / Theses on the topic "Primary schools"

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Waugh, David George. "Primary schools at the crossroads : a study of primary schools' abilities to implement educational change, with a particular focus on small primary schools." Thesis, University of Hull, 2000. http://hydra.hull.ac.uk/resources/hull:11286.

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This thesis addresses the issue of primary schools' abilities to implement educational change and focuses, in particular, on small primary schools. A comparison is made between small and large primary schools, in order to determine whether there are differences between the ways in which each have adapted to and implemented changes. Whilst a series of educational changes since the Second World War have affected primary schools the thesis takes 1988 as a watershed date, since the Education Reform Act of that year made considerable statutory demands upon primary schools. The thesis examines, in particular, the ability of small schools to implement changes effectively, since this was questioned following the Act, and it seemed that this might precipitate closures and amalgamations at a faster rate than had previously been the case. The thesis is based upon research over an eight-year period, involving three postal surveys, a series of structured interviews, and a review of relevant literature. The focal point for much of the research is the headteacher, with all of the empirical work being focused on heads, since they have been central to the management of change in schools. Attention is also given, mainly through reviews of literature, to the role of the class eacher and the way in which this has changed in relation to that of the head. The thesis may be divided into two sections. In the first, the scene is set through an examination of the position of primary schools in general, and small primary schools in articular, before the Education Reform Act. This is followed by a review of published research and the author's empirical studies, in order to gain an understanding of the way n which schools have coped with the implementation of the Education Reform Act. The thesis ends with conclusions and recommendations which are based upon the research findings.
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Kyritsi, Krystallia. "Creativity in primary schools : exploring perspectives on creativity within a Scottish primary school classroom." Thesis, University of Edinburgh, 2018. http://hdl.handle.net/1842/31518.

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This thesis explores children's and teachers' perspectives on creativity, and its implementation, within one primary school classroom in Scotland. The data collection phase of the research employed an ethnographic approach, involving four and a half months of fieldwork in the primary school classroom. Data were generated from participant observation/informal conversations with children and teachers and one round of semi-structured interviews with twenty-five children (aged eleven to twelve) and two teachers. Creativity within primary education has been mainly studied through psychological research, which is mainly based on theories of developmental psychology. Such theories view creativity solely as an individual trait. Despite recognition of the importance of sociocultural issues to the flourishing of children's creativity, the study of their collaborative creativity has been neglected - particularly in relation to socio-cultural power dynamics. This thesis specifically analyses the balance between individual and collective creativity in the primary classroom, examines how collaborative creativity can acknowledge childhood diversity, and poses questions about how we include children with differing and complex identities in creative processes. Furthermore, this research has been carried out in Scotland, within the context of a fairly new curriculum, the Curriculum for Excellence. This curriculum has been viewed by some as a progressive, modern and motivating curriculum that enables children's autonomy, and by others as one that has been highly influenced by accountability and performativity regimes, which leave limited space for children's and teachers' autonomy. This thesis examines how the Curriculum for Excellence is interpreted in everyday practice and the extent to which it enables the cultivation of children's creativity. The thesis does so by shedding light on the practical interconnections between children's and teachers' agency, structural enablers/barriers, and cultural processes. The findings of this study show that children perceive, perform and embody creativity not only as an individual trait, but also as a collaborative process. However, the findings also show that collaborative creativity entails many complexities and that cultural barriers to creativity may emerge when power among people (children and teachers) operates in ways that create cultures of exclusion. The thesis concludes that the multiple identities of the Curriculum for Excellence, its multiple interpretations, and lack of coherence regarding what is expected of teachers, leads to a blurred landscape of implementation. The thesis argues that lack of a clear plan, strategy and framework for enabling creativity inhibits the founding principles of the Curriculum for Excellence from being achieved. The thesis also argues that environmental and structural barriers within the research setting inhibit the flourishing of children's creativity, but that the structural barriers can sometimes be overcome through the construction of enabling cultures. The thesis is able to define enabling cultures as cultures that value diversity, promote inclusion, and view space not as static, but as a dynamic process. In so doing, the findings of this study emphasise the interconnected importance of: viewing creativity as an individual trait; perceiving creativity as a collaborative process; and thinking in spatial terms, for example, in ways that create the space for children to perceive, perform and embody creativity in their diverse, but equally valuable ways. This finding enables this study to argue that there is a need for future policies and curricula which promote and encourage greater flexibility in teaching and learning practices, in order to enhance children's and teachers' agency and thus allow them to collaboratively create the types of enabling environments, originally envisaged by the Curriculum for Excellence, that will allow children's creativity to flourish.
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Pointing, Randall John. "Implementation of school councils in Queensland state primary schools." University of Southern Queensland, Faculty of Education, 2005. http://eprints.usq.edu.au/archive/00001487/.

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In Queensland, all state schools have the opportunity to decide the model of school-based management they would like to adopt for their school communities. For schools wishing to pursue the greatest level of school-based management, School Councils are mandatory. Because School Councils will play an important role as schools become increasingly involved in school-based management, the operations of newly formed Councils were the basis of this research. The main purpose of the study is to determine, through both literature and research, what makes an effective School Council. Although Education Queensland has identified roles and functions, as well as the rationale behind School Councils, clear guidelines to assist Councils with their implementation and to gauge the effectiveness of Councils do not exist. Because School Councils have only been implemented in Queensland for a very short period of time, there has been very little research undertaken on their operations. There are three main stages to this research. First, an extensive literature review explored the theoretical, research and policy developments in relation to school-based management and School Councils. Second, a pilot study was undertaken of an existing School Council that had been in operation for just twelve months. The final and most significant stage of the research involved multi-site case study of three newly formed School Councils, the research being conducted over a twelve-month period to obtain a longitudinal picture of their operations. Two general theoretical frameworks, based on the concepts of change theory and leadership theory, guided the research. Data from the study were analysed within these frameworks and within six focus areas that were identified from the literature and pilot study. These focus areas formed the basis for the development of criteria for the implementation of an effective School Council that were investigated in the three case studies. The focus areas were: 1. promoting the profile of the School Council within the school community; 2. developing well defined roles, responsibilities and functions of the School Council; 3. developing roles and relationships of School Council members; 4. promoting accountability, monitoring and reporting responsibilities; 5. providing training and professional development for all School Council members; and 6. improving the functioning and operations of the School Council. The research was conducted within the qualitative tradition. Specifically, the method adopted was multi-site case study. Data-collection techniques involved questionnaires, interviews with School Council members, observations of Council meetings and an analysis of Council documentation. The findings from the study outlined a number of theoretical understandings and suggested criteria to assist schools in developing a more effective Council, including examples of strategies to support their effective implementation. It is envisaged that the theoretical understandings, the suggested criteria and specific examples will be of benefit to other schools where School Councils are being formed by providing them with a structure that will assist in the beginning stages of the Council's operation.
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Ahmad, Hajah Asmah bte Haji. "Collaborative management and school effectiveness in Malaysian primary schools." Thesis, University of Sheffield, 1998. http://etheses.whiterose.ac.uk/10211/.

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The thesis investigates variations in effectiveness of six Malaysian primary schools in three kinds of geographical sites: urban, rural and resettlement areas. It also focuses on the perceptions of headteachers, deputy headteachers, and teachers about school effectiveness, leadership/ management style of headteachers and collaborative management culture. The research explores the tensions that exist between the ingrained assumptions of Malaysian education and the practices and attitudes of headteachers, deputies and teachers. Detailed interview research on effectiveness and managerial collaboration is highly significant in enhancing understanding of education in Malaysia. The findings also make a further contribution towards international and cross-cultural perspectives of `school effectiveness' and `collaborative management'. Although generally the understandings of what constitutes collaborative management and what constitute the effectiveness of schools are still in their infancy in Malaysia, however, this does not mean that they are not important to the Malaysian educators. The need for collaborative management in Malaysian primary school is getting greater as the country moves towards `Vision 2020' and obviously this need is not adequately provided for in the present education system despite the Ministry's directive. More emphasis on policy making, awareness, commitment and training are needed for better application of the collaborative management. At the same time better communication and relationship between headteachers, teachers, DEDs, SEDs and the Ministry should be enhanced. This research also suggests ways in which training for headteachers in the area of collaborative management may be helpful for the more effective function of the schools. For collaborative management to be a success, artistry is required, to know when and how to exercise the various components of leadership so that a collaborative culture that brings success can be developed and maintained in schools. Although there is relatively little disagreement concerning the belief that headteacher's management styles have an impact on the lives of teachers and students, both the nature and degree of that impact continue to be open to debate.
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Dick, Sithembele Leonard. "Examining parental involvement in governance at primary schools : case study of three township primary schools in the Western Cape." University of the Western cape, 2016. http://hdl.handle.net/11394/5566.

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Masters in Public Administration - MPA
In Wallacedene, the researcher became aware that minimum parental participation in school activities had reached alarming standards. This is related to learner performance which is of concern to educators, principals and education department officials. Parents are expected to perform certain roles in the governance of schools for the improvement of the quality of education in public schools. Parents are not honouring their obligatory responsibility of participation as required in terms of the public schools governing legislation. The research focused on parental involvement in primary schools in Wallacedene examining both the nature and extent of parental involvement in school governance. This study followed the qualitative approach to determine if parents are involved in school activities and governance. Questionnaires, interviews and document analysis were utilized for data gathering. Participants were members of the School Governing Bodies (SGB) of the three primary schools in the Wallacedene area. From the data gathered, the findings of the study indicated that parents in the townships of the Wallacedene area are not involved in school activities and governance. Issues of skills deficiency, low literacy levels, language barriers and socio-economic conditions seem to limit parental involvement in school governance. This study proposes possible recommendations to assist the school-based personnel and parents in developing and maintaining stronger and greater participation in school governance.
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Craig, Ian. "Primary school size and its relationship to school effectiveness : an exploration of optimal size for primary schools." Thesis, University of Kent, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369681.

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Shek, Mabel. "Professional identity of school counsellors in Hong Kong primary schools." Thesis, University of Bristol, 2015. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.686614.

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Listening to a school counsellor's story of how she decided to leave the profession stimulated the author to embark on a process of narrative inquiry in order to understand the experience of school counsellors in a changing educational landscape. The research investigates how experienced primary school counsellors in Hong Kong have constructed and reconstructed their professional identities within this historical, social and cultural context. It aims to engender critical discussion of the complexities of educational reform and the influence of embedded Chinese cultural values on the development of professional identity and interaction with other professionals. The similar but unique stories of four participants, collected from individual narrative interviews and a reflecting team process (RTP), are re-presented within different themes to show how a common context emerges. This study found that the participants went through a cyclical process with four stages: conceptualisation, internalisation, clarification and renewal to develop their professional identity. The embedded Chinese values of harmony, superior-subordinate relationship and high power distance affected the participants' self-defined professional role, perception of professional autonomy and decision and practice in the educational reform context. In addition, the author scrutinises her own assumptions and beliefs and intertwines her reflective stories to add a voice that makes the journey of this research more transparent to the reader. In doing so she invites readers to recall and reflect on their own experiences, as resonated by the text, to form a polyphony of voices. In concluding this study, the author reflects on her journey through narrative inquiry, the trajectory of professional identity development and the contextual influences on this process. This increased understanding has enhanced her awareness of her own assumptions and beliefs, and contributed to changes in her pedagogical approach to the counselling training programme. This journey offers a space for methodological development of narrative inquiry in the local context as well as significant insights into the implementation of educational reform and the deliberation of how culture and counselling may interact in future research.
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September, Phinias. "School management teams’ understanding of collaborative leadership in primary schools." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/25823.

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Although the Task Team on leadership and development (DoE, 1996) has introduced the notion of shared (collaborative) leadership as embodied among others in school management teams, considerable doubt remains about its practical implementation (DoE, 1996). It seems that there may be widespread failure to implement the idea of collaborative (shared) leadership (DoE, 1996). The problem this research explores is whether, in the opinion of school management team members, the traditional approach to leadership has changed (DoE, 1996). According to Grant (2006 in Grant&Singh, 2009), despite an enabling democratic policy framework the leadership at many South African schools seems to remain firmly entrenched within the formal, hierarchical management structure. During the period of colonialism and apartheid in South Africa government legislation perpetuated a society of inequality based on race, class and gender (Grant 2006 in Grant & Singh, 2009). To control and maintain this inequality, government policies promoted centralised, authoritarian control of education at all levels within the system (Grant 2006 in Grant&Singh, 2009). Today, within a democratic South Africa, the South African Schools Act (1996), the Government Gazette of the Norms and Standards for Educators (2000) and the Task Team Report on Education Management Development (DoE, 1996) challenge schools to review their management policies, which have traditionally been top-down, and create a whole new approach to managing schools where management is seen as an activity in which all members of education engage and should not be seen as the task of a few (DoE, 1996:27). According to Moloi (2002 in Grant&Singh, 2009), although our education policies call for new ways of managing schools, many remain unresponsive and retain their rigid structures because educators are unable to make a shift away from patriarchal ways of thinking. It is against this backdrop that I explore whether leadership has indeed shifted to become more participatory and inclusive. One form of leadership that would reflect this shift is termed collaborative leadership (Grant&Singh, 2009). This form of leadership is based on the premise that leadership should be shared throughout an organisation such as a school (Grant&Singh, 2009). This alternate form of leadership allows for the emergence of teachers as one of the multiple sources of guidance and direction (Grant&Singh, 2009). According to Grant and Singh (2009), collaborative leadership offers a radical departure from the traditional understanding of leadership because it deconstructs the notion of leadership in relation to position in the school. It constructs leadership as a process which involves working with all stakeholders in a collegial and creative way to seek out the untapped leadership potential of people and develop this potential in a supportive environment for the betterment of the school (Grant&Singh, 2009). The general aim of this research is to investigate school management teams’ understanding of the implementation of collaborative leadership in primary schools in Gauteng District 4 in Pretoria. In this research I discuss important issues relating to collaborative leadership. My findings reveal that schools management teams indeed understand and implement collaborative leadership in their schools but also that collaborative leadership is much more than just working together as a team. My argument is that there must be a radical reconceptualisation of the concept of collaborative leadership as well as an attempt to move towards more dispersed and democratic forms of it.
Dissertation (MEd)--University of Pretoria, 2012.
Education Management and Policy Studies
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McCreanor, Sheila J. "Ethnic identity in Catholic primary schools /." Title page, contents and abstract only, 1990. http://web4.library.adelaide.edu.au/theses/09ED.M/09ed.mm132.pdf.

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Wilks, Patricia A., and n/a. "Teacher morale in A.C.T. primary schools." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20061110.132233.

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This study investigates morale as perceived by primary school teachers. A survey was administered to level 1 teachers in A.C.T. government schools. Of the 280 surveys distributed 165 returns were able to be processed, a 59% response rate. Teacher morale has an effect on the quality of teaching and hence student outcomes and is currently an important aspect of the education debate. Teacher stress, a product of low morale, has been of concern to teacher unions and to education departments across Australia. Morale, for the purpose of this study, is defined as a confident and forward looking state of mind relevant to a shared and vital purpose. The survey used in this study was a modified version of Smith's Staff Morale Questionnaire. This instrument identifies three factors of morale : "Cohesive Pride", "Leadership Synergy", "Personal Challenge". Responses relating to these factors were analysed with respect to age, gender, years of experience, school in which the teacher is employed and type of teaching duties. Results indicated that school attended has an influence on the level of "leadership synergy" and gender has an influence on the level of "personal challenge". This research may have implications for school leadership and professional development programs and policy.
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Books on the topic "Primary schools"

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Brading, Richard. School councils in primary schools. [Guildford]: [University of Surrey], 1989.

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Britain, Great. School prospectuses in primary schools. Sudbury: Department For Education and Employment, 1998.

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David, Keast, and University of Exeter. School of Education., eds. Small schools (primary). Exeter: University of Exeter, School of Education, 1987.

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(1988), National Primary Conference. Supporting primary schools. Leamington Spa: Scholastic Publications, 1988.

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Ross, Alistair. Industrialists in primary schools: Loirston School. London: PNL Press, 1989.

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1940-, Howe David, and National Association of Advisers in English., eds. Better school libraries in primary schools. Warwick: National Association of Advisers in English, 1985.

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Great Britain. Inspectorate of Schools., ed. Effective primary schools: A report. [Edinburgh]: HMSO, 1989.

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Peter, Griffin. Primary organiser: Proformas for primary schools. Birmingham: Questions, 1993.

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Foyster, B. A. Swimming for primary schools: A guide for primary school teachers. [Stafford]: Staffordshire County Council Physical Education Department, 1991.

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Fitzgerald, Angela, ed. Science in Primary Schools. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-858-2.

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Book chapters on the topic "Primary schools"

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Hawkridge, David. "In Primary Schools." In New Information Technology in Education, 83–98. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003312826-10.

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Espinoza, G. Antonio. "Inside Primary Schools." In Education and the State in Modern Peru, 119–57. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137333032_5.

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Schwarz, Judith, Corinna Habeck, Sabine Gruehn, and Thomas Koinzer. "School Choice in German Primary Schools." In Private Schools and School Choice in Compulsory Education, 177–99. Wiesbaden: Springer Fachmedien Wiesbaden, 2017. http://dx.doi.org/10.1007/978-3-658-17104-9_11.

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Hyvärinen, Reetta, Marjaana Kangas, and Leena Krokfors. "Primary Schools Crossing Boundaries." In Learning across Contexts in the Knowledge Society, 131–44. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-414-5_7.

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

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Clarke, Emma. "Behaviour in primary schools." In Behaviour Management and the Role of the Teaching Assistant, 17–24. 1. | New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429057434-2.

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Murphy, Victoria. "Multilingualism in primary schools." In The Routledge Handbook of Teaching English to Young Learners, 110–24. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2018. | Series: Routledge handbooks in applied linguistics: Routledge, 2018. http://dx.doi.org/10.4324/9781315623672-8.

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Bonner, Stanley F. "Primary schools and ‘pedagogues’." In Education in Ancient Rome, 34–46. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003483540-5.

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Fitzgerald, Angela. "Introduction." In Science in Primary Schools, 1–3. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-858-2_1.

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Fitzgerald, Angela. "Methodological Approach and Design." In Science in Primary Schools, 5–22. Rotterdam: SensePublishers, 2012. http://dx.doi.org/10.1007/978-94-6091-858-2_2.

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Conference papers on the topic "Primary schools"

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Kraus, Michal, and Ingrid Juhasova Senitkova. "VOC OCCURRENCE IN THE PRIMARY SCHOOLS � CASE STUDY." In 23rd SGEM International Multidisciplinary Scientific GeoConference 2023. STEF92 Technology, 2023. http://dx.doi.org/10.5593/sgem2023/6.1/s27.53.

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A healthy indoor environment is becoming an increasingly important issue. As the use of various materials in inhabited interiors increases, so does the concentration of harmful volatile organic compounds (VOCs) in these spaces. The actual trend of reducing energy consumption in buildings, such as by using perfectly sealing windows and doors, contributes to this increase. Consequently, people moving around in these interiors experience a rise in health problems due to the elevated concentrations of VOCs. This study aimed to assess the indoor air quality (IAQ) in naturally ventilated primary schools located in the southern Czech region. Two classrooms were selected from each primary school based on similar characteristics, such as building construction, volume, windows structure, area of windows, number of occupants, activities, type of furniture, and internal covering including flooring, wall, and ceiling. The classrooms were continuously occupied during school hours for a total of 25-35 hours per week and unoccupied during afternoons and weekends. The study focused on measuring the concentrations of volatile organic compounds (VOCs) in the classrooms, as well as assessing their impact on health. The study highlights the importance of monitoring IAQ in naturally ventilated primary schools and can be useful for policymakers and school administrators in developing strategies to improve IAQ and promote the health and well-being of students and staff.
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Babiuk, Tetiana. "Methods of Ensuring Continuity in the Healthy Lifestyle Development of Senior Preschoolers and Primary School Children." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/02.

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The paper studies the criteria, indicators and levels of value-conscious attitude to health as an integral indicator of developing healthy lifestyle of preschool and primary school children. It describes the current state of continuity in the healthy lifestyle education of senior pre-schoolers and primary school children. The author defined pedagogical conditions of continuity in the development of healthy lifestyle of senior pre-schoolers and primary school children, developed and implemented into practice methods to ensure continuity in the healthy lifestyle education in kindergartens and elementary schools, and experimentally tested their efficiency.
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Lazar, Adriana. "A CLIL Model for Primary Schools." In Edu World 7th International Conference. Cognitive-crcs, 2017. http://dx.doi.org/10.15405/epsbs.2017.05.02.208.

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Suryaman, Suryaman, and Hari Karyono. "Leading Entrepreneurship Education-Based Primary Schools." In 3rd International Conference on Education and Training (ICET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icet-17.2017.22.

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SantClair, Gabriel, Julia Godinho, and Janaína Gomide. "Affordable Robotics Projects in Primary Schools." In SIGCSE '21: The 52nd ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2021. http://dx.doi.org/10.1145/3408877.3432555.

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Nolan, Keith, Amanda O'Farrell, Keith Quille, Karen Nolan, Roisin Faherty, Rajesh Jaiswal, Svetlana Hensman, Michael Collins, Miriam Harte, and Brett A. Becker. "Enabling Digital Technology in Primary Schools." In ITiCSE 2024: Innovation and Technology in Computer Science Education. New York, NY, USA: ACM, 2024. http://dx.doi.org/10.1145/3649405.3659515.

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Lessner, Daniel. "Information theory on Czech grammar schools." In the 7th Workshop in Primary and Secondary Computing Education. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2481449.2481480.

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Widianto, Edi, and Ferril Irham Muzaki. "International Schools with English as a First Language at Elementary Schools in Indonesia." In 1st International Conference on Early Childhood and Primary Education (ECPE 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/ecpe-18.2018.8.

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M. Abu-Samaha, Ala, and Rima Shishakly. "Assessment of School Information System Utilization in the UAE Primary Schools." In InSITE 2008: Informing Science + IT Education Conference. Informing Science Institute, 2008. http://dx.doi.org/10.28945/3260.

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This paper presents an assessment of School Information Systems (SIS) Utilization in the United Arab Emirates’ (UAE) primary schools through a holistic descriptive approach that involves explaining, studying and analyzing the current technical status of the schools’ SIS. To do so, the researchers used a series of case studies (documents analysis, questionnaires and interviews) of a number of primary schools representing the educational zones of the UAE to acquire an understanding of SIS level of utilization. According to the research results, the majority of primary schools have computerized their administrative activities at different levels via the Ministry of Education’s suggested system or individually procured systems. Though, the use of Information and Communication Technologies, including SIS, is in its initial stage despite the adopted strategy by the UAE government to accelerate the effective utilization of educational management and automation technologies in the educational institutions and the Ministry of Education itself.
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Sukawati, Nadya Nanda, Imam Gunawan, Endra Ubaidillah, Sasi Maulina, and Firman Budi Santoso. "Human Resources Management in Basic Education Schools." In 2nd Early Childhood and Primary Childhood Education (ECPE 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201112.052.

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Reports on the topic "Primary schools"

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Gilligan, Daniel, Naureen Karachiwalla, Ibrahim Kasirye, Adrienne Lucas, and Derek Neal. Educator Incentives and Educational Triage in Rural Primary Schools. Cambridge, MA: National Bureau of Economic Research, August 2018. http://dx.doi.org/10.3386/w24911.

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Ammermueller, Andreas, and Jörn-Steffen Pischke. Peer Effects in European Primary Schools: Evidence from PIRLS. Cambridge, MA: National Bureau of Economic Research, May 2006. http://dx.doi.org/10.3386/w12180.

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Duflo, Esther, Pascaline Dupas, and Michael Kremer. School Governance, Teacher Incentives, and Pupil-Teacher Ratios: Experimental Evidence from Kenyan Primary Schools. Cambridge, MA: National Bureau of Economic Research, March 2012. http://dx.doi.org/10.3386/w17939.

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Punjabi, Maitri, Julianne Norman, Lauren Edwards, and Peter Muyingo. Using ACASI to Measure Gender-Based Violence in Ugandan Primary Schools. RTI Press, March 2021. http://dx.doi.org/10.3768/rtipress.2021.rb.0025.2104.

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School-related gender-based violence (SRGBV) remains difficult to measure because of high sensitivity and response bias. However, most SRGBV measurement relies on face-to-face (FTF) survey administration, which is susceptible to increased social desirability bias. Widely used in research on sensitive topics, Audio Computer-Assisted Self-Interview (ACASI) allows subjects to respond to pre-recorded questions on a computerized device, providing respondents with privacy and confidentiality. This brief contains the findings from a large-scale study conducted in Uganda in 2019 where primary grade 3 students were randomly selected to complete surveys using either ACASI or FTF administration. The surveys covered school climate, gender attitudes, social-emotional learning, and experiences of SRGBV. Through this study, we find that although most survey responses were comparable between ACASI and FTF groups, the reporting of experiences of sexual violence differed drastically: 43% of students in the FTF group versus 77% of students in the ACASI group reported experiencing sexual violence in the past school term. We also find that factor structures are similar for data collected with ACASI compared with data collected FTF, though there is weaker evidence for construct validity for both administration modes. We conclude that ACASI is a valuable tool in measuring sensitive sub-topics of SRGBV and should be utilized over FTF administration, although further psychometric testing of these surveys is recommended.
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Ulloa, Fernando. Learning in Twenty-First Century Schools: Note 8: Disaster Risk Management in School Systems. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006296.

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This note provides a brief explanation of the basic concepts related to disaster risk management. The primary threats and conditions of vulnerability to disasters will be detailed, with a focus on six selected countries: Chile, Colombia, the Dominican Republic, Guatemala, Honduras, and Mexico.
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Lynch, Paul, Tom Kaye, and Emmanouela Terlektsi. Pakistan Distance-Learning Topic Brief: Primary-level Deaf Children. EdTech Hub, June 2020. http://dx.doi.org/10.53832/edtechhub.0043.

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The COVID-19 crisis has severely impacted the ability of national education actors to provide access to education services for all students.This brief provides guidance and recommendations on how to support the education of deaf children in Pakistan using alternative learning approaches. It presents the rationale for adopting certain teaching and learning strategies when supporting the learning and well-being of deaf children during global uncertainty. Children with deafness and hearing loss are particularly vulnerable now that schools are closed. They are isolated at home and unable to access information as easily as when they were attending school. This brief presents some of the practices that are reportedly working well for deaf children in different contexts.
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Näslund-Hadley, Emma, Haydée Alonzo, Neulin Villanueva, Ricardo Gideon, and Yvonne Flowers. The Effects of the COVID-19 Pandemic on Education Outcomes in Belize. Inter-American Development Bank, April 2023. http://dx.doi.org/10.18235/0004836.

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The COVID-19 pandemic brought school systems to a halt across the globe. In Belize, remote learning was challenging owing to limited access to educational technologies and lack of familiarity with remote learning among teachers. This study draws on national standardized exams and specific achievement testing to assess pandemic-related learning losses at the primary education level. Based on administrative data, the study also analyzes changes in student enrollment, dropout rates, and grade repetition at the primary and secondary levels. We find that school closures resulted in significant learning losses in English language and mathematics at the end of primary education. Matching international trends, the largest losses occurred in mathematics. Among the strands of mathematics content, the one showing the most dramatic loss is number sense in primary schools and geometry in secondary schools; the achievement level in both dropped by around 55 percent. Also, in line with international trends, average student repetition and dropout rates surged at the secondary level after prolonged school closures. The largest increase in dropout and repetition levels were found in urban secondary schools: the average dropout rate increased by 51 percent in the 2020/21 school year, compared with the average rate in the year prior to the start of the pandemic, while the repetition rate increased from 6.7 percent in the 2019/20 school year to 11.6 percent in the 2021/22 school year.
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Endale, Kefyalew, Mesele Araya, Tassew Woldehanna, and Ricardo Sabates. GEQIP-E Implementation Practices and Value-Added Learning at Primary Schools in Ethiopia. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-wp_2023/132.

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This paper focuses on research from the RISE Ethiopia team and addresses two major objectives: analysing the progress made towards achieving key goals under the four focus areas of GEQIP-E (internal efficiency, quality, equity, and system strengthening for policy formulation and reform) and whether the indicators of GEQIP-E implementation have been associated with estimated improvements in numeracy over one academic year. The analysis is based on longitudinal data collected as part of the RISE Ethiopia programme during the academic years 2018/19 and 2021/22, as they coincide with the implementation of GEQIP-E (GEQIP-E was disrupted by the dual shocks of COVID-19 and the violent civil conflicts that erupted in November 2020). Findings are presented under the four areas of intervention (school internal efficiency, quality, equity and system strengthening) and the final section links these areas of intervention with learning outcomes.
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Glewwe, Paul, and Kenn Chua. Learning Environments under COVID-Induced School Closures: Evidence from Vietnam. Research on Improving Systems of Education (RISE), March 2023. http://dx.doi.org/10.35489/bsg-rise-ri_2023/056.

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The COVID-19 pandemic has disrupted the education of over 1.5 billion students globally. A majority of students live in countries where schools were either fully closed or were operational only through remote access. As school disruptions are likely to have lasting impacts on children’s human capital accumulation, data documenting how schools and households have adapted to this new learning environment have the potential to provide information on how to curb the adverse effects of school closures on children’s educational progress. Using a telephone survey, the RISE Vietnam country research team (CRT) collected data from 134 school principals from a nationally representative sample of 140 primary schools (a response rate of 95.7 percent). A telephone survey was also conducted of 2,389 parents of Grade 3 and 4 students enrolled in these 140 primary schools; this survey covers all 140 schools, with an average of 17 parents per school. Principals were asked what schools did to provide instruction while schools were closed in early 2020, while parents were interviewed regarding children’s weekday activities as well as the types of instruction the children received during this period. The telephone interviews with school principals and parents were conducted between July and September of 2020. In 2020, Vietnam was in many ways an outlier in that it flattened its epidemic curve early in that year, thereby allowing schools to reopen as early as May 4, 2020—roughly three months after schools were first directed to shut down. Vietnam’s schools continued to stay open and ended its 2019-2020 school year towards the end of June. While the period of school closure in Vietnam was brief, the country’s example may provide lessons for other nations that faced, and are still facing, the educational consequences of the pandemic.
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Boyd, Sally, and Nicola Bright. Manaakitia ngā tamariki kia ora ai Supporting children’s wellbeing. NZCER, October 2021. http://dx.doi.org/10.18296/rep.0016.

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