uk primary schools: Topics by Science.gov

High Quality in Primary Humanities: Insights from the UK's School Inspectorates

ERIC Educational Resources Information Center

Catling, Simon

2017-01-01

The school inspectorates of the four jurisdictions of the UK are sources of evidence about the quality of humanities teaching, learning and curriculum in primary schools. The term "humanities" usually refers to the subjects of geography, history and Religious Education, but here they are considered holistically, not separately. Discrete…
Teaching weather and climate science in primary schools - a pilot project from the UK Met Office

NASA Astrophysics Data System (ADS)

Orrell, Richard; Liggins, Felicity; Challenger, Lesley; Lethem, Dom; Campbell, Katy

2017-04-01

Wow Schools is a pilot project from the Met Office with an aim to inspire and educate the next generation of scientists and, uniquely, use the data collected by schools to improve weather forecasts and warnings across the UK. Wow Schools was launched in late 2015 with a competition open to primary schools across the UK. 74 schools entered the draw, all hoping to be picked as one of the ten lucky schools taking part in the pilot scheme. Each winning school received a fully automatic weather station (AWS), enabling them to transmit real-time local weather observations to the Met Office's Weather Observation Website (WOW - wow.metoffice.gov.uk), an award winning web portal for uploading and sharing a range of environmental observations. They were also given a package of materials designed to get students out of the classroom to observe the weather, get hands-on with the science underpinning weather forecasting, and analyse the data they are collecting. The curriculum-relevant materials were designed with the age group 7 to 11 in mind, but could be extended to support other age groups. Each school was offered a visit by a Wow Schools Ambassador (a Met Office employee) to bring the students' learning to life, and access to a dedicated forecast for its location generated by our new supercomputer. These forecasts are improved by the school's onsite AWS reinforcing the link between observations and forecast production. The Wow Schools pilot ran throughout 2016. Here, we present the initial findings of the project, examining the potential benefits and challenges of working with schools across the UK to: enrich students' understanding of the science of weather forecasting; to source an ongoing supply of weather observations and discover how these might be used in the forecasting process; and explore what materials and business model(s) would be most useful and affordable if a wider roll-out of the initiative was undertaken.
An evaluation of the performance in the UK Royal College of Anaesthetists primary examination by UK medical school and gender

PubMed Central

Bowhay, Andrew R; Watmough, Simon D

2009-01-01

Background There has been comparatively little consideration of the impact that the changes to undergraduate curricula might have on postgraduate academic performance. This study compares the performance of graduates by UK medical school and gender in the Multiple Choice Question (MCQ) section of the first part of the Fellowship of the Royal College of Anaesthetists (FRCA) examination. Methods Data from each sitting of the MCQ section of the primary FRCA examination from June 1999 to May 2008 were analysed for performance by medical school and gender. Results There were 4983 attempts at the MCQ part of the examination by 3303 graduates from the 19 United Kingdom medical schools. Using the standardised overall mark minus the pass mark graduates from five medical schools performed significantly better than the mean for the group and five schools performed significantly worse than the mean for the group. Males performed significantly better than females in all aspects of the MCQ – physiology, mean difference = 3.0% (95% CI 2.3, 3.7), p < 0.001; pharmacology, mean difference = 1.7% (95% CI 1.0, 2.3), p < 0.001; physics with clinical measurement, mean difference = 3.5% (95% CI 2.8, 4.1), p < 0.001; overall mark, mean difference = 2.7% (95% CI 2.1, 3.3), p < 0.001; and standardised overall mark minus the pass mark, mean difference = 2.5% (95% CI 1.9, 3.1), p < 0.001. Graduates from three medical schools that have undergone the change from Traditional to Problem Based Learning curricula did not show any change in performance in any aspects of the MCQ pre and post curriculum change. Conclusion Graduates from each of the medical schools in the UK do show differences in performance in the MCQ section of the primary FRCA, but significant curriculum change does not lead to deterioration in post graduate examination performance. Whilst females now outnumber males taking the MCQ, they are not performing as well as the males. PMID:19563655
Interactions between EAL Pupils, Specialist Teachers and TAs during Withdrawal from the Mainstream in UK Primary Schools

ERIC Educational Resources Information Center

Wardman, Clare

2013-01-01

Many primary school children with English as an additional language in the UK receive additional educational support. This article reports on a study comparing withdrawal sessions between teaching assistants (TAs) and specialist teachers. The findings show that the specialist teachers included more personalisation than TAs' sessions, through the…
Reducing children's classroom sitting time using sit-to-stand desks: findings from pilot studies in UK and Australian primary schools.

PubMed

Clemes, Stacy A; Barber, Sally E; Bingham, Daniel D; Ridgers, Nicola D; Fletcher, Elly; Pearson, Natalie; Salmon, Jo; Dunstan, David W

2016-09-01

This research examined the influence of sit-to-stand desks on classroom sitting time in primary school children. Pilot controlled trials with similar intervention strategies were conducted in primary schools in Melbourne, Australia, and Bradford, UK. Sit-to-stand desks replaced all standard desks in the Australian intervention classroom. Six sit-to-stand desks replaced a bank of standard desks in the UK intervention classroom. Children were exposed to the sit-to-stand desks for 9-10 weeks. Control classrooms retained their normal seated desks. Classroom sitting time was measured at baseline and follow-up using the activPAL3 inclinometer. Thirty UK and 44 Australian children provided valid activPAL data at baseline and follow-up. The proportion of time spent sitting in class decreased significantly at follow-up in both intervention groups (UK: -9.8 ± 16.5% [-52.4 ± 66.6 min/day]; Australian: -9.4 ± 10% [-43.7 ± 29.9 min/day]). No significant changes in classroom sitting time were observed in the UK control group, while a significant reduction was observed in the Australian control group (-5.9 ± 11.7% [-28.2 ± 28.3 min/day]). Irrespective of implementation, incorporating sit-to-stand desks into classrooms appears to be an effective way of reducing classroom sitting in this diverse sample of children. Longer term efficacy trials are needed to determine effects on children's health and learning. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.
Using functional data analysis to understand daily activity levels and patterns in primary school-aged children: Cross-sectional analysis of a UK-wide study.

PubMed

Sera, Francesco; Griffiths, Lucy J; Dezateux, Carol; Geraci, Marco; Cortina-Borja, Mario

2017-01-01

Temporal characterisation of physical activity in children is required for effective strategies to increase physical activity (PA). Evidence regarding determinants of physical activity in childhood and their time-dependent patterns remain inconclusive. We used functional data analysis (FDA) to model temporal profiles of daily activity, measured objectively using accelerometers, to identify diurnal and seasonal PA patterns in a nationally representative sample of primary school-aged UK children. We hypothesised that PA levels would be lower in girls than boys at play times and after school, higher in children participating in social forms of exercise (such as sport or play), and lower among those not walking to school. Children participating in the UK-wide Millennium Cohort Study wore an Actigraph GT1M accelerometer for seven consecutive days during waking hours. We modelled 6,497 daily PA profiles from singleton children (3,176 boys; mean age: 7.5 years) by means of splines, and used functional analysis of variance to examine the cross-sectional relation of time and place of measurement, demographic and behavioural characteristics to smoothed PA profiles. Diurnal and time-specific patterns of activity showed significant variation by sex, ethnicity, UK country and season of measurement; girls were markedly less active than boys during school break times than boys, and children of Indian ethnicity were significantly less active during school hours (9:30-12:00). Social activities such as sport clubs, playing with friends were associated with higher level of PA in afternoon (15:00-17:30) and early evenings (17:30-19:30). Lower PA levels between 8:30-9:30 and 17:30-19:30 were associated with mode of travel to and from school, and number of cars in regular use in the household. Diminished PA in primary school aged children is temporally patterned and related to modifiable behavioural factors. FDA can be used to inform and evaluate public health policies to promote
Taking Active Learning into the Primary School: A Matter of New Practices?

ERIC Educational Resources Information Center

Stephen, Christine; Ellis, Jennifer; Martlew, Joan

2010-01-01

This paper examines the extension of active learning pedagogical practices familiar in preschool settings to the first class of primary school. Policy and practice guidance in the UK is advocating the benefits of experiential learning as a way of engaging young children as they move into primary school but for teachers this means a move to new…
Emergent Communities of Practice: Secondary Schools' Interaction with Primary School Foreign Language Teaching and Learning

ERIC Educational Resources Information Center

Evans, Michael; Fisher, Linda

2012-01-01

The aim of this paper is to give an account of the response of secondary schools to the primary school foreign language teaching initiative recently introduced by the UK government. The paper also explores defining features of the process of cross-phase interaction and the role that knowledge and collaborative practice plays in generating change…
The Nature of Institutional Heteronormativity in Primary Schools and Practice-Based Responses

ERIC Educational Resources Information Center

DePalma, Renee; Atkinson, Elizabeth

2010-01-01

Concern for school-based homophobia is increasing, yet there is a tendency to focus on individual incidents of homophobic bullying rather than the cultural and institutional factors supporting them. We analyse ways in which institutional heteronormativity operates in primary schools and report results from our research in UK schools that…
Incorporating Cultural and Linguistic Diversity into Policy and Practice: Case Studies from an English Primary School

ERIC Educational Resources Information Center

Dakin, Justine

2017-01-01

Global migration has increased the number of non-English speaking pupils in UK schools, challenging a system which is politically and ideologically monolingual. This article examines how staff at a UK primary school positioned newly arrived pupils and their families, both culturally and linguistically, in terms of Cummins' educator role…
Leadership and management in UK medical school curricula.

PubMed

Jefferies, Richard; Sheriff, Ibrahim H N; Matthews, Jacob H; Jagger, Olivia; Curtis, Sarah; Lees, Peter; Spurgeon, Peter C; Fountain, Daniel Mark; Oldman, Alex; Habib, Ali; Saied, Azam; Court, Jessica; Giannoudi, Marilena; Sayma, Meelad; Ward, Nicholas; Cork, Nick; Olatokun, Olamide; Devine, Oliver; O'Connell, Paul; Carr, Phoebe; Kotronias, Rafail Angelos; Gardiner, Rebecca; Buckle, Rory T; Thomson, Ross J; Williams, Sarah; Nicholson, Simon J; Goga, Usman

2016-10-10

Purpose Although medical leadership and management (MLM) is increasingly being recognised as important to improving healthcare outcomes, little is understood about current training of medical students in MLM skills and behaviours in the UK. The paper aims to discuss these issues. Design/methodology/approach This qualitative study used validated structured interviews with expert faculty members from medical schools across the UK to ascertain MLM framework integration, teaching methods employed, evaluation methods and barriers to improvement. Findings Data were collected from 25 of the 33 UK medical schools (76 per cent response rate), with 23/25 reporting that MLM content is included in their curriculum. More medical schools assessed MLM competencies on admission than at any other time of the curriculum. Only 12 schools had evaluated MLM teaching at the time of data collection. The majority of medical schools reported barriers, including overfilled curricula and reluctance of staff to teach. Whilst 88 per cent of schools planned to increase MLM content over the next two years, there was a lack of consensus on proposed teaching content and methods. Research limitations/implications There is widespread inclusion of MLM in UK medical schools' curricula, despite the existence of barriers. This study identified substantial heterogeneity in MLM teaching and assessment methods which does not meet students' desired modes of delivery. Examples of national undergraduate MLM teaching exist worldwide, and lessons can be taken from these. Originality/value This is the first national evaluation of MLM in undergraduate medical school curricula in the UK, highlighting continuing challenges with executing MLM content despite numerous frameworks and international examples of successful execution.
UK Schools, CCTV and the Data Protection Act 1998

ERIC Educational Resources Information Center

Taylor, Emmeline

2011-01-01

The use of CCTV in schools is now commonplace in the UK. It is estimated that 85% of all UK secondary schools currently have CCTV systems in operation. The introduction of the Data Protection Act 1998 (DPA) (enacted in March 2000) meant that for the first time CCTV had direct legislation governing its use in the UK. This paper attempts to apply…
Teaching Astronomy in UK Schools

ERIC Educational Resources Information Center

Roche, Paul; Roberts, Sarah; Newsam, Andy; Barclay, Charles

2012-01-01

This article attempts to summarise the good, bad and (occasionally) ugly aspects of teaching astronomy in UK schools. It covers the most common problems reported by teachers when asked about covering the astronomy/space topics in school. Particular focus is given to the GCSE Astronomy qualification offered by Edexcel (which is currently the…
School grounds and physical activity: Associations at secondary schools, and over the transition from primary to secondary schools.

PubMed

Harrison, Flo; van Sluijs, Esther M F; Corder, Kirsten; Jones, Andy

2016-05-01

This paper aims to further understanding of the physical environments of secondary schools and their associations with young peoples' physical activity. Accelerometer-derived physical activity measurements from 299 participants in the SPEEDY study (Norfolk, UK) were obtained from baseline measurements (age 9-10y) and +4y follow-up. These were linked to objective measures of primary and secondary school environments as measured by the SPEEDY grounds audit tool. We saw considerable differences in the nature of school grounds between primary and secondary schools. Cross-sectional associations were seen between active travel provision scores and commuting time moderate-to-vigorous physical activity (MVPA) for 13-14 year old boys and adolescents living further from school. However, few associations were seen between changes in school grounds scores and changes in school-based MVPA. Copyright © 2016 The Authors. Published by Elsevier Ltd.. All rights reserved.
Responsibility for Financial Management in Primary Schools: Evidence from an English Local Authority

ERIC Educational Resources Information Center

Fitzgerald, Sarah; Drake, Julie

2013-01-01

Financial management in primary schools has changed in the UK with the introduction of the Schools Financial Value Standard (SFVS). There is increasing delegation of financial responsibility to the management team in the school, increasing the role of the head teacher and the governing body as part of overall responsibility for the strategic…
Children's Socialisation into Schools' Learning Contexts: Ability Grouping in the UK Primary School.

ERIC Educational Resources Information Center

Hallam, Susan; Ireson, Judith; Mortimore, Peter; Davies, Jane

As the incidence of ability grouping at the primary level increases in the United Kingdom, questions remain regarding the effect of various grouping arrangements on students' personal and social development and the role of the school ethos in adopting particular ability grouping structures. This research explored the rationale given by primary…
Current status of teaching on spirituality in UK medical schools.

PubMed

Neely, David; Minford, Eunice J

2008-02-01

To investigate the current status of teaching on spirituality in medicine in UK medical schools and to establish if and how medical schools are preparing future doctors to identify patients' spiritual needs. We carried out a national questionnaire survey using a 2-part questionnaire. Section A contained questions relating to the quantity of teaching on spirituality and the topics covered. Section B contained questions relating to teaching on alternative health practices. Medical educators from each of the 32 medical schools in the UK were invited to participate. A response rate of 53% (n = 17) was achieved. A total of 59% (n = 10) of respondents stated that there is teaching on spirituality in medicine in their curricula. On extrapolation, at least 31% and a maximum of 78% of UK medical schools currently provide some form of teaching on spirituality. Of the respondents that teach spirituality, 50% (n = 5) stated that their schools include compulsory teaching on spirituality in medicine, 80% (n = 8) include optional components, and 88% stated that teaching on complementary and alternative medicine is included in the curriculum. Although 59% (n = 10) of respondent medical schools (the actual UK figure lies between 31% and 78%) currently provide some form of teaching on spirituality, there is significant room for improvement. There is little uniformity between medical schools with regard to content, form, amount or type of staff member delivering the teaching. It would be beneficial to introduce a standardised curriculum on spirituality across all UK medical schools.
Formative and summative assessment of science in English primary schools: evidence from the Primary Science Quality Mark

NASA Astrophysics Data System (ADS)

Earle, Sarah

2014-05-01

Background:Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose:The process by which teachers are making these judgements has been unclear, so this study made use of the extensive Primary Science Quality Mark (PSQM) database to obtain a 'snapshot' (as of March 2013) of the approaches taken by 91 English primary schools to the formative and summative assessment of pupils' learning in science. PSQM is an award scheme for UK primary schools. It requires the science subject leader (co-ordinator) in each school to reflect upon and develop practice over the course of one year, then upload a set of reflections and supporting evidence to the database to support their application. One of the criteria requires the subject leader to explain how science is assessed within the school. Sample:The data set consists of the electronic text in the assessment section of all 91 PSQM primary schools which worked towards the Quality Mark in the year April 2012 to March 2013. Design and methods:Content analysis of a pre-existing qualitative data set. Text in the assessment section of each submission was first coded as describing formative or summative processes, then sub-coded into different strategies used. Results:A wide range of formative and summative approaches were reported, which tended to be described separately, with few links between them. Talk-based strategies are widely used for formative assessment, with some evidence of feedback to pupils. Whilst the use of tests or tracking grids for summative assessment is widespread, few schools rely on one system alone. Enquiry skills and conceptual knowledge were often assessed separately. Conclusions:There is little consistency in the approaches </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=audit+AND+systems&pg=2&id=EJ783148','ERIC'); return false;" href="https://eric.ed.gov/?q=audit+AND+systems&pg=2&id=EJ783148">Finding Inquiry in Discourses of Audit and Reform in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Williams, Julian; Corbin, Brian; McNamara, Olwen 2007-01-01 In this paper we examine the discourses of Primary school numeracy coordinators responsible for auditing, monitoring and supporting their colleagues in relation to the introduction and embedding of the National Numeracy Strategy (NNS) in the UK. Cultural-Historical Activity Theory (CHAT) focuses our analysis on the contradictory coupling of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=children+AND+sex&pg=2&id=EJ1118990','ERIC'); return false;" href="https://eric.ed.gov/?q=children+AND+sex&pg=2&id=EJ1118990">Engaging Parents with Sex and Relationship Education: A UK Primary School Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alldred, Pam; Fox, Nick; Kulpa, Robert 2016-01-01 Objective: To assess an intervention to familiarise parents with children's books for use in primary (5-11 years) sex and relationship education (SRE) classes. Method: Case study of a 7-week programme in one London primary school, using ethnographic observation, semi-structured interviews and focus groups with parents (n = 7) and key stakeholders… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li class="active">1</li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_2" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active">2</li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="21"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=technological+AND+content+AND+government&pg=3&id=EJ1028750','ERIC'); return false;" href="https://eric.ed.gov/?q=technological+AND+content+AND+government&pg=3&id=EJ1028750">Formative and Summative Assessment of Science in English Primary Schools: Evidence from the Primary Science Quality Mark</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Earle, Sarah 2014-01-01 Background: Since the discontinuation of Standard Attainment Tests (SATs) in science at age 11 in England, pupil performance data in science reported to the UK government by each primary school has relied largely on teacher assessment undertaken in the classroom. Purpose: The process by which teachers are making these judgements has been unclear,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=fundamentals+AND+investments&pg=7&id=EJ977201','ERIC'); return false;" href="https://eric.ed.gov/?q=fundamentals+AND+investments&pg=7&id=EJ977201">From Policy to Practice: The Challenges of Providing High Quality Physical Education and School Sport Faced by Head Teachers within Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rainer, Paul; Cropley, Brendan; Jarvis, Stuart; Griffiths, Rob 2012-01-01 Background: Despite considerable investment in UK government initiatives (e.g., the Physical Education School Sport [PESS] plan) aimed at improving the delivery and quality of physical education (PE) in primary schools, many remaining problems have been highlighted (e.g., facilities; staff training). It is suggested that the head teacher (school… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nee&pg=2&id=EJ967642','ERIC'); return false;" href="https://eric.ed.gov/?q=nee&pg=2&id=EJ967642">Safer Schools in the UK--A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hayden, Carol; Holt, Amanda; Martin, Denise; Nee, Claire 2011-01-01 This article reports a research that is based on a European Safer Schools Partnership that included ten countries and specifically the UK case study which was located in London. The initiators of this partnership had been involved in early SSPs in the UK and the educationalists were very much focussed on work that would address problematic… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27693763','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27693763">Body Image in Primary Schools: A pilot evaluation of a primary school intervention program designed by teachers to improve children's body satisfaction.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Halliwell, Emma; Yager, Zali; Paraskeva, Nicole; Diedrichs, Phillippa C; Smith, Hilary; White, Paul 2016-12-01 Body Image in the Primary School (Hutchinson & Calland, 2011) is a body image curriculum that is widely available but has not yet been evaluated. This study evaluates a set of 6 of the 49 available lessons from this curriculum. Seventy-four girls and 70 boys aged 9-10 were recruited from four primary schools in the UK. Schools were randomly allocated into the intervention condition, where students received 6hours of body image lessons, or to lessons as normal. Body esteem was significantly higher among girls in the intervention group, compared to the control group, immediately post intervention, and at 3-month follow-up. Moreover, girls with lowest levels of body esteem at baseline reported the largest gains. Internalization was significantly lower among boys in the control group compared to the intervention group at 3-month follow-up. The pattern of results among the control group raises interesting issues for intervention evaluation. Copyright Â© 2016. Published by Elsevier Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+labour&pg=5&id=EJ763392','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+labour&pg=5&id=EJ763392">Creative Partnerships? Cultural Policy and Inclusive Arts Practice in One Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hall, Christine; Thomson, Pat 2007-01-01 This article traces the "cultural turn" in UK educational policy through an analysis of the Creative Partnerships policy (New Labour's "flagship programme in the cultural education field") and a consideration of an arts project funded under this initiative in one primary school. It argues that current educational policy… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2009AIPC.1119Q.228M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2009AIPC.1119Q.228M">Physicists in Primary Schools (PIPS) Project: Fun Presentations for Physicists to Take into Schools Worldwide (abstract)</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Marks, Ann 2009-04-01 The Physicists in Primary Schools (PIPS) project is a joint venture initiated by the UK Women in Physics Group. A team from the University of Sheffield, with Engineering and Physical Sciences Research Council funding, has developed fun presentations and novel class activities using everyday articles for physicists to take into primary schools. The objectives are to instill enthusiasm in young children-including girls-through the enjoyment and excitement of physics, and support primary school teachers with a curriculum which includes many abstract concepts. All PIPS material is free to download from the Institute of Physics website (www.iop.org/pips), providing PowerPoint presentations and detailed explanations, as well as videos of the activities in classrooms. The topics are suitable for children age 4 to 11 years. There is interest in translating the presentations into other languages as there are few words on the slides and the material is likely valuable for older age groups. The presentations therefore have the potential to be useful worldwide. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=formal+AND+leadership&pg=4&id=EJ1134920','ERIC'); return false;" href="https://eric.ed.gov/?q=formal+AND+leadership&pg=4&id=EJ1134920">Followership among UK Secondary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Francis, Andrew 2014-01-01 This paper reports the preliminary findings of an exploratory study which investigates the followership of longstanding, classroom-based school teachers working in the UK secondary education sector. Using Gronn's (1999) educational leadership formation model as a frame of reference, the study employs a multiple case study methodology with data… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=humanity&pg=2&id=EJ1139743','ERIC'); return false;" href="https://eric.ed.gov/?q=humanity&pg=2&id=EJ1139743">The Future of the Humanities in Primary Schools--Reflections in Troubled Times</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Eaude, Tony; Butt, Graham; Catling, Simon; Vass, Peter 2017-01-01 This article reflects on the implications for practitioners, researchers and policy-makers of the future of the humanities in primary schools in the light of the challenges facing future generations. There is wide divergence in the four jurisdictions of the UK. The humanities are perceived as important, in principle, though curriculum frameworks… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5537850','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5537850">Preschool and School Meal Policies: An Overview of What We Know about Regulation, Implementation, and Impact on Diet in the UK, Sweden, and Australia</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Sacks, Gary; Billich, Natassja; Evans, Charlotte Elizabeth Louise 2017-01-01 School meals make significant contributions to healthy dietary behaviour, at a time when eating habits and food preferences are being formed. We provide an overview of the approaches to the provision, regulation, and improvement of preschool and primary school meals in the UK, Sweden, and Australia, three countries which vary in their degree of centralisation and regulation of school meals. Sweden has a centralised approach; all children receive free meals, and a pedagogical approach to meals is encouraged. Legislation demands that meals are nutritious. The UK system is varied and decentralised. Meals in most primary schools are regulated by food-based standards, but preschool-specific meal standards only exist in Scotland. The UK uses food groups (starchy foods, fruit and vegetables, proteins and dairy) in a healthy plate approach. Australian States and Territories all employ guidelines for school canteen food, predominantly using a “traffic light” approach outlining recommended and discouraged foods; however, most children bring food from home and are not covered by this guidance. The preschool standards state that food provided should be nutritious. We find that action is often lacking in the preschool years, and suggest that consistent policies, strong incentives for compliance, systematic monitoring, and an acknowledgement of the broader school eating environment (including home provided food) would be beneficial. PMID:28696403 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=computer+AND+science&pg=6&id=EJ1042418','ERIC'); return false;" href="https://eric.ed.gov/?q=computer+AND+science&pg=6&id=EJ1042418">Restart: The Resurgence of Computer Science in UK Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, Neil C. C.; Sentance, Sue; Crick, Tom; Humphreys, Simon 2014-01-01 Computer science in UK schools is undergoing a remarkable transformation. While the changes are not consistent across each of the four devolved nations of the UK (England, Scotland, Wales and Northern Ireland), there are developments in each that are moving the subject to become mandatory for all pupils from age 5 onwards. In this article, we… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26109287','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26109287">A cross-sectional observational study of the nutritional intake of UK primary school children from deprived and non-deprived backgrounds: implications for school breakfast schemes.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jenkins, Kim T; Benton, David; Tapper, Katy; Murphy, Simon; Moore, Laurence 2015-06-25 This study examined the nutritional intake of 9-11 year old children in Wales, UK, to assess the rationale for, and potential of, school breakfast initiatives. It also examined the possible unintended consequence of over consumption. The study employed a cross-sectional observational design within a randomized controlled trial of a free school breakfast programme. A total of 111 primary schools were randomly assigned to an intervention condition (in which a free school breakfast programme was implemented) or a control condition (in which implementation of the scheme was delayed). Sub-samples of children completed multiple-pass 24-hr dietary recall interviews at baseline (n = 581), and 12 months later (n = 582). Deprivation was assessed for each child in terms of whether or not they were entitled to free school meals. Prior to the introduction of the programme, rates of breakfast skipping were low and there was little evidence of widespread nutritional deficiency. However, there was a subset of children who consumed inadequate levels of a range of vitamins and minerals and 29 % of children ate very little for breakfast (less than 100 kcal). Children that ate larger breakfasts, had higher daily intakes of all nutrients that were examined. Children from deprived backgrounds consumed significantly lower levels of several vitamins and minerals at breakfast. Following the introduction of the breakfast scheme in intervention schools, there was little difference in the nutritional quality of school versus home breakfasts (n = 35 and 211 respectively). Where children ate breakfast at both school and home (n = 33), their overall energy intake was higher, but not significantly so. Although the overall diet of this group of children was generally good prior to the breakfast scheme, the results suggest that such schemes could be beneficial for a subset of children who are poorly nourished and for those children who consume very little for breakfast. Current </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sing&pg=4&id=EJ832825','ERIC'); return false;" href="https://eric.ed.gov/?q=sing&pg=4&id=EJ832825">The National Singing Programme for Primary Schools in England: An Initial Baseline Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Welch, G. F.; Himonides, E.; Papageorgi, I.; Saunders, J.; Rinta, T.; Stewart, C.; Preti, C.; Lani, J.; Vraka, M.; Hill, J. 2009-01-01 The "Sing Up" National Singing Programme for primary schools in England was launched in November 2007 under the UK government's "Music Manifesto". "Sing Up" is a four-year programme whose overall aim is to raise the status of singing and increase opportunities for children throughout the country to enjoy singing as… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1054452.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1054452.pdf">UK School Students' Attitudes towards Science and Potential Science-Based Careers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> White, Emelia L.; Harrison, Timothy G. 2012-01-01 This is a review of literature pertaining to UK secondary school students, their uptake of science at higher levels and their consideration of careers as scientists. As with all countries, the continued uptake of sufficient numbers of science at all levels is in the UK's interest. Unfortunately too many UK secondary students see science as… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24961836','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24961836">Whooping cough in school age children presenting with persistent cough in UK primary care after introduction of the preschool pertussis booster vaccination: prospective cohort study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wang, Kay; Fry, Norman K; Campbell, Helen; Amirthalingam, Gayatri; Harrison, Timothy G; Mant, David; Harnden, Anthony 2014-06-24 To estimate the prevalence and clinical severity of whooping cough (pertussis) in school age children presenting with persistent cough in primary care since the introduction and implementation of the preschool pertussis booster vaccination. Prospective cohort study (November 2010 to December 2012). General practices in Thames Valley, UK. 279 children aged 5 to 15 years who presented in primary care with a persistent cough of two to eight weeks' duration. Exclusion criteria were cough likely to be caused by a serious underlying medical condition, known immunodeficiency or immunocompromise, participation in another clinical research study, and preschool pertussis booster vaccination received less than one year previously. Evidence of recent pertussis infection based on an oral fluid anti-pertussis toxin IgG titre of at least 70 arbitrary units. Cough frequency was measured in six children with laboratory confirmed pertussis. 56 (20%, 95% confidence interval 16% to 25%) children had evidence of recent pertussis infection, including 39 (18%, 13% to 24%) of 215 children who had been fully vaccinated. The risk of pertussis was more than three times higher (21/53; 40%, 26% to 54%) in children who had received the preschool pertussis booster vaccination seven years or more previously than in those who had received it less than seven years previously (20/171; 12%, 7% to 17%). The risk of pertussis was similar between children who received five and three component preschool pertussis booster vaccines (risk ratio for five component vaccine 1.14, 0.64 to 2.03). Four of six children in whom cough frequency was measured coughed more than 400 times in 24 hours. Pertussis can still be found in a fifth of school age children who present in primary care with persistent cough and can cause clinically significant cough in fully vaccinated children. These findings will help to inform consideration of the need for an adolescent pertussis booster vaccination in the United Kingdom. UK </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4069283','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4069283">Whooping cough in school age children presenting with persistent cough in UK primary care after introduction of the preschool pertussis booster vaccination: prospective cohort study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Fry, Norman K; Campbell, Helen; Amirthalingam, Gayatri; Harrison, Timothy G; Mant, David; Harnden, Anthony 2014-01-01 Objective To estimate the prevalence and clinical severity of whooping cough (pertussis) in school age children presenting with persistent cough in primary care since the introduction and implementation of the preschool pertussis booster vaccination. Design Prospective cohort study (November 2010 to December 2012). Setting General practices in Thames Valley, UK. Participants 279 children aged 5 to 15 years who presented in primary care with a persistent cough of two to eight weeks’ duration. Exclusion criteria were cough likely to be caused by a serious underlying medical condition, known immunodeficiency or immunocompromise, participation in another clinical research study, and preschool pertussis booster vaccination received less than one year previously. Main outcome measures Evidence of recent pertussis infection based on an oral fluid anti-pertussis toxin IgG titre of at least 70 arbitrary units. Cough frequency was measured in six children with laboratory confirmed pertussis. Results 56 (20%, 95% confidence interval 16% to 25%) children had evidence of recent pertussis infection, including 39 (18%, 13% to 24%) of 215 children who had been fully vaccinated. The risk of pertussis was more than three times higher (21/53; 40%, 26% to 54%) in children who had received the preschool pertussis booster vaccination seven years or more previously than in those who had received it less than seven years previously (20/171; 12%, 7% to 17%). The risk of pertussis was similar between children who received five and three component preschool pertussis booster vaccines (risk ratio for five component vaccine 1.14, 0.64 to 2.03). Four of six children in whom cough frequency was measured coughed more than 400 times in 24 hours. Conclusions Pertussis can still be found in a fifth of school age children who present in primary care with persistent cough and can cause clinically significant cough in fully vaccinated children. These findings will help to inform consideration of the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23600037','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23600037">Advice and guidance on the admissions process to UK dental schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> McAndrew, Robert; Salem-Rahemi, Morva 2013-03-01 Students looking to read dentistry can be overwhelmed by the information and requirements presented to them by dental schools, career advisors and the printed literature. In the UK, there are currently 16 dental schools which provide a dentistry degree. While there are variations in the specific aspects of the dental courses at each school, there are common principles and generic application requirements that apply. This paper provides a guide to facilitate applications and inform potential students, career advisors and dentists. The information presented has been gathered from UK dental school websites and university prospectuses and corroborated through contact with university admissions offices. This paper is relevant to dental practitioners who are often asked to provide advice on applications to dental schools by potential students. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=factors+AND+influencing+AND+food+AND+choice&pg=2&id=EJ922504','ERIC'); return false;" href="https://eric.ed.gov/?q=factors+AND+influencing+AND+food+AND+choice&pg=2&id=EJ922504">The Social, Physical and Temporal Characteristics of Primary School Dining Halls and Their Implications for Children's Eating Behaviours</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moore, Sue N.; Murphy, Simon; Tapper, Katy; Moore, Laurence 2010-01-01 Purpose: Social, physical and temporal characteristics are known to influence the eating experience and the effectiveness of nutritional policies. As the school meal service features prominently in UK nutritional and health promotion policy, the paper's aim is to investigate the characteristics of the primary school dining context and their… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26314627','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26314627">Targeted vaccination in healthy school children - Can primary school vaccination alone control influenza?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Thorrington, Dominic; Jit, Mark; Eames, Ken 2015-10-05 The UK commenced an extension to the seasonal influenza vaccination policy in autumn 2014 that will eventually see all healthy children between the ages of 2-16 years offered annual influenza vaccination. Models suggest that the new policy will be both highly effective at reducing the burden of influenza as well as cost-effective. We explore whether targeting vaccination at either primary or secondary schools would be more effective and/or cost-effective than the current strategy. An age-structured deterministic transmission dynamic SEIR-type mathematical model was used to simulate a national influenza outbreak in England. Costs including GP consultations, hospitalisations due to influenza and vaccinations were compared to potential gains in quality-adjusted life years achieved through vaccinating healthy children. Costs and benefits of the new JCVI vaccination policy were estimated over a single season, and compared to the hypothesised new policies of targeted and heterogeneous vaccination. All potential vaccination policies were highly cost-effective. Influenza transmission can be eliminated for a particular season by vaccinating both primary and secondary school children, but not by vaccinating only one group. The most cost-effective policy overall is heterogeneous vaccination coverage with 48% uptake in primary schools and 34% in secondary schools. The Joint Committee on Vaccination and Immunisation can consider a modification to their policy of offering seasonal influenza vaccinations to all healthy children of ages 2-16 years. Copyright © 2015 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Groupwork&pg=3&id=EJ1049836','ERIC'); return false;" href="https://eric.ed.gov/?q=Groupwork&pg=3&id=EJ1049836">The Challenges of Implementing Group Work in Primary School Classrooms and Including Pupils with Special Educational Needs</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Baines, Ed; Blatchford, Peter; Webster, Rob 2015-01-01 Findings from two studies are discussed in relation to the experiences and challenges faced by teachers trying to implement effective group work in schools and classrooms and to reflect on the lessons learnt about how to involve pupils with special educational needs (SEN). The first study reports on UK primary school teachers' experiences of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=attendance+AND+policy&pg=6&id=EJ874385','ERIC'); return false;" href="https://eric.ed.gov/?q=attendance+AND+policy&pg=6&id=EJ874385">Management of School Attendance in the UK: A Strategic Analysis</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Reid, Ken 2010-01-01 Prior to 1997, managing school attendance was the sole responsibility of the Department for Education and Skills (DfES). Since devolution, responsibility for school attendance has resided with each of the four UK-wide administrations. These are the Department for Children, Schools and Families (DCSF) in England; the Scottish Executive Education… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li class="active">2</li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_3" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active">3</li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="41"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27609702','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27609702">Illness absenteeism rates in primary and secondary schools in 2013-2014 in England: was there any impact of vaccinating children of primary-school age against influenza?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Green, H K; Brousseau, N; Andrews, N; Selby, L; Pebody, R 2016-09-09 A phased introduction of routine influenza vaccination of healthy children was recommended in the UK in 2012, with the aim of protecting both vaccinated children and the wider population through reducing transmission. In the first year of the programme in 2013-2014, 4- to 11-year-olds were targeted in pilot areas across England. This study assesses if this was associated with school absenteeism, an important societal burden of influenza. During the spring 2014 term when influenza predominantly circulated, the proportion of absence sessions due to illness was compared between vaccination pilot and non-pilot areas for primary schools (to measure overall impact) and secondary schools (to measure indirect impact). A linear multilevel regression model was applied, adjusting for clustering within schools and potential school-level confounders, including deprivation, past absenteeism, and ethnicity. Low levels of influenza activity were reported in the community in 2013-2014. Primary schools in pilot areas had a significantly adjusted decrease in illness absenteeism of 0·05% relative to non-pilot schools; equivalent to an average of 4 days per school. In secondary schools, there was no significant indirect impact of being located in a pilot area on illness absenteeism. These insights can be used in conjunction with routine healthcare surveillance data to evaluate the full benefits of such a programme. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24032499','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24032499">Student career choice in psychiatry: findings from 18 UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Halder, Neel; Hadjidemetriou, Christiana; Pearson, Rachel; Farooq, Kitty; Lydall, Gregory J; Malik, Amit; Bhugra, Dinesh 2013-08-01 Psychiatry recruitment continues to be a problem in the UK and large-scale studies are required to understand the factors surrounding this. A quantitative, cross-sectional online survey, incorporating demographics, career choices, teaching exposure, attitudes to psychiatry and personality factors, was administered to final-year UK medical students. A total of 484 students from 18 medical schools responded (66% women). Sixteen (16%) had chosen psychiatry at medical school entry. By final year, 15 respondents (3%) had decided to pursue a career in psychiatry, while another 78 (17%) were seriously considering it. There was little difference in the quality ratings of lectures and small group teaching between those interested in psychiatry and those not. Experience of 'enrichment activities' (psychiatry special study modules or components, psychiatric research, university psychiatry clubs, and psychiatry electives) were significantly more likely to take up psychiatry. Causality cannot, however, be determined in this study. The study identified several distinct groups of UK students: those deciding on psychiatry before medical school and maintaining that career choice, those deciding on psychiatry during medical school, and those interested in other fields. Addressing psychiatry teaching and exposure may improve recruitment into the speciality. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19780361','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19780361">Opportunities and challenges to promoting oral health in primary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Gill, P; Chestnutt, I G; Channing, D 2009-09-01 Inequalities in oral health in areas of socio-economic disadvantage are well recognised. As children spend a considerable proportion of their lives in education, schools can play a significant role in promoting children's health and oral health. However, to what extent schools are able to do this is unclear. The aim of this study was therefore to investigate opportunities and challenges to promoting oral health in primary schools. A purposive sample of 20 primary schools from socially and economically disadvantaged areas of Cardiff, UK were selected to participate in this qualitative study. Data were collected through semi-structured interviews conducted with head teachers or their nominated deputies. General awareness of health and oral health was good, with all schools promoting the consumption of fruit, water and milk and discouraging products such as carbonated drinks and confectionaries. Health promotion schemes wereimplemented primarily to improve the health of the children, although schools felt they also offered the potential to improve classroom behaviour and attendance. However, oral health was viewed as a separate entity to general health and perceived to be inadequately promoted. Successful health promotion schemes were also influenced by the attitudes of headteachers. Most schools had no or limited links with local dental services and, or oral health educators, although such input, when it occurred, was welcomed and highly valued. Knowledge of how to handle dental emergencies was limited and only two schools operated toothbrushing schemes, although all expressed an interest in such programmes. This study identified a positive predisposition to promoting health in primary schools. The challenge for the dental team, however, is to promote and integrate oral health into mainstream health promotion activities in schools. The paper also makes recommendations for further research. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20642558','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20642558">Teaching of clinical pharmacology and therapeutics in UK medical schools: current status in 2009.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> O'Shaughnessy, Lelia; Haq, Inam; Maxwell, Simon; Llewelyn, Martin 2010-07-01 Junior doctors feel poorly prepared by their training in Clinical Pharmacology and Therapeutics and commonly make prescribing errors. Since 1993 the General Medical Council's guidance on undergraduate medical education 'Tomorrow's Doctors' has emphasized the integration of Clinical Pharmacology and Therapeutics teaching within the medical curriculum. With the publication of a new version of Tomorrow's Doctors in 2009, medical schools will be further revising their Clinical Pharmacology and Therapeutics teaching. Although we know what the recommendations for undergraduate teaching of Clinical Pharmacology and Therapeutics teaching are, there are no published data describing what is currently happening in UK medical schools. This paper describes the course structures, volume and range of teaching and assessment of Clinical Pharmacology and Therapeutics in the UK in 2009. Our data provide a foundation for schools looking to revise the Clinical Pharmacology and Therapeutics Teaching in the light of Tomorrow's Doctors 2009. To describe the current structure, delivery and assessment of Clinical Pharmacology and Therapeutics (CPT) teaching in UK medical schools. An online questionnaire was distributed to the person with overall responsibility for CPT teaching at all UK medical schools in June 2009. Thirty of the 32 UK medical schools responded. 60% of schools have a CPT course although in 72% this was an integrated vertical theme. At 70% of schools pharmacologists have overall responsibility for CPT teaching (clinical 67%, non-clinical 33%); at 20% teaching is run by a non-specialist clinician and at 7% by a pharmacist. Teaching is commonly delivered by NHS clinicians (87%) and clinical pharmacists (80%) using lectures (90%) but additionally 50% of schools use e-Learning and 63% have a student formulary. CPT is assessed throughout the curriculum at many schools through written, practical examinations and course work. 90% of schools have specific CPT content in their </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+science+AND+mind&pg=7&id=EJ1042525','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+science+AND+mind&pg=7&id=EJ1042525">Perspectives and Visions of Computer Science Education in Primary and Secondary (K-12) Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hubwieser, Peter; Armoni, Michal; Giannakos, Michail N.; Mittermeir, Roland T. 2014-01-01 In view of the recent developments in many countries, for example, in the USA and in the UK, it appears that computer science education (CSE) in primary or secondary schools (K-12) has reached a significant turning point, shifting its focus from ICT-oriented to rigorous computer science concepts. The goal of this special issue is to offer a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=musical+AND+school&pg=2&id=EJ1077062','ERIC'); return false;" href="https://eric.ed.gov/?q=musical+AND+school&pg=2&id=EJ1077062">Exploring Musical Expectations: Understanding the Impact of a Year-Long Primary School Music Project in the Context of School, Home and Prior Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pitts, Stephanie E. 2014-01-01 This article reports on a year-long project carried out in three UK primary schools, which aimed to understand the expectations and experiences of children participating in a series of workshops delivered by the chamber music organisation, Music in the Round. Through drawings, discussions, questionnaires and observations, the children's developing… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23795943','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23795943">Do differentials in the support and advice available at UK schools and colleges influence candidate performance in the medical school admissions interview? A survey of direct school leaver applicants to a UK medical school.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lambe, Paul; Waters, Catherine; Bristow, David 2013-09-01 To our knowledge, nothing is known about whether differentials in support and advice during preparation for the interview influence candidate performance and thereby contribute to bias in selection for medical school. To assess if differences in advice and support with preparation for the medical school admissions interview given type of school last attended influence interview score achieved by direct school leaver applicants to study on an undergraduate UK medical degree course. Confidential self-completed on-line questionnaire survey. Interview performance was positively related to whether a teacher, tutor or career advisors at the School or College last attended had advised a respondent to prepare for the interview, had advised about the various styles of medical interview used and the types of questions asked, and what resources were available to help in preparation. Respondents from Private/Independent schools were more likely than those from State schools to have received such advice and support. Differentials in access to advice on and support with preparation for the medical school interview may advantage some candidates over others. This inequity would likely be ameliorated by the provision of an authoritative and comprehensive guide to applying to medical school outlining admission requirements and the preparation strategy applicants should use in order to best meet those requirements. The guide could be disseminated to the Principals of all UK schools and colleges and freely available electronic versions signposted in medical school prospectuses and the course descriptor on the Universities and Colleges Admissions Service. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5694697','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5694697">Present and future of the undergraduate ophthalmology curriculum: a survey of UK medical schools</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Hill, Sophie; Dennick, Reg 2017-01-01 Objectives To investigate the current undergraduate ophthalmology curricula provided by the UK medical schools, evaluate how they compare with the guidelines of the Royal College of Ophthalmologists (RCOphth) and International Council for Ophthalmology (ICO), and determine the views of the UK ophthalmology teaching leads on the future direction of the curriculum. Methods A cross-sectional questionnaire was sent to teaching leads in 31 medical schools across the UK. The questionnaire evaluated eight themes of the curriculum: content and learning outcomes, communication of learning outcomes, organisation of the curriculum, assessment, educational resources, teaching methods used, and the educational environment. The ophthalmology teaching leads were also asked their opinion on the current and future management of the curriculum. These were compared with RCOphth and ICO guidelines and descriptive statistical analysis performed. Results A response rate of 93% (n=29/31) was achieved. The knowledge and clinical skills taught by the UK medical schools match the RCOphth guidelines, but fail to meet the ICO recommendations. A diverse range of assessment methods are used by UK medical schools during ophthalmology rotations. Variation was also observed in the organisation and methods of ophthalmology teaching. However, a significant consensus about the future direction of the curriculum was reported by teaching leads. Conclusions Comprehensive RCOphth guidance, and resource sharing between medical schools could help to ensure ophthalmology’s continuing presence in the medical curriculum and improve the effectiveness of undergraduate ophthalmology teaching, while reducing the workload of local teaching departments and medical schools. PMID:29103017 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=astronomy&pg=5&id=EJ980888','ERIC'); return false;" href="https://eric.ed.gov/?q=astronomy&pg=5&id=EJ980888">Resources for Teaching Astronomy in UK Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Roche, Paul; Newsam, Andy; Roberts, Sarah; Mason, Tom; Baruch, John 2012-01-01 This article looks at a selection of resources currently available for use in the teaching of astronomy in UK schools. It is by no means an exhaustive list but it highlights a variety of free resources that can be used in the classroom to help engage students of all ages with astronomy and space science. It also lists several facilities with a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Beng&pg=2&id=EJ1091705','ERIC'); return false;" href="https://eric.ed.gov/?q=Beng&pg=2&id=EJ1091705">Accelerated Reader as a Literacy Catch-Up Intervention during Primary to Secondary School Transition Phase</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Siddiqui, Nadia; Gorard, Stephen; See, Beng Huat 2016-01-01 This paper describes an evaluation of an internet-based reading programme called Accelerated Reader (AR), which is widely used in UK schools and worldwide. AR is a whole-group reading management and monitoring programme that aims to stimulate the habit of independent reading among primary and secondary age pupils. The evaluation involved 349… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23578731','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23578731">Factors influencing take-up of free school meals in primary- and secondary-school children in England.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sahota, Pinki; Woodward, Jenny; Molinari, Rosemary; Pike, Jo 2014-06-01 The present study sought to explore the factors that influence registration for free school meals and the subsequent take-up following registration in England. The research design consisted of two phases, a qualitative research phase followed by an intervention phase. Findings are presented from the qualitative research phase, which comprised interviews with head teachers, school administrators, parents and focus groups with pupils. The study took place in four primary schools and four secondary schools in Leeds, UK. Participants included head teachers, school administrators, parents and pupils. Findings suggested that parents felt the registration process to be relatively straightforward although many secondary schools were not proactive in promoting free school meals. Quality and choice of food were regarded by both pupils and parents as significant in determining school meal choices, with stigma being less of an issue than originally anticipated. Schools should develop proactive approaches to promoting free school meals and attention should be given not only to the quality and availability of food, but also to the social, cultural and environmental aspects of dining. Processes to maintain pupils' anonymity should be considered to allay parents' fear of stigma. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28295495','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28295495">Variation in passing standards for graduation-level knowledge items at UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Taylor, Celia A; Gurnell, Mark; Melville, Colin R; Kluth, David C; Johnson, Neil; Wass, Val 2017-06-01 Given the absence of a common passing standard for students at UK medical schools, this paper compares independently set standards for common 'one from five' single-best-answer (multiple-choice) items used in graduation-level applied knowledge examinations and explores potential reasons for any differences. A repeated cross-sectional study was conducted. Participating schools were sent a common set of graduation-level items (55 in 2013-2014; 60 in 2014-2015). Items were selected against a blueprint and subjected to a quality review process. Each school employed its own standard-setting process for the common items. The primary outcome was the passing standard for the common items by each medical school set using the Angoff or Ebel methods. Of 31 invited medical schools, 22 participated in 2013-2014 (71%) and 30 (97%) in 2014-2015. Schools used a mean of 49 and 53 common items in 2013-2014 and 2014-2015, respectively, representing around one-third of the items in the examinations in which they were embedded. Data from 19 (61%) and 26 (84%) schools, respectively, met the inclusion criteria for comparison of standards. There were statistically significant differences in the passing standards set by schools in both years (effect sizes (f 2 ): 0.041 in 2013-2014 and 0.218 in 2014-2015; both p < 0.001). The interquartile range of standards was 5.7 percentage points in 2013-2014 and 6.5 percentage points in 2014-2015. There was a positive correlation between the relative standards set by schools in the 2 years (Pearson's r = 0.57, n = 18, p = 0.014). Time allowed per item, method of standard setting and timing of examination in the curriculum did not have a statistically significant impact on standards. Independently set standards for common single-best-answer items used in graduation-level examinations vary across UK medical schools. Further work to examine standard-setting processes in more detail is needed to help explain this variability and develop methods to reduce </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21068078','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21068078">An outbreak of scarlet fever in a primary school.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lamden, K H 2011-04-01 Scarlet fever, due to infection with an erythrogenic toxin-producing Group A streptococcus, is an uncommon and generally mild illness, although serious sequelae do occur. In March 2009, 57 of the 126 (45%) pupils in a primary school in Lancashire, UK developed scarlet fever over a 4-week period. Infection was transmitted via direct contact between pupils, particularly among the youngest pupils. A significant degree of transmission also occurred between siblings. The median number of days absent from school was 3 (range 1-10 days). No children were hospitalised. Control measures, including hygiene advice to the school and exclusion of pupils for 24h while initiating penicillin treatment, were ineffective. The outbreak occurred against a background of an unusually high incidence of invasive Group A streptococcal infection. While there are national guidelines for the control of invasive disease, none exist for the control of scarlet fever outbreaks. This prolonged outbreak of scarlet fever highlights the need for an evidence based approach to outbreak management. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=convenience+AND+behaviour&pg=2&id=EJ980409','ERIC'); return false;" href="https://eric.ed.gov/?q=convenience+AND+behaviour&pg=2&id=EJ980409">"At Risk of Harm"? An Exploratory Survey of School Counsellors in the UK, Their Perceptions of Confidentiality, Information Sharing and Risk Management</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jenkins, Peter; Palmer, Joanne 2012-01-01 The primary objective of this study was to explore perceptions of UK school counsellors of confidentiality and information sharing in therapeutic work with children and young people, using qualitative methods. The research design employed a two-stage process, using questionnaires and follow-up interviews, with a small, non-random sample of school… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1135547.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1135547.pdf">Functions of Turkish Complementary Schools in the UK: Official vs. Insider Discourses</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Çavusoglu, Çise 2014-01-01 Complementary schools in the United Kingdom (UK) are community organised schools with the general aim of teaching younger generations their "native" languages and cultures. However, the aims and practices of these schools are predominantly dependent on changes in the social and political contexts both in the host country (in this case… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=France&pg=7&id=EJ977725','ERIC'); return false;" href="https://eric.ed.gov/?q=France&pg=7&id=EJ977725">Technologically Enhanced Language Learning in Primary Schools in England, France and Spain: Developing Linguistic Competence in a Technologically Enhanced Classroom Environment</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Macrory, Gee; Chretien, Lucette; Ortega-Martin, Jose Luis 2012-01-01 This paper reports on an EU-funded project (Ref: 134244-2007-UK-COMENIUS-CMP) that explored the impact of technology, notably video-conferencing, on primary school children's language learning in England, France and Spain. Data were gathered from the children in the project, their teachers and also from trainee teachers placed in the schools. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=contraception+AND+emergency&pg=2&id=EJ884250','ERIC'); return false;" href="https://eric.ed.gov/?q=contraception+AND+emergency&pg=2&id=EJ884250">Knowledge of School Nurses in the U.K. regarding Sexual Health Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Westwood, Jo; Mullan, Barbara 2006-01-01 In the U.K., a current government health strategy indicates that school nurses should be key contributors to sexual health education because they have access to the school-age population. However, there appears to be little research that investigates whether school nurses are the most appropriate health care professionals or indeed have sufficient… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25459203','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25459203">Education and health knowledge: evidence from UK compulsory schooling reform.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Johnston, David W; Lordan, Grace; Shields, Michael A; Suziedelyte, Agne 2015-02-01 We investigate if there is a causal link between education and health knowledge using data from the 1984/85 and 1991/92 waves of the UK Health and Lifestyle Survey (HALS). Uniquely, the survey asks respondents what they think are the main causes of ten common health conditions, and we compare these answers to those given by medical professionals to form an index of health knowledge. For causal identification we use increases in the UK minimum school leaving age in 1947 (from 14 to 15) and 1972 (from 15 to 16) to provide exogenous variation in education. These reforms predominantly induced adolescents who would have left school to stay for one additionally mandated year. OLS estimates suggest that education significantly increases health knowledge, with a one-year increase in schooling increasing the health knowledge index by 15% of a standard deviation. In contrast, estimates from instrumental-variable models show that increased schooling due to the education reforms did not significantly affect health knowledge. This main result is robust to numerous specification tests and alternative formulations of the health knowledge index. Further research is required to determine whether there is also no causal link between higher levels of education - such as post-school qualifications - and health knowledge. Copyright © 2014 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26159982','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26159982">Periodontology in the undergraduate curriculum in UK dental schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Heasman, P A; Witter, J; Preshaw, P M 2015-07-10 In 1980 the British Society of Periodontology published a series of educational goals which have guided periodontal curricula at UK dental schools. Further, a survey of UK dental schools evaluated aspects of teaching and learning in periodontology. The aims of this project were to identify teaching practices and assessments in periodontology and best practice which may be developed in the future. A questionnaire was sent to dental schools who had participated in the previous survey. The questionnaire sought information on aspects of teaching and learning in periodontology: teaching manpower, curriculum structure, assessment, research opportunities for students and whether implantology is delivered in the undergraduate curriculum. There is consistency between the education providers with respect to teaching and learning in periodontology. Most are developing integrated learning between dental undergraduates and members of the dental team although there are opportunities for further development. Students are expected to have knowledge of complex treatments but are not expected to be competent at undertaking periodontal surgery nor placing and restoring implants. The findings confirm that there is considerable consistency between the education providers with respect to aspects of teaching and learning in periodontology. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=coeducational&pg=7&id=EJ821260','ERIC'); return false;" href="https://eric.ed.gov/?q=coeducational&pg=7&id=EJ821260">Headteacher Career Paths in UK Independent Secondary Coeducational Schools: Gender Issues</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McLay, Margaret 2008-01-01 This article presents evidence of the similarities and differences in the career paths of men and women who have achieved headships in UK independent coeducational schools. The research comprised a pilot study of interviews with nine female headteachers and a questionnaire sent to male and female heads of coeducational secondary schools. It… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_1");'>1</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li class="active">3</li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_4" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active">4</li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="61"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+efficacy+AND+physical+AND+activity&pg=6&id=EJ1146397','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+efficacy+AND+physical+AND+activity&pg=6&id=EJ1146397">The Love of Sport: An Investigation into the Perceptions and Experiences of Physical Education Amongst Primary School Pupils</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hayes, Deborah 2017-01-01 Inactivity amongst children and adults in the UK is currently of great concern. Attitudes towards physical activity develop during childhood and may influence physical activity patterns in later life. This research investigated the experiences and perceptions of physical education (P.E.) amongst primary school pupils. The study established overall… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28229477','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28229477">'Why not you?' Discourses of widening access on UK medical school websites.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Alexander, Kirsty; Fahey Palma, Tania; Nicholson, Sandra; Cleland, Jennifer 2017-06-01 In the UK, applications to medicine from those in lower socio-economic groups remain low despite significant investments of time, interest and resources in widening access (WA) to medicine. This suggests that medical schools' core messages about WA may be working to embed or further reinforce marginalisation, rather than to combat this. Our objective was to investigate how the value of WA is communicated by UK medical schools through their websites, and how this may create expectations regarding who is 'suitable' for medicine. We conducted a critical discourse analysis of the webpages of UK medical schools in relation to WA. Our conceptual framework was underpinned by a Foucauldian understanding of discourse. Analysis followed an adapted version of Hyatt's analytical framework. This involved contextualising the data by identifying drivers, levers and warrants for WA, before undertaking a systematic investigation of linguistic features to reveal the discourses in use, and their assumptions. Discourses of 'social mobility for the individual' justified WA as an initiative to support individuals with academic ability and commitment to medicine, but who were disadvantaged by their background in the application process. This meritocratic discourse communicated the benefits of WA as flowing one way, with medical schools providing opportunities to applicants. Conversely, discourses justifying WA as an initiative to benefit patient care were marginalised and largely excluded. Alternative strengths typically attributed to students from lower socio-economic groups were not mentioned, which implies that these were not valued. Current discourses of WA on UK medical school websites do not present non-traditional applicants as bringing gains to medicine through their diversity. This may work as a barrier to attracting larger numbers of diverse applicants. Medical schools should reflect upon their website discourses, critically evaluate current approaches to encouraging </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scandinavia&pg=2&id=EJ928239','ERIC'); return false;" href="https://eric.ed.gov/?q=scandinavia&pg=2&id=EJ928239">Evaluation of the Massage in Schools Programme in One Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marsh, Lesley J. 2011-01-01 This article discusses the potential benefits of the Massage in Schools Programme (MISP), a programme originating in Scandinavia, which has been introduced into schools in the United Kingdom (UK) since 2001. Meeting four out of five outcomes of the Every Child Matters agenda, the review of the literature aims to separate anecdotal and media… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26692390','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26692390">Obesity prevention in English primary schools: headteacher perspectives.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Clarke, J L; Pallan, M J; Lancashire, E R; Adab, P 2017-06-01 Schools are seen as important contributors to obesity prevention, yet face barriers in fulfilling this function. This qualitative study investigates headteacher views on the primary school role in preventing obesity. Semi-structured interviews were held with 22 headteachers from ethnically and socio-economically diverse schools in the West Midlands, UK. Data analysis was conducted using the framework approach. Two over-arching categories were identified: 'School roles and responsibilities' and 'Influencing factors'. Participants agreed that although schools contribute towards obesity prevention in many ways, a moral responsibility to support children's holistic development was the principal motivator, rather than preventing obesity per se. The perceived impact on learning was a key driver for promoting health. Parents were believed to have the main responsibility for preventing obesity, but barriers were identified. Whilst headteachers recognized the advantageous position of schools in offering support to parents, opinion varied on the degree to which schools could and should take on this role. Headteachers serving more deprived areas reported adopting certain responsibilities that elsewhere were fulfilled by parents, and were more likely to view working with families on healthy lifestyles as an important school function. Several factors were perceived as barriers to schools doing more to prevent obesity, including academic pressure, access to expert support and space. In conclusion, school leaders need more support, through resources and government policy, to enable them to maximize their role in obesity prevention. Additionally, school-based obesity prevention should be an integral part of the education agenda rather than bolt-on initiatives. © The Author 2015. Published by Oxford University Press. All rights reserved. For Permissions, please email: journals.permissions@oup.com. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=employment+AND+situation+AND+survey&pg=4&id=EJ935771','ERIC'); return false;" href="https://eric.ed.gov/?q=employment+AND+situation+AND+survey&pg=4&id=EJ935771">Internationalization of U.K. University Business Schools: A Survey of Current Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bennett, Roger; Kane, Suzanne 2011-01-01 A questionnaire was sent to the heads of internationalization in the business schools of all U.K. universities. Sixty-five replies were received. The document covered, inter alia, the internationalization activities undertaken by the respondents' schools, the intensities with which internationalization had been implemented, motives for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26097840','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26097840">The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne 2015-01-01 The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3885175','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3885175">Does More Schooling Improve Health Outcomes and Health Related Behaviors? Evidence from U.K. Twins</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Amin, Vikesh; Behrman, Jere R.; Spector, Tim D. 2013-01-01 Several recent studies using instrumental variables based on changes in compulsory schoolleaving age laws have estimated the causal effect of schooling on health outcomes and health-related behaviors in the U.K. Despite using the same identification strategy and similar datasets, no consensus has been reached. We contribute to the literature by providing results for the U.K. using a different research design and a different dataset. Specifically, we estimate the effect of schooling on health outcomes (obesity and physical health) and health-related behaviors (smoking, alcohol consumption and exercise) for women through within-MZ twins estimates using the TwinsUK database. For physical health, alcohol consumption and exercise, the within-MZ twins estimates are uninformative about whether there is a causal effect. However, we find (1) that the significant association between schooling and smoking status is due to unobserved endowments that are correlated with schooling and smoking (2) there is some indication that more schooling reduces the body mass index for women, even once these unobserved endowments have been controlled for. PMID:24415826 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=stock+AND+risk&pg=4&id=EJ790800','ERIC'); return false;" href="https://eric.ed.gov/?q=stock+AND+risk&pg=4&id=EJ790800">Taking Stock of Violence in U.K. Schools: Risk, Regulation, and Responsibility</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cowie, Helen; Hutson, Nicola; Jennifer, Dawn; Myers, Carrie Anne 2008-01-01 This article documents the important issues of school violence and bullying in the United Kingdom. The authors provide examples of effective interventions for preventing violence and describe some methods, grounded in a restorative and emotional intelligence framework, that have been successfully adopted in U.K. schools. The authors conclude that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=employment+AND+situation+AND+survey&pg=6&id=EJ870797','ERIC'); return false;" href="https://eric.ed.gov/?q=employment+AND+situation+AND+survey&pg=6&id=EJ870797">Employer Engagement Practices of UK Business Schools and Departments: An Empirical Investigation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bennett, Roger; Kane, Suzanne 2009-01-01 A survey of managers in charge of employer engagement activities in UK business schools and departments was completed to ascertain: (1) the employer engagement methods that were most commonly used by institutions; (2) business school managers' attitudes towards employers' involvement in course design; and (3) the respondents' perceptions of the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26808791','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26808791">Selecting, training and assessing new general practice community teachers in UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hydes, Ciaran; Ajjawi, Rola 2015-09-01 Standards for undergraduate medical education in the UK, published in Tomorrow's Doctors, include the criterion 'everyone involved in educating medical students will be appropriately selected, trained, supported and appraised'. To establish how new general practice (GP) community teachers of medical students are selected, initially trained and assessed by UK medical schools and establish the extent to which Tomorrow's Doctors standards are being met. A mixed-methods study with questionnaire data collected from 24 lead GPs at UK medical schools, 23 new GP teachers from two medical schools plus a semi-structured telephone interview with two GP leads. Quantitative data were analysed descriptively and qualitative data were analysed informed by framework analysis. GP teachers' selection is non-standardised. One hundred per cent of GP leads provide initial training courses for new GP teachers; 50% are mandatory. The content and length of courses varies. All GP leads use student feedback to assess teaching, but other required methods (peer review and patient feedback) are not universally used. To meet General Medical Council standards, medical schools need to include equality and diversity in initial training and use more than one method to assess new GP teachers. Wider debate about the selection, training and assessment of new GP teachers is needed to agree minimum standards. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Empower+AND+school+AND+leadership&pg=7&id=EJ744988','ERIC'); return false;" href="https://eric.ed.gov/?q=Empower+AND+school+AND+leadership&pg=7&id=EJ744988">Teacher Led School Improvement: Teacher Leadership in the UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muijs, Daniel; Harris, Alma 2006-01-01 Teacher leadership is increasingly being seen as a key vehicle for school improvement and renewal. However, research on this phenomenon is limited, especially outside of the US. This article presents findings from an empirical study of teacher leadership in the UK, aimed at exploring both the ways in which teacher leadership can influence school… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010EJEE...35..585C','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010EJEE...35..585C">Researching primary engineering education: UK perspectives, an exploratory study</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Clark, Robin; Andrews, Jane 2010-10-01 This paper draws attention to the findings of an exploratory study that critically identified and analysed relevant perceptions of elementary level engineering education within the UK. Utilising an approach based upon grounded theory methodology, 30 participants including teachers, representatives of government bodies and non-profit providers of primary level engineering initiatives were interviewed. Three main concepts were identified during the analysis of findings, each relevant to primary engineering education. These were pedagogic issues, exposure to engineering within the curriculum and children's interest. The paper concludes that the opportunity to make a real difference to children's education by stimulating their engineering imagination suggests this subject area is of particular value. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=delegating&pg=4&id=EJ846890','ERIC'); return false;" href="https://eric.ed.gov/?q=delegating&pg=4&id=EJ846890">Organizational Learning in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tas, Ali 2005-01-01 The purpose of this study is to make suggestions for primary schools to become organizational learning environments, by searching the relationship between the characteristics and behaviors of school administrators and the formation of an organizational learning environment in primary schools. The author used a survey model in this research and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3827330','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3827330">The Academic Backbone: longitudinal continuities in educational achievement from secondary school and medical school to MRCP(UK) and the specialist register in UK medical students and doctors</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2013-01-01 Background Selection of medical students in the UK is still largely based on prior academic achievement, although doubts have been expressed as to whether performance in earlier life is predictive of outcomes later in medical school or post-graduate education. This study analyses data from five longitudinal studies of UK medical students and doctors from the early 1970s until the early 2000s. Two of the studies used the AH5, a group test of general intelligence (that is, intellectual aptitude). Sex and ethnic differences were also analyzed in light of the changing demographics of medical students over the past decades. Methods Data from five cohort studies were available: the Westminster Study (began clinical studies from 1975 to 1982), the 1980, 1985, and 1990 cohort studies (entered medical school in 1981, 1986, and 1991), and the University College London Medical School (UCLMS) Cohort Study (entered clinical studies in 2005 and 2006). Different studies had different outcome measures, but most had performance on basic medical sciences and clinical examinations at medical school, performance in Membership of the Royal Colleges of Physicians (MRCP(UK)) examinations, and being on the General Medical Council Specialist Register. Results Correlation matrices and path analyses are presented. There were robust correlations across different years at medical school, and medical school performance also predicted MRCP(UK) performance and being on the GMC Specialist Register. A-levels correlated somewhat less with undergraduate and post-graduate performance, but there was restriction of range in entrants. General Certificate of Secondary Education (GCSE)/O-level results also predicted undergraduate and post-graduate outcomes, but less so than did A-level results, but there may be incremental validity for clinical and post-graduate performance. The AH5 had some significant correlations with outcome, but they were inconsistent. Sex and ethnicity also had predictive effects on </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27080230','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27080230">Walkability around primary schools and area deprivation across Scotland.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Macdonald, Laura; McCrorie, Paul; Nicholls, Natalie; Ellaway, Anne 2016-04-14 A number of studies based in the US, Canada, and Australia, have found evidence of associations between the built environment (BE) and mode of transport to school, and links between active travel and deprivation. Limited research in the UK compares potential BE supports for walking to school by area deprivation. Within this study, we gathered data on BE attributes previously linked to active travel, i.e., street/path connectivity, and dwelling density, created a composite 'walkability score' (WS) for areas around primary schools across urban Scotland, and explored whether poorer areas exhibit lower scores than more affluent areas, or vice versa. We consider this to be a novel approach as few studies have compared BE features by deprivation across a whole country. Address and road/path maps were obtained and primary schools (N = 937) across mainland Scotland were mapped. Schools were attributed income deprivation scores (scores divided into quintiles (Q1: least deprived, Q5: most deprived)). Catchment area (CA) boundaries, i.e., the geographic area representing eligibility for local school attendance, were drawn around schools, and WS calculated for each CA. We compared mean WS by income quintile (ANOVA), for all local authorities (LAs) combined (N = 29), and separately for the four LAs with the greatest number of schools included in the analysis. For all LAs combined, the least deprived quintile (Q1) showed a significantly lower WS (-0.61), than quintiles 3, 4 and 5 (Q2: -0.04 (non-sig), Q3: 0.38, Q4: 0.09, Q5: 0.18); while for Glasgow the second least deprived quintile (Q2) showed significantly higher WS (Q1: 1.35, Q2: 1.73), than middling (Q3: 0.18) and most deprived quintiles (Q4: 0.06, Q5: -0.10). WS differ by deprivation with patterns varying depending on the spatial scale of the analysis. It is essential that less walkable areas are provided with the resources to improve opportunities to engage in active travel. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19832971','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19832971">Formative research on the feasibility of hygiene interventions for influenza control in UK primary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Schmidt, Wolf-Peter; Wloch, Catherine; Biran, Adam; Curtis, Val; Mangtani, Punam 2009-10-15 Interventions to increase hand washing in schools have been advocated as a means to reduce the transmission of pandemic influenza and other infections. However, the feasibility and acceptability of effective school-based hygiene interventions is not clear. A pilot study in four primary schools in East London was conducted to establish the current need for enhanced hand hygiene interventions, identify barriers to their implementation and to test their acceptability and feasibility. The pilot study included key informant interviews with teachers and school nurses, interviews, group discussions and essay questions with the children, and testing of organised classroom hand hygiene activities. In all schools, basic issues of personal hygiene were taught especially in the younger age groups. However, we identified many barriers to implementing intensive hygiene interventions, in particular time constraints and competing health issues. Teachers' motivation to teach hygiene and enforce hygienic behaviour was primarily educational rather than immediate infection control. Children of all age groups had good knowledge of hygiene practices and germ transmission. The pilot study showed that intensive hand hygiene interventions are feasible and acceptable but only temporarily during a period of a particular health threat such as an influenza pandemic, and only if rinse-free hand sanitisers are used. However, in many settings there may be logistical issues in providing all schools with an adequate supply. In the absence of evidence on effectiveness, the scope for enhanced hygiene interventions in schools in high income countries aiming at infection control appears to be limited in the absence of a severe public health threat. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2770489','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2770489">Formative research on the feasibility of hygiene interventions for influenza control in UK primary schools</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Schmidt, Wolf-Peter; Wloch, Catherine; Biran, Adam; Curtis, Val; Mangtani, Punam 2009-01-01 Background Interventions to increase hand washing in schools have been advocated as a means to reduce the transmission of pandemic influenza and other infections. However, the feasibility and acceptability of effective school-based hygiene interventions is not clear. Methods A pilot study in four primary schools in East London was conducted to establish the current need for enhanced hand hygiene interventions, identify barriers to their implementation and to test their acceptability and feasibility. The pilot study included key informant interviews with teachers and school nurses, interviews, group discussions and essay questions with the children, and testing of organised classroom hand hygiene activities. Results In all schools, basic issues of personal hygiene were taught especially in the younger age groups. However, we identified many barriers to implementing intensive hygiene interventions, in particular time constraints and competing health issues. Teachers' motivation to teach hygiene and enforce hygienic behaviour was primarily educational rather than immediate infection control. Children of all age groups had good knowledge of hygiene practices and germ transmission. Conclusion The pilot study showed that intensive hand hygiene interventions are feasible and acceptable but only temporarily during a period of a particular health threat such as an influenza pandemic, and only if rinse-free hand sanitisers are used. However, in many settings there may be logistical issues in providing all schools with an adequate supply. In the absence of evidence on effectiveness, the scope for enhanced hygiene interventions in schools in high income countries aiming at infection control appears to be limited in the absence of a severe public health threat. PMID:19832971 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4457018','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4457018">The Advantages and Disadvantages of Breakfast Clubs According to Parents, Children, and School Staff in the North East of England, UK</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Graham, Pamela Louise; Russo, Riccardo; Defeyter, Margaret Anne 2015-01-01 The provision of school breakfast has become increasingly popular in the UK in recent years. However, UK-based studies highlighting the views of parents, children, and school staff on school breakfast clubs are lacking. The current study set out to address this dearth in the literature by investigating the views of these key user and stakeholder groups on breakfast clubs within the North East of England. Fourteen parents, 21 children, and 17 school staff were recruited from four primary schools where breakfast clubs were available on site. Parents and school staff took part in semistructured interviews and children participated in focus groups, through which the advantages and disadvantages of breakfast clubs were discussed. Thematic analysis revealed that breakfast clubs provided children with a settled and enjoyable start to the school day. As well as providing children with a healthy and varied breakfast meal and unique opportunities for social interaction, breakfast clubs were recognized as an integral part of the school system that offered support to parents, particularly those who worked and relied on breakfast clubs as a means of affordable and reliable childcare. The few disadvantages identified related to practical issues such as a lack of adherence to school food standards, breakfast club staff missing class preparation time and concerns that some children were being excluded from participating in breakfast clubs particularly due to costs associated with attendance. The findings are discussed in relation to the School Food Plan, and areas for further investigation are proposed. PMID:26097840 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=market+AND+research+AND+socioeconomics&pg=4&id=EJ1060683','ERIC'); return false;" href="https://eric.ed.gov/?q=market+AND+research+AND+socioeconomics&pg=4&id=EJ1060683">The Flow of Higher Qualified New Teachers into Challenging UK High Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, John 2015-01-01 If every child is to have a fairly even chance of a good education, every child must have a fairly even chance of being taught by high-quality teachers. However, high levels of social segregation in UK schools concentrate disadvantaged young people in some schools creating conditions that may deter many teachers. This study investigates whether… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/2361713','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/2361713">Primary school teacher as a primary health care worker.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Nayar, S; Singh, D; Rao, N P; Choudhury, D R 1990-01-01 School children (1608) were examined for three items (nails, scalp hairs and teeth) relating to personal hygiene and relevant infective conditions from two sets of villages i.e. one set where primary school teacher was working as primary health care worker (Group I) and the other set where Community Health Volunteer (CHV) was delivering primary health care (Group II). The objective was to evaluate the efficiency of school teachers' role vis-a-vis CHVs' in imparting health education to school children. Out of 1608 school children, 801 belonged to Group I villages and the remaining 807 to Group II villages. From the results, it was evident that children of Group I villages were better with respect to all the items related to personal hygiene and infective conditions excepting scalp infections, where difference was not statistically significant, indicating teachers' superiority over the CHVs' in imparting health education to school children. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_2");'>2</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li class="active">4</li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_5" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="81"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=honesty&pg=5&id=EJ1143675','ERIC'); return false;" href="https://eric.ed.gov/?q=honesty&pg=5&id=EJ1143675">Adolescent Moral Judgement: A Study of UK Secondary School Pupils</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Walker, David Ian; Thoma, Stephen J.; Jones, Chantel; Kristjánsson, Kristján 2017-01-01 Despite a recent world-wide upsurge of academic interest in moral and character education, little is known about pupils' character development in schools, especially in the UK context. The authors used a version of the Intermediate Concept Measure for Adolescents, involving dilemmas, to assess an important component of character--moral… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3176210','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3176210">School nurses' experiences of delivering the UK HPV vaccination programme in its first year</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2011-01-01 Background In the United Kingdom (UK) in September 2008, school nurses began delivering the HPV immunisation programme for girls aged 12 and 13 years old. This study offers insights from school nurses' perspectives and experiences of delivering this new vaccination programme. Methods Thirty in-depth telephone interviews were conducted with school nurses working across the UK between September 2008 and May 2009. This time period covers the first year of the HPV vaccination programme in schools. School nurses were recruited via GP practices, the internet and posters targeted at school nurse practitioners. Results All the school nurses spoke of readying themselves for a deluge of phone calls from concerned parents, but found that in fact few parents telephoned to ask for more information or express their concerns about the HPV vaccine. Several school nurses mentioned a lack of planning by policy makers and stated that at its introduction they felt ill prepared. The impact on school nurses' workload was spoken about at length by all the school nurses. They believed that the programme had vastly increased their workload leading them to cut back on their core activities and the time they could dedicate to offering support to vulnerable pupils. Conclusion Overall the first year of the implementation of the HPV vaccination programme in the UK has exceeded school nurses' expectations and some of its success may be attributed to the school nurses' commitment to the programme. It is also the case that other factors, including positive newsprint media reporting that accompanied the introduction of the HPV vaccination programme may have played a role. Nevertheless, school nurses also believed that the programme had vastly increased their workload leading them to cut back on their core activities and as such they could no longer dedicate time to offer support to vulnerable pupils. This unintentional aspect of the programme may be worthy of further exploration. PMID:21864404 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Seal&pg=5&id=EJ865830','ERIC'); return false;" href="https://eric.ed.gov/?q=Seal&pg=5&id=EJ865830">An Evaluation of the Social and Emotional Aspects of Learning (SEAL) Programme: Promoting Positive Behaviour, Effective Learning and Well-Being in Primary School Children</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hallam, Susan 2009-01-01 The Social and Emotional Aspects of Learning programme (SEAL), designed to develop children's social, emotional and behavioural skills in the primary school, was part of the Primary Behaviour and Attendance Pilot funded by the then Department for Education and Skills (DfES) and piloted in 25 Local Authorities in the UK. The data collected in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28984416','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28984416">Domestic violence teaching in UK medical schools: a cross-sectional study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Potter, Lucy C; Feder, Gene 2017-10-06 Domestic violence and abuse (DVA) is a leading contributor to the physical and mental ill health of women. Recent international guidance recommends that undergraduate medical curricula should include DVA. We do not know what is currently taught about DVA to medical students in the UK. Recent international guidance recommends that undergraduate medical curricula should include DVA METHOD: Teaching leads from all UK medical schools (n = 34) were invited to participate in an 18-item online survey about what DVA education is provided, their views of this provision and any feedback provided by students. Descriptive statistics were used to analyse the data. A total of 25 out of 34 medical schools participated in the survey (74%). All respondents felt that there should be formal teaching on DVA in the medical curriculum. Eighty-four per cent of respondents reported that there was some formal teaching in their medical school, and 90% of these reported that it was mandatory. Of those who delivered some teaching, 52% reported that the provision was 0-2 hours in total. Most commonly content was delivered in year 4. DVA teaching was delivered in different modules, by different methods and delivered by a range of different providers. Seventy-five per cent of respondents reported that they felt the provision at their medical school was inadequate or not enough. Barriers to providing DVA education identified included time constraints, failure to perceive it as a medical problem and the assumption that it will be covered elsewhere. Most medical students in the UK receive a small amount of teaching on DVA towards the end of the curriculum. This is perceived as inadequate. © 2017 John Wiley & Sons Ltd and The Association for the Study of Medical Education. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=food+AND+contamination&id=EJ793818','ERIC'); return false;" href="https://eric.ed.gov/?q=food+AND+contamination&id=EJ793818">Food Hygiene Education in UK Secondary Schools: A Nationwide Survey of Teachers' Views</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Egan, M. B.; Bielby, G.; Eves, A.; Lumbers, M. L.; Raats, M. M.; Adams, M. R. 2008-01-01 Objective: A nationwide survey of teachers investigated the teaching of food hygiene in UK secondary schools. Previous studies have focused on effective strategies in consumer food hygiene training but there is little research focusing on school-based education. Design: The questionnaire was developed based on the results of in-depth interviews… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Business&pg=5&id=ED561343','ERIC'); return false;" href="https://eric.ed.gov/?q=Business&pg=5&id=ED561343">Creating Cultures of Integrity: Ethics Education in UK Business Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bell, Emma; Caulfield, Paul; Hibbert, Paul; Jennings, Paul 2014-01-01 Recent corporate scandals and responses by regulators have created an environment in which there is a heightened awareness of business ethics. This report presents a series of case studies exploring how the current curricula in UK business schools could be scoped differently to give new business leaders the tools required for strong ethical… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Kohn&pg=7&id=EJ976993','ERIC'); return false;" href="https://eric.ed.gov/?q=Kohn&pg=7&id=EJ976993">Designing a Curriculum Model for the Teaching of the Bible in UK Jewish Secondary Schools: A Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kohn, Eli 2012-01-01 This paper describes the process of designing a curriculum model for Bible teaching in UK Jewish secondary schools. This model was designed over the period 2008-2010 by a team of curriculum specialists from the Jewish Curriculum Partnership UK in collaboration with a group of teachers from Jewish secondary schools. The paper first outlines the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=business+AND+management&pg=6&id=EJ1014188','ERIC'); return false;" href="https://eric.ed.gov/?q=business+AND+management&pg=6&id=EJ1014188">The Future of Family Business Education in UK Business Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Collins, Lorna; Seaman, Claire; Graham, Stuart; Stepek, Martin 2013-01-01 Purpose: This practitioner paper aims to question basic assumptions about management education and to argue that a new paradigm is needed for UK business schools which embraces an oft neglected, yet economically vital, stakeholder group, namely family businesses. It seeks to pose the question of why we have forgotten to teach about family business… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=I+AND+need+AND+art+AND+school&id=EJ1117012','ERIC'); return false;" href="https://eric.ed.gov/?q=I+AND+need+AND+art+AND+school&id=EJ1117012">International Students and Ambiguous Pedagogies within the UK Art School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Davey, Annie 2016-01-01 This article will consider the tensions and opportunities provoked by the presence of a growing number of international students at UK art schools in which ambiguity operates as an implicit value within fine art pedagogies. Challenging assumptions of lack or deficit this article will ask how responding to this changing student body might require… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=R+AND+K+AND+selection+AND+traits&id=EJ1134966','ERIC'); return false;" href="https://eric.ed.gov/?q=R+AND+K+AND+selection+AND+traits&id=EJ1134966">Do Personality Traits Assessed on Medical School Admission Predict Exit Performance? A UK-Wide Longitudinal Cohort Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> MacKenzie, R. K.; Dowell, J.; Ayansina, D.; Cleland, J. A. 2017-01-01 Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, "non-cognitive" tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/). We examined the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26719322','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26719322">Clinician-scientist MB/PhD training in the UK: a nationwide survey of medical school policy.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Barnett-Vanes, Ashton; Ho, Guiyi; Cox, Timothy M 2015-12-30 This study surveyed all UK medical schools regarding their Bachelor of Medicine (MB), Doctor of Philosophy (PhD) (MB/PhD) training policy in order to map the current training landscape and to provide evidence for further research and policy development. Deans of all UK medical schools registered with the Medical Schools Council were invited to participate in this survey electronically. The number of medical schools that operate institutional MB/PhD programmes or permit self-directed student PhD intercalation. Medical school recruitment procedures and attitudes to policy guidance. 27 of 33 (81%) registered UK medical schools responded. Four (14%) offer an institutional MB/PhD programme. However, of those without institutional programmes, 17 (73%) permit study interruption and PhD intercalation: two do not (one of whom had discontinued their programme in 2013), three were unsure and one failed to answer the question. Regarding student eligibility, respondents cited high academic achievement in medical studies and a bachelor's or master's degree. Of the Medical schools without institutional MB/PhD programmes, 5 (21%) have intentions to establish a programme, 8 (34%) do not and 3 were unsure, seven did not answer. 19 medical schools (70%) considered national guidelines are needed for future MB/PhD programme development. We report the first national survey of MB/PhD training in the UK. Four medical schools have operational institutional MB/PhD programmes, with a further five intending to establish one. Most medical schools permit study interruption and PhD intercalation. The total number MB/PhD students yet to graduate from medical school could exceed 150, with 30 graduating per year. A majority of medical school respondents to this survey believe national guidelines are required for MB/PhD programme development and implementation. Further research should focus on the MB/PhD student experience. Discussion regarding local and national MB/PhD policies between medical </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ECS&pg=3&id=EJ1043600','ERIC'); return false;" href="https://eric.ed.gov/?q=ECS&pg=3&id=EJ1043600">Impact of a Play-Based Curriculum in the First Two Years of Primary School: Literacy and Numeracy Outcomes over Seven Years</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McGuinness, Carol; Sproule, Liz; Bojke, Chris; Trew, Karen; Walsh, Glenda 2014-01-01 In 2000-2002 an innovative early years curriculum, the Enriched Curriculum (EC), was introduced into 120 volunteer schools across Northern Ireland, replacing a traditional curriculum similar to others across the UK at that time. It was intended by the designers to be developmentally appropriate and play-based with the primary goal of preventing… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103183.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103183.pdf">Primary School Teachers' Perceptions of Adequacy and Quality of Physical Facilities in Public Primary Schools under Free Primary Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muthima, Ndirangu Wahome; Udoto, Maurice O.; Anditi, Zephania O. 2016-01-01 The Free Primary Education (FPE) programme was commissioned in Kenya in January 2003 to provide basic education to all children of school going age and to ease the burden of cost sharing from the parents. However, even though the public primary school class teachers were to shoulder the greatest responsibility in the implementation of this… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4256542','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4256542">The current provision of community-based teaching in UK medical schools: an online survey and systematic review</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William 2014-01-01 Objective To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. Design and data sources An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Study selection Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Results Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors’ knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Conclusions Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for ‘Tomorrow's Doctors’, a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. Strengths and limitations of this study This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25448625','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25448625">The current provision of community-based teaching in UK medical schools: an online survey and systematic review.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lee, Sandra W W; Clement, Naomi; Tang, Natalie; Atiomo, William 2014-12-01 To evaluate the current provision and outcome of community-based education (CBE) in UK medical schools. An online survey of UK medical school websites and course prospectuses and a systematic review of articles from PubMed and Web of Science were conducted. Articles in the systematic review were assessed using Rossi, Lipsey and Freeman's approach to programme evaluation. Publications from November 1998 to 2013 containing information related to community teaching in undergraduate medical courses were included. Out of the 32 undergraduate UK medical schools, one was excluded due to the lack of course specifications available online. Analysis of the remaining 31 medical schools showed that a variety of CBE models are utilised in medical schools across the UK. Twenty-eight medical schools (90.3%) provide CBE in some form by the end of the first year of undergraduate training, and 29 medical schools (93.5%) by the end of the second year. From the 1378 references identified, 29 papers met the inclusion criteria for assessment. It was found that CBE mostly provided advantages to students as well as other participants, including GP tutors and patients. However, there were a few concerns regarding the lack of GP tutors' knowledge in specialty areas, the negative impact that CBE may have on the delivery of health service in education settings and the cost of CBE. Despite the wide variations in implementation, community teaching was found to be mostly beneficial. To ensure the relevance of CBE for 'Tomorrow's Doctors', a national framework should be established, and solutions sought to reduce the impact of the challenges within CBE. This is the first study to review how community-based education is currently provided throughout Medical Schools in the UK. The use of Rossi, Lipsey and Freeman's method of programme evaluation means that the literature was analysed in a consistent and comprehensive way. However, a weakness is that data from the online survey was obtained from </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=contemporary+AND+leadership&pg=4&id=EJ820388','ERIC'); return false;" href="https://eric.ed.gov/?q=contemporary+AND+leadership&pg=4&id=EJ820388">Primary School Leadership Today and Tomorrow</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Southworth, Geoff 2008-01-01 The article provides a retrospective and prospective view of primary school leadership. It begins with an analytic description of primary school leadership in the recent past. The second part looks at school leadership today, identifies contemporary issues and examines role continuities and changes. The third part looks at what the future might… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=theory+AND+y&id=EJ996376','ERIC'); return false;" href="https://eric.ed.gov/?q=theory+AND+y&id=EJ996376">Management Philosophies of Primary School Principals</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tas, Said 2011-01-01 The study aimed to determine the management philosophies of primary school principals. Stratification method of sampling was used in the study. The study sample consisted of 33 school principals and 132 teachers serving at primary education schools in Isparta in the academic year 2008-2009. The "Manager Philosophy Scale" developed by Tanriogen and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4039789','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4039789">A pilot study of an online universal school-based intervention to prevent alcohol and cannabis use in the UK</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Newton, Nicola C; Conrod, Patricia J; Rodriguez, Daniel M; Teesson, Maree 2014-01-01 Objectives The online universal Climate Schools intervention has been found to be effective in reducing the use of alcohol and cannabis among Australian adolescents. The aim of the current study was to examine the feasibility of implementing this prevention programme in the UK. Design A pilot study examining the feasibility of the Climate Schools programme in the UK was conducted with teachers and students from Year 9 classes at two secondary schools in southeast London. Teachers were asked to implement the evidence-based Climate Schools programme over the school year with their students. The intervention consisted of two modules (each with six lessons) delivered approximately 6 months apart. Following completion of the intervention, students and teachers were asked to evaluate the programme. Results 11 teachers and 222 students from two secondary schools evaluated the programme. Overall, the evaluations were extremely positive. Specifically, 85% of students said the information on alcohol and cannabis and how to stay safe was easy to understand, 84% said it was easy to learn and 80% said the online cartoon-based format was an enjoyable way to learn health theory topics. All teachers said the students were able to recall the information taught, 82% said the computer component was easy to implement and all teachers said the teacher's manual was easy to use to prepare class activities. Importantly, 82% of teachers said it was likely that they would use the programme in the future and recommend it to others. Conclusions The Internet-based universal Climate Schools prevention programme to be both feasible and acceptable to students and teachers in the UK. A full evaluation trial of the intervention is now required to examine its effectiveness in reducing alcohol and cannabis use among adolescents in the UK before implementation in the UK school system. PMID:24840248 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21332839','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21332839">The contribution of school meals and packed lunch to food consumption and nutrient intakes in UK primary school children from a low income population.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Stevens, L; Nelson, M 2011-06-01 The Low Income Diet and Nutrition Survey described the food consumption and nutrient intake of UK children in low income households in 2003-2005. To describe food consumption and nutrient intake associated with school meals and packed lunches, based on a cross-sectional analysis of 680, 24-h dietary recalls from 311 school children aged 4-11 years. In children from low income households, pupils who took a packed lunch consumed more white bread, fats and oils, crisps and confectionery and fewer potatoes (cooked with or without fat) at lunchtime compared to other pupils. Many of these differences persisted when diet was assessed over the day. For younger pupils (4-7 years), packed lunches provided the least amount of folate, the highest amount of sodium, and the highest average percentage of food energy from fat and saturated fatty acids (SFA) compared to free school meals (FSMs). Over the whole day, in both younger (4-7 years) and older (8-11 years) children, there were no notable differences in energy or nutrient intake between those eating a packed lunch or a school meal. Older children's packed lunches contributed a significantly higher proportion of fat, SFA, calcium and sodium to the day's nutrient intake compared to a FSM. In children from low income households, packed lunches are less likely to contribute towards a 'healthier' diet compared to a school meal. The difference was more apparent in younger children. Key differences were the high consumption of sodium, SFA and non-milk extrinsic sugars by pupils who had packed lunches. © 2011 The Authors. Journal compilation © 2011 The British Dietetic Association Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5695437','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5695437">Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B 2017-01-01 Introduction Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. Methods and analysis The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK. Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June–July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016–March 2017) and 3, teacher interviews (also at measurement 4; September–October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April–May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethics and dissemination Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_3");'>3</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li class="active">5</li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_6" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="101"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Theories+AND+bullying&pg=4&id=ED551234','ERIC'); return false;" href="https://eric.ed.gov/?q=Theories+AND+bullying&pg=4&id=ED551234">Effectiveness of School-Based Bullying Intervention Programs in Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dogini, Eric U. 2012-01-01 Bullying behavior has reached pandemic proportions and is a growing concern in primary school. Most intervention programs in primary school are focused on bullying prevention or principally on the behavior of the bully. The purpose of this study was to explore whether a school-based bullying intervention program is an effective method for reducing… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1082721.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1082721.pdf">Factors Contributing to the Current Academic Performance of Both Private Primary Schools and Public Primary Schools: A Case of Kitale Municipality, Kenya</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Catherine, Ochenje 2015-01-01 There have been current controversial discussions concerning the performance of private primary schools versus public primary schools in the Kenya Certificate of Primary Examination (K.C.P.E.). Lately, the private primary schools appear to be performing better than public primary schools. For example; in the 2003 K.C.P.E. results, more than 31% of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5988088','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5988088">What is the effect of secondary (high) schooling on subsequent medical school performance? A national, UK-based, cohort study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Tiffin, Paul A; Paton, Lewis W; Kasim, Adetayo S; Böhnke, Jan R 2018-01-01 Objectives University academic achievement may be inversely related to the performance of the secondary (high) school an entrant attended. Indeed, some medical schools already offer ‘grade discounts’ to applicants from less well-performing schools. However, evidence to guide such policies is lacking. In this study, we analyse a national dataset in order to understand the relationship between the two main predictors of medical school admission in the UK (prior educational attainment (PEA) and performance on the United Kingdom Clinical Aptitude Test (UKCAT)) and subsequent undergraduate knowledge and skills-related outcomes analysed separately. Methods The study was based on national selection data and linked medical school outcomes for knowledge and skills-based tests during the first five years of medical school. UKCAT scores and PEA grades were available for 2107 students enrolled at 18 medical schools. Models were developed to investigate the potential mediating role played by a student’s previous secondary school’s performance. Multilevel models were created to explore the influence of students’ secondary schools on undergraduate achievement in medical school. Results The ability of the UKCAT scores to predict undergraduate academic performance was significantly mediated by PEA in all five years of medical school. Undergraduate achievement was inversely related to secondary school-level performance. This effect waned over time and was less marked for skills, compared with undergraduate knowledge-based outcomes. Thus, the predictive value of secondary school grades was generally dependent on the secondary school in which they were obtained. Conclusions The UKCAT scores added some value, above and beyond secondary school achievement, in predicting undergraduate performance, especially in the later years of study. Importantly, the findings suggest that the academic entry criteria should be relaxed for candidates applying from the least well performing </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=human+AND+resources+AND+ANALYSIS&id=EJ1048685','ERIC'); return false;" href="https://eric.ed.gov/?q=human+AND+resources+AND+ANALYSIS&id=EJ1048685">Rich Schools, Poor Schools. Hidden Resource Inequalities between Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Poesen-Vandeputte, Mayke; Nicaise, Ides 2015-01-01 Background: There has been relatively little analysis of school context including a large number of elements from the broader social, political and economic influences. However, primary schools in Flanders (Belgium) are supposed to consider their school context when implementing the Flemish policy on equal opportunities in education. Purpose: In… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=overview+AND+experimental+AND+research&pg=7&id=EJ807781','ERIC'); return false;" href="https://eric.ed.gov/?q=overview+AND+experimental+AND+research&pg=7&id=EJ807781">Nutrition Health Promotion in Schools in the UK: Learning from Food Standards Agency Funded Schools Research</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Woolfe, Jennifer; Stockley, Lynn 2005-01-01 Objective: To test the feasibility and effectiveness of dietary change interventions in UK school-based settings. This overview draws out the main lessons that were learnt from these studies, for both practitioners and researchers. Design: A review and analysis of the final reports from five studies commissioned by the Food Standards Agency.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014AGUFMED42A..07P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014AGUFMED42A..07P">GeoBus: bringing experiential Earth science learning to secondary schools in the UK</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Pike, C. J.; Robinson, R. A. J.; Roper, K. A. 2014-12-01 GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Over 30,000 pupils will have been involved in experiential Earth science learning activities by December 2014, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning in Scotland and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. Three potentially unsurprising observations hold true for all the schools that GeoBus visits: young learners like to experiment and use unfamiliar equipment to make measurements, the element of competition stimulates learners to ask questions and maintain focus and enthusiasum </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scandinavia&pg=2&id=EJ1014439','ERIC'); return false;" href="https://eric.ed.gov/?q=scandinavia&pg=2&id=EJ1014439">Evaluating the Impact of Forest Schools: A Collaboration between a University and a Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Slade, Melanie; Lowery, Claire; Bland, Ken 2013-01-01 The Forest School movement, an important part of education in Scandinavia, has gained momentum in the UK in recent years. Within the context of declining access to, and engagement with, the natural environment Forest Schools can provide invaluable life experiences for our children. In 2012 the University of Northampton investigated opportunities… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Culture+AND+differences&pg=2&id=EJ1031756','ERIC'); return false;" href="https://eric.ed.gov/?q=Culture+AND+differences&pg=2&id=EJ1031756">Examining School Culture in Flemish and Chinese Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zhu, Chang; Devos, Geert; Tondeur, Jo 2014-01-01 The aim of this research is to gain understanding about school culture characteristics of primary schools in the Flemish and Chinese context. The study was carried out in Flanders (Belgium) and China, involving a total of 44 Flemish schools and 40 Chinese schools. The School Culture Scales were used to measure five school culture dimensions with… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1116417.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1116417.pdf">Comparison between Primary Teacher Educators' and Primary School Teachers' Beliefs of Primary Geography Education Quality</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bent, Gert Jan; Bakx, Anouke; den Brok, Perry 2016-01-01 In this study teacher educators' beliefs concerning primary geography education have been investigated and compared with primary school teachers' beliefs. In this study 45 teacher educators and 489 primary school teachers completed a questionnaire, and nine teacher educators have been interviewed as well. It has been found that teacher educators… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+culture+AND+values&pg=4&id=EJ801432','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+culture+AND+values&pg=4&id=EJ801432">Quality Management and Enhancement Processes in UK Business Schools: A Review</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hodgkinson, Myra; Kelly, Mike 2007-01-01 Purpose: The aim of this paper is to provide insights into the processes that can be and have been adopted by UK business schools as they attempt to meet the Quality Assurance Agency's concern with the standard of quality management and enhancement. Design/methodology/approach: A review of the literature provides interpretations of quality,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2015EGUGA..1714847R','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2015EGUGA..1714847R">GeoBus: bringing Earth science learning to secondary schools in the UK</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Robinson, Ruth; Roper, Kathryn; Pike, Charlotte 2015-04-01 GeoBus (www.geobus.org.uk) is an educational outreach project that was developed in 2012 by the Department of Earth and Environmental Sciences at the University of St Andrews, and it is sponsored jointly by industry and the UK Research Councils (NERC and EPSRC). The aims of GeoBus are to support the teaching of Earth Science in secondary (middle and high) schools by providing teaching support to schools that have no or little expertise of teaching Earth science, to share the outcomes of new science research and the experiences of young researchers with school pupils, and to provide a bridge between industry, higher education institutions, research councils and schools. Since its launch, GeoBus has visited over 160 different schools across the length and breadth of Scotland. Almost 35,000 pupils will have been involved in experiential Earth science learning activities by April 2015, including many in remote and disadvantaged regions. The challenge with secondary school experiential learning as outreach is that activities need to be completed in either 50 or 80 minutes to fit within the school timetables in the UK, and this can limit the amount of hands-on activities that pupils undertake in one session. However, it is possible to dedicate a whole or half day of linked activities to Earth science learning within the Scotland Curriculum for Excellence, and this provides a long enough period to undertake field work, conduct group projects, or complete more complicated experiments. GeoBus has developed a suite of workshops that all involve experiential learning and are targeted for shorter and longer time slots, and the lessons learned in developing and refining these workshops to maximise the learning achieved will be presented. A key aim of GeoBus is to incorporate research outcomes directly into workshops, and to involve early career researchers in project development. One example that is currently in progress is a set of hydrology workshops that focus on the water </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Erdogan&pg=4&id=EJ923919','ERIC'); return false;" href="https://eric.ed.gov/?q=Erdogan&pg=4&id=EJ923919">Turkish Primary School Teachers' Perceptions of School Culture Regarding ICT Integration</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tezci, Erdogan 2011-01-01 The current study aimed at identifying Turkish primary school teachers' perceptions of school culture regarding ICT integration in education. In addition, the current study was designed to investigate factors that might influence their perceptions. The participants were 1540 primary school teachers. The findings revealed that the teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1147160.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1147160.pdf">Educators' Perceptions of School Climate and Health in Selected Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pretorius, Stephanus; de Villiers, Elsabe 2009-01-01 The aims in this research were to determine the perceptions of school climate held by educators of primary schools in the southern Cape. Six primary schools with a staff complement of 178 educators participated in the investigation. Two instruments were used: the Organisational Climate Description Questionnaire Rutgers Elementary (OCDQ-RE) and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23991687','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23991687">Cultural responses to pain in UK children of primary school age: a mixed-methods study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Azize, Pary M; Endacott, Ruth; Cattani, Allegra; Humphreys, Ann 2014-06-01 Pain-measurement tools are often criticized for not addressing the influence of culture and ethnicity on pain. This study examined how children who speak English as a primary or additional language discuss pain. Two methods were used in six focus group interviews with 34 children aged 4-7 years: (i) use of drawings from the Pediatric Pain Inventory to capture the language used by children to describe pain; and (ii) observation of the children's placing of pain drawings on red/amber/green paper to denote perceived severity of pain. The findings demonstrated that children with English as an additional language used less elaborate language when talking about pain, but tended to talk about the pictures prior to deciding where they should be placed. For these children, there was a positive significant relationship between language, age, and length of stay in the UK. The children's placement of pain drawings varied according to language background, sex, and age. The findings emphasize the need for sufficient time to assess pain adequately in children who do not speak English as a first language. © 2013 Wiley Publishing Asia Pty Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26844179','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26844179">Increasing physical activity levels in primary school physical education: The SHARP Principles Model.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Powell, Emma; Woodfield, Lorayne A; Nevill, Alan M 2016-06-01 To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n = 111: post-intervention, n = 95); data were collected from children in school years 3 and 4 (aged 7 to 9 years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27) = 11.07, p = 0.003, ηp (2) = .316) and vigorous activity (VPA) (F = (1,27) = 8.557, p = .007, ηp (2) = .263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4733067','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4733067">Increasing physical activity levels in primary school physical education: The SHARP Principles Model</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Powell, Emma; Woodfield, Lorayne A.; Nevill, Alan M. 2015-01-01 Objectives: To evaluate the effectiveness of a one-year teaching intervention to increase moderate to vigorous physical activity (MVPA) during primary school physical education (PE). Methods: A quasi-experimental, non-equivalent group design involving four classes from two primary schools in the West Midlands, UK. In March 2014 schools were selected through purposive sampling to match schools in terms of size and demographics (baseline, n = 111: post-intervention, n = 95); data were collected from children in school years 3 and 4 (aged 7 to 9 years). The intervention involved developing teacher effectiveness through the SHARP Principles Model which was grounded in the Self Determination Theory (SDT), the Social Ecological Model (SEM) and three key ingredients from the Behaviour Change Taxonomy (BCT). MVPA was assessed at baseline and four weeks post-intervention using the System for Observing Fitness and Instruction Time (SOFIT). Four individual teacher interviews were conducted with the intervention school, to explore teachers' perceptions of the intervention. Results: A two-way ANOVA (Analysis of Variance) indicated large interaction effect sizes for time spent in MVPA (F(1, 27) = 11.07, p = 0.003, ηp2 = .316) and vigorous activity (VPA) (F = (1,27) = 8.557, p = .007, ηp2 = .263). PA in the intervention school increased significantly whereas in the control school MVPA remained relatively constant and VPA decreased. The qualitative findings revealed two main emergent themes: a paradigm shift and teacher's developing pedagogy. Conclusions: The intervention was effective in increasing MVPA in PE. Recommendations based on this evaluation would be for the SHARP Principles Model to be replicated and evaluated on a wider scale across a variety of contexts. PMID:26844179 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Silence&pg=4&id=EJ1096194','ERIC'); return false;" href="https://eric.ed.gov/?q=Silence&pg=4&id=EJ1096194">Negotiating and Contesting "Success": Discourses of Aspiration in a UK Secondary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Spohrer, Konstanze 2016-01-01 The need to "raise aspirations" among young people from socio-economically disadvantaged backgrounds has been prominent in UK policy debates over the last decade. This paper examines how this discourse is negotiated and contested by teachers and pupils in a Scottish secondary school. Interviews, group discussions and observations were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25421570','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25421570">The identification of incident cancers in UK primary care databases: a systematic review.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Rañopa, Michael; Douglas, Ian; van Staa, Tjeerd; Smeeth, Liam; Klungel, Olaf; Reynolds, Robert; Bhaskaran, Krishnan 2015-01-01 UK primary care databases are frequently used in observational studies with cancer outcomes. We aimed to systematically review methods used by such studies to identify and validate incident cancers of the breast, colorectum, and prostate. Medline and Embase (1980-2013) were searched for UK primary care database studies with incident breast, colorectal, or prostate cancer outcomes. Data on the methods used for case ascertainment were extracted and summarised. Questionnaires were sent to corresponding authors to obtain details about case ascertainment. Eighty-four studies of breast (n = 51), colorectal (n = 54), and prostate cancer (n = 31) were identified; 30 examined >1 cancer type. Among the 84 studies, 57 defined cancers using only diagnosis codes, while 27 required further evidence such as chemotherapy. Few studies described methods used to create cancer code lists (n = 5); or made lists available directly (n = 5). Twenty-eight code lists were received on request from study authors. All included malignant neoplasm diagnosis codes, but there was considerable variation in the specific codes included which was not explained by coding dictionary changes. Code lists also varied in terms of other types of codes included, such as in-situ, cancer morphology, history of cancer, and secondary/suspected/borderline cancer codes. In UK primary care database studies, methods for identifying breast, colorectal, and prostate cancers were often unclear. Code lists were often unavailable, and where provided, we observed variation in the individual codes and types of codes included. Clearer reporting of methods and publication of code lists would improve transparency and reproducibility of studies. Copyright © 2014 John Wiley & Sons, Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=risk+AND+return+AND+relationship&pg=7&id=ED399086','ERIC'); return false;" href="https://eric.ed.gov/?q=risk+AND+return+AND+relationship&pg=7&id=ED399086">Effective Intervention in Primary Schools: Nurture Groups.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bennathan, Marion; Boxall, Marjorie This book summarizes the experiences of nurture groups (small special education classes started in 1970 in London schools), where young children from disadvantaged environments are prepared to access the full primary school curriculum. Chapter 1, "Children at Risk of Failure in Primary Schools" (Marion Bennathan), discusses the incidence… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=film+AND+analysis&pg=7&id=EJ934768','ERIC'); return false;" href="https://eric.ed.gov/?q=film+AND+analysis&pg=7&id=EJ934768">A Very Historical Mode of Understanding: Examining Editorial and Ethnographic Relations in "The Primary" (2008)</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Warmington, Paul; Grosvenor, Ian 2011-01-01 This article offers an analysis of "The Primary," a television documentary broadcast in the UK in 2008 as part of a BBC series exploring multicultural Britain. The film documents a term at an inner-city primary school. It depicts school leadership, cultural diversity, relationships between the school and the local community, pupils'… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_4");'>4</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li class="active">6</li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_7" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="121"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19698140','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19698140">The GP Patient Survey for use in primary care in the National Health Service in the UK--development and psychometric characteristics.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Campbell, John; Smith, Patten; Nissen, Sonja; Bower, Peter; Elliott, Marc; Roland, Martin 2009-08-22 The UK National GP Patient Survey is one of the largest ever survey programmes of patients registered to receive primary health care, inviting five million respondents to report their experience of NHS primary healthcare. The third such annual survey (2008/9) involved the development of a new survey instrument. We describe the process of that development, and the findings of an extensive pilot survey in UK primary healthcare. The survey was developed following recognised guidelines and involved expert and stakeholder advice, cognitive testing of early versions of the survey instrument, and piloting of the questionnaire in a cross sectional pilot survey of 1,500 randomly selected individuals from the UK electoral register with two reminders to non-respondents. The questionnaire comprises 66 items addressing a range of aspects of UK primary healthcare. A response rate of 590/1500 (39.3%) was obtained. Non response to individual items ranged from 0.8% to 15.3% (median 5.2%). Participants did not always follow internal branching instructions in the questionnaire although electronic controls allow for correction of this problem in analysis. There was marked skew in the distribution of responses to a number of items indicating an overall favourable impression of care. Principal components analysis of 23 items offering evaluation of various aspects of primary care identified three components (relating to doctor or nurse care, or addressing access to care) accounting for 68.3% of the variance in the sample. The GP Patient Survey has been carefully developed and pilot-tested. Survey findings, aggregated at practice level, will be used to inform the distribution of pound sterling 65 million ($107 million) of UK NHS resource in 2008/9 and this offers the opportunity for NHS service planners and providers to take account of users' experiences of health care in planning and delivering primary healthcare in the UK. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bullied&pg=5&id=EJ850809','ERIC'); return false;" href="https://eric.ed.gov/?q=bullied&pg=5&id=EJ850809">Intervention Research on School Bullying in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ju, Yucui; Wang, Shuqiong; Zhang, Wenxin 2009-01-01 Intervention research on school bullying was conducted in a primary school with an action research method. After conducting a five-week intervention program, the occurrence ratio of being bullied on the way to school and back home and the degree to which children were bullied dropped significantly, but the rate of reduction in grade three was… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analysis+AND+4p%27s&pg=5&id=EJ949349','ERIC'); return false;" href="https://eric.ed.gov/?q=analysis+AND+4p%27s&pg=5&id=EJ949349">Dialogic Practice in Primary Schools: How Primary Head Teachers Plan to Embed Philosophy for Children into the Whole School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lyle, Sue; Thomas-Williams, Junnine 2012-01-01 The Philosophy for Children in Schools Project is an ongoing research project to explore the impact of philosophy for children (P4C) on classroom practice. This paper reports on the responses of head teachers, teachers and local educational authority (LA) officers in South Wales, UK, to the initial training programme in Philosophy for Children… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1130350.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1130350.pdf">Program Development for Primary School Teachers' Critical Thinking</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Boonjeam, Waraporn; Tesaputa, Kowat; Sri-ampai, Anan 2017-01-01 The objectives of this research were: 1) to study the elements and indicators of primary school teachers' critical thinking, 2) to study current situation, desirable situation, development technique, and need for developing the primary school teachers' critical thinking, 3) to develop the program for developing the primary school teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=GMP%2b&id=EJ1129073','ERIC'); return false;" href="https://eric.ed.gov/?q=GMP%2b&id=EJ1129073">Communication Interventions for Families of Pre-School Deaf Children in the UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Rees, Rachel; Mahon, Merle; Herman, Rosalind; Newton, Caroline; Craig, Gordon; Marriage, Josephine 2015-01-01 UK professionals use a range of intervention approaches to promote communication development in pre-school deaf children by influencing the familys' interaction style. This investigation surveyed the approaches used and explored how these translated into specific practices. An online questionnaire was developed and reviewed by a panel of experts.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=value+AND+accounting&pg=7&id=EJ1156669','ERIC'); return false;" href="https://eric.ed.gov/?q=value+AND+accounting&pg=7&id=EJ1156669">The Influence of Private Primary Schooling on Children's Learning: Evidence from Three Generations of Children Living in the UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Parsons, Samantha; Green, Francis; Ploubidis, George B.; Sullivan, Alice; Wiggins, R. D. 2017-01-01 Much has been made of the academic success of children who have attended private secondary schools in Britain, but far less attention has been directed to whether there are similar benefits from attending a private primary school. Using data from three British birth cohorts--born in 1958, 1970 and 2000/1--this paper profiles the family background… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20883614','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20883614">Management of first-episode pelvic inflammatory disease in primary care: results from a large UK primary care database.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Nicholson, Amanda; Rait, Greta; Murray-Thomas, Tarita; Hughes, Gwenda; Mercer, Catherine H; Cassell, Jackie 2010-10-01 Prompt and effective treatment of pelvic inflammatory disease (PID) may help prevent long-term complications. Many PID cases are seen in primary care but it is not known how well management follows recommended guidelines. To estimate the incidence of first-episode PID cases seen in UK general practice, describe their management, and assess its adequacy in relation to existing guidelines. Cohort study. UK general practices contributing to the General Practice Research Database (GPRD). Women aged 15 to 40 years, consulting with a first episode of PID occurring between 30 June 2003 and 30 June 2008 were identified, based on the presence of a diagnostic code. The records within 28 days either side of the diagnosis date were analysed to describe management. A total of 3797 women with a first-ever coded diagnosis of PID were identified. Incidence fell during the study period from 19.3 to 8.9/10 000 person-years. Thirty-four per cent of cases had evidence of care elsewhere, while 2064 (56%) appeared to have been managed wholly within the practice. Of these 2064 women, 34% received recommended treatment including metronidazole, and 54% had had a Chlamydia trachomatis test, but only 16% received both. Management was more likely to follow guidelines in women in their 20s, and later in the study period. These analyses suggest that the management of PID in UK primary care, although improving, does not follow recommended guidelines for the majority of women. Further research is needed to understand the delivery of care in general practice and the coding of such complex syndromic conditions. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1115414.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1115414.pdf">Melinda: De Facto Primary School Music Teacher</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> de Vries, Peter 2013-01-01 A series of reviews dating back to the 1960s and a body of research literature points to the inadequate delivery of music education by generalist primary school teachers in Australian schools. Despite recommendations for specialist music teachers to teach music in all Australian primary schools to counter this ongoing trend, such an approach has… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=government+AND+grant&pg=4&id=EJ868701','ERIC'); return false;" href="https://eric.ed.gov/?q=government+AND+grant&pg=4&id=EJ868701">The Search for next Practice: A UK Approach to Innovation in Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hannon, Valerie 2009-01-01 In 2002, the Labor Government in the UK established an Innovation Unit, within government, to support practitioner-led innovation in schools. Two considerations led to this action. First, there was an increasing sense that amidst the plethora of national strategies and change programs, an important element was in danger of being lost: the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1122074.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1122074.pdf">Primary School Principals' Self-Monitoring Skills</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Konan, Necdet 2015-01-01 The aim of the present study is to identify primary school principals' self-monitoring skills. The study adopted the general survey model and its population comprised primary school principals serving in the city of Diyarbakir, Turkey, while 292 of these constituted the sample. Self-Monitoring Scale was used as the data collection instrument. In… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED581778.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED581778.pdf">Humor Climate of the Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sahin, Ahmet 2018-01-01 The aim of this study is to determine the opinions primary school administrators and teachers on humor climates in primary schools. The study was modeled as a convergent parallel design, one of the mixed methods. The data gathered from 253 administrator questionnaires, and 651 teacher questionnaires was evaluated for the quantitative part of the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effects+AND+refugees&pg=2&id=EJ964642','ERIC'); return false;" href="https://eric.ed.gov/?q=effects+AND+refugees&pg=2&id=EJ964642">Inclusive Education for Students with Refugee Experience: Whole School Reform in a South Australian Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pugh, Karen; Every, Danielle; Hattam, Robert 2012-01-01 In recent years, there has been an increase in students with refugee experience in the UK, the US, Europe and Australia. These students face many barriers to education, and appropriately educating this diverse student population presents many challenges to schools and education departments. We argue that a whole of school approach that includes… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1101269.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1101269.pdf">Primary School Teachers' Views on Intergenerational Learning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Polat, Soner; Kazak, Ender 2015-01-01 The purpose of this study is to determine the views of primary school teachers on intergenerational learning (IGL). The study group consists of eight primary schools in the central district of Düzce during the 2013-2014 academic year and 13 teachers who teach in these schools. Participants were selected among teachers working in Düzce's city… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED520077.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED520077.pdf">Success in Primary School. Success in Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Academy for Educational Development, 2010 2010-01-01 A quality education system is not measured solely by national test scores, but by whether all students are successful in primary school. This simply stated goal is surprisingly difficult to achieve where substantial numbers of children are at risk of failing to complete a primary education. This paper explores the challenges and the diverse… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27729352','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27729352">Evolution of primary care databases in UK: a scientometric analysis of research output.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vezyridis, Paraskevas; Timmons, Stephen 2016-10-11 To identify publication and citation trends, most productive institutions and countries, top journals, most cited articles and authorship networks from articles that used and analysed data from primary care databases (CPRD, THIN, QResearch) of pseudonymised electronic health records (EHRs) in UK. Descriptive statistics and scientometric tools were used to analyse a SCOPUS data set of 1891 articles. Open access software was used to extract networks from the data set (Table2Net), visualise and analyse coauthorship networks of scholars and countries (Gephi) and density maps (VOSviewer) of research topics co-occurrence and journal cocitation. Research output increased overall at a yearly rate of 18.65%. While medicine is the main field of research, studies in more specialised areas include biochemistry and pharmacology. Researchers from UK, USA and Spanish institutions have published the most papers. Most of the journals that publish this type of research and most cited papers come from UK and USA. Authorship varied between 3 and 6 authors. Keyword analyses show that smoking, diabetes, cardiovascular diseases and mental illnesses, as well as medication that can treat such medical conditions, such as non-steroid anti-inflammatory agents, insulin and antidepressants constitute the main topics of research. Coauthorship network analyses show that lead scientists, directors or founders of these databases are, to various degrees, at the centre of clusters in this scientific community. There is a considerable increase of publications in primary care research from EHRs. The UK has been well placed at the centre of an expanding global scientific community, facilitating international collaborations and bringing together international expertise in medicine, biochemical and pharmaceutical research. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+media+AND+respondents&pg=6&id=EJ1028198','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+media+AND+respondents&pg=6&id=EJ1028198">Bullying, "Cussing" and "Mucking About": Complexities in Tackling Homophobia in Three Secondary Schools in South London, UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Warwick, Ian; Aggleton, Peter 2014-01-01 In countries such as the UK, schools have a responsibility to prevent all forms of bullying, including those related to sexual orientation. However, relatively little is known about how schools go about this work successfully. This study aimed to identify how three secondary schools in south London, England, were addressing homophobia. Three… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29122808','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29122808">Study design and protocol for a mixed methods evaluation of an intervention to reduce and break up sitting time in primary school classrooms in the UK: The CLASS PAL (Physically Active Learning) Programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Routen, Ash C; Biddle, Stuart J H; Bodicoat, Danielle H; Cale, Lorraine; Clemes, Stacy; Edwardson, Charlotte L; Glazebrook, Cris; Harrington, Deirdre M; Khunti, Kamlesh; Pearson, Natalie; Salmon, Jo; Sherar, Lauren B 2017-11-08 Children engage in a high volume of sitting in school, particularly in the classroom. A number of strategies, such as physically active lessons (termed movement integration (MI)), have been developed to integrate physical activity into this learning environment; however, no single approach is likely to meet the needs of all pupils and teachers. This protocol outlines an implementation study of a primary school-based MI intervention: CLASS PAL (Physically Active Learning) programme. This study aims to (A) determine the degree of implementation of CLASS PAL, (B) identify processes by which teachers and schools implement CLASS PAL and (C) investigate individual (pupil and teacher) level and school-level characteristics associated with implementation of CLASS PAL. The intervention will provide teachers with a professional development workshop and a bespoke teaching resources website. The study will use a single group before-and-after design, strengthened by multiple interim measurements. Six state-funded primary schools will be recruited within Leicestershire, UK.Evaluation data will be collected prior to implementation and at four discrete time points during implementation: At measurement 0 (October 2016), school, teacher and pupil characteristics will be collected. At measurements 0 and 3 (June-July 2017), accelerometry, cognitive functioning, self-reported sitting and classroom engagement data will be collected. At measurements 1(December 2016-March 2017) and 3 , teacher interviews (also at measurement 4; September-October 2017) and pupil focus groups will be conducted, and at measurements 1 and 2 (April-May 2017), classroom observations. Implementation will be captured through website analytics and ongoing teacher completed logs. Ethical approval was obtained through the Loughborough University Human Participants Ethics Sub-Committee (Reference number: R16-P115). Findings will be disseminated via practitioner and/or research journals and to relevant regional and </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Mather&pg=6&id=EJ980887','ERIC'); return false;" href="https://eric.ed.gov/?q=Mather&pg=6&id=EJ980887">An Introduction to ESERO-UK, the UK Space Education Office</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Clements, Allan; Mather, Edward 2012-01-01 This article introduces the UK branch of the European Space Education Resource Office (ESERO-UK), also known as the UK Space Education Office. It is a teaching project designed to use space to enthuse primary and secondary students to study science, technology, engineering and mathematics (STEM) subjects. The office is funded by the European Space… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016EGUGA..18.5021F','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016EGUGA..18.5021F">Making Physics Matter in Primary Schools</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Flaherty, Jackie; Cox, Wendy; Poole, Amanda; Watson, Jenny; Greygoose, Kirstin 2016-04-01 "Efforts to broaden students' aspirations, particularly in relation to STEM, need to begin in primary school." Kings College London "Aspires" Research Project 2013 From my outreach activity I have learnt that primary teachers could feel under pressure when faced with delivering the science curriculum. The teachers could be lacking confidence in their subject knowledge, lacking the equipment needed to deliver practical science or lacking enthusiasm for the subject. In addition, English and Mathematics were the subjects that were externally tested and reported to the authorities and so some teachers felt that time for science was being marginalised to ensure the best results in the externally assessed subjects. In my work with The Ogden Trust Primary Science team I have been involved in developing a range of strategies to address some of the issues outlined above. • CPD (Teacher Training) Programme We have provided free training to improve teachers knowledge and understanding of key physics concepts to GCSE standard and a practical workshop consisting of ten investigations, extension and challenge tasks. The teachers each receive a book of lesson plans and a resource box containing a class set of the equipment required. The four year programme covers Forces Light and Sound Electricity Earth & Space • "Phiz Labs" Funding from The Ogden Trust has allowed us to set up science laboratories within primary schools. The pupils have lab coats, goggles and access to a range of equipment that allows them to participate in more practical science activity and open-ended investigative work. My Phiz Lab is in the secondary school where I teach physics and practical workshops for primary pupils and teachers are held there on a regular basis. • Enrichment In order to enthuse and challenge the primary pupils a variety of enrichment activities take place. These include "Physics of Go-Karts" and "Particle Physics for Primary" workshops, competitions and regional Science Fairs </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sing&pg=2&id=EJ1016884','ERIC'); return false;" href="https://eric.ed.gov/?q=sing&pg=2&id=EJ1016884">Broken Voices or a Broken Curriculum? The Impact of Research on UK School Choral Practice with Boys</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ashley, Martin R. 2013-01-01 Work such as that of John Cooksey on boys' changing voices has influenced choral practice in the USA and in certain UK youth choirs, but has hitherto had little impact in UK schools where many teachers continue to believe that boys' voices "break". Different practices are found across the independent and maintained sectors of secondary… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_5");'>5</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li class="active">7</li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_8" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="141"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Behaviour+AND+modification&pg=4&id=EJ1054011','ERIC'); return false;" href="https://eric.ed.gov/?q=Behaviour+AND+modification&pg=4&id=EJ1054011">Using Applied Behaviour Analysis as Standard Practice in a UK Special Needs School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Foran, Denise; Hoerger, Marguerite; Philpott, Hannah; Jones, Elin Walker; Hughes, J. Carl; Morgan, Jonathan 2015-01-01 This article describes how applied behaviour analysis can be implemented effectively and affordably in a maintained special needs school in the UK. Behaviour analysts collaborate with classroom teachers to provide early intensive behaviour education for young children with autism spectrum disorders (ASD), and function based behavioural… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=biology%3a+AND+global+AND+approach&pg=7&id=EJ315633','ERIC'); return false;" href="https://eric.ed.gov/?q=biology%3a+AND+global+AND+approach&pg=7&id=EJ315633">Primary and Secondary School Science.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Educational Documentation and Information, 1984 1984-01-01 This 344-item annotated bibliography presents overview of science teaching in following categories: science education; primary school science; integrated science teaching; teaching of biology, chemistry, physics, earth/space science; laboratory work; computer technology; out-of-school science; science and society; science education at… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20706252','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20706252">State-of-the-art techniques in operative dentistry: contemporary teaching of posterior composites in UK and Irish dental schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lynch, C D; Frazier, K B; McConnell, R J; Blum, I R; Wilson, N H F 2010-08-14 Advances of composite systems and their application have revolutionised the management of posterior teeth affected by caries, facilitating a minimally invasive approach. Previous surveys have indicated that the teaching of posterior composites within dental schools was developing, albeit not keeping pace with clinical evidence and the development of increasingly predictable techniques and materials. Concurrently, surveys of dental practice indicate that dental amalgam still predominates as the 'material of choice' for the restoration of posterior teeth within UK general dental practice. In light of such considerations, the aim of this study was to investigate current teaching of posterior composites in Irish and UK dental schools. An online questionnaire which sought information in relation to the current teaching of posterior composites was developed and distributed to the 17 established Irish and UK dental schools with undergraduate teaching programmes in late 2009. Completed responses were received from all 17 schools (response rate = 100%). All 17 schools taught the placement of occlusal and two-surface occlusoproximal composites in premolar and permanent molar teeth. Two schools did not teach placement of three-surface occlusoproximal composites in either premolars or molars. In their preclinical courses, ten schools taught posterior composites before teaching dental amalgams. Fifty-five percent of posterior restorations placed by dental students were of composite (range = 10-90%) and 44% amalgam (range = 10-90%), indicating an increase of 180% in the numbers of posterior composites placed over the past five years. Diversity was noted in the teaching of clinical techniques and students at different schools are trained with different composites and bonding systems. Some cause for concern was noted in the teaching of certain techniques that were not in keeping with existing best evidence, such as the teaching of transparent matrix bands and light </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1171044.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1171044.pdf">Investigation of the Work Motivation Levels of Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ates, Hatice Kadioglu; Yilmaz, Perihan 2018-01-01 This study was conducted to examine the work motivation levels of primary school teachers working in primary school institutions located in Istanbul province, Kucukcekmece district. The descriptive survey model was used in this study. The population of the study consists of primary school teachers and primary school administrators working in state… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26759058','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26759058">Fair access to medicine? Retrospective analysis of UK medical schools application data 2009-2012 using three measures of socioeconomic status.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Steven, Kathryn; Dowell, Jon; Jackson, Cathy; Guthrie, Bruce 2016-01-13 Medical students have historically largely come from more affluent parts of society, leading many countries to seek to broaden access to medical careers on the grounds of social justice and the perceived benefits of greater workforce diversity. The aim of this study was to examine variation in socioeconomic status (SES) of applicants to study medicine and applicants with an accepted offer from a medical school, comparing the four UK countries and individual medical schools. Retrospective analysis of application data for 22 UK medical schools 2009/10-2011/12. Data were analysed for all 32,964 UK-domiciled applicants aged <20 years to 22 non-graduate medical schools requiring applicants to sit the United Kingdom Clinical Aptitude Test (UKCAT). Rates of applicants and accepted offers were compared using three measures of SES: (1) Postcode-assigned Index of Multiple Deprivation score (IMD); (2) School type; (3) Parental occupation measured by the National Statistics Socio Economic Classification (NS-SEC). There is a marked social gradient of applicants and applicants with accepted offers with, depending on UK country of residence, 19.7-34.5% of applicants living in the most affluent tenth of postcodes vs 1.8-5.7% in the least affluent tenth. However, the majority of applicants in all postcodes had parents in the highest SES occupational group (NS-SEC1). Applicants resident in the most deprived postcodes, with parents from lower SES occupational groups (NS-SEC4/5) and attending non-selective state schools were less likely to obtain an accepted offer of a place at medical school further steepening the observed social gradient. Medical schools varied significantly in the percentage of individuals from NS-SEC 4/5 applying (2.3%-8.4%) and gaining an accepted offer (1.2%-7.7%). Regardless of the measure, those from less affluent backgrounds are less likely to apply and less likely to gain an accepted offer to study medicine. Postcode-based measures such as IMD may be </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Freedom+AND+religion&pg=4&id=EJ1100003','ERIC'); return false;" href="https://eric.ed.gov/?q=Freedom+AND+religion&pg=4&id=EJ1100003">Islamic Primary Schools in the Netherlands</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dronkers, Jaap 2016-01-01 During the last 20 years of the 20th century, Islamic primary schools were founded in the Netherlands thanks to its constitutional "freedom of education" (which allows state-funded religious schools), its voucher system (each school receives the same amount of money per pupil), and school choice by parents. This essay gives some… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=types+AND+power+AND+leadership&pg=3&id=EJ871007','ERIC'); return false;" href="https://eric.ed.gov/?q=types+AND+power+AND+leadership&pg=3&id=EJ871007">Networks as Power Bases for School Improvement</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moore, Tessa A.; Kelly, Michael P. 2009-01-01 Although there is limited research into the success of primary school networking initiatives in the UK, there is a drive at national government level for promoting school collaborative working arrangements as a catalyst for whole-school improvement. This paper discusses the findings from research into two such initiatives: "Networked Learning… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1161534.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1161534.pdf">Inclusive Education in Government Primary Schools: Teacher Perceptions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Khan, Itfaq Khaliq; Hashmi, ShujahatHaider; Khanum, Nabeela 2017-01-01 The perceptions of primary school teachers towards inclusive education was investigated in mainstream government schools of Islamabad capital territory where inclusive education was being supported by Sight savers and other international organizations. The study was carried out involving 54 teachers in six randomly selected primary schools. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=indicator&pg=5&id=EJ1064061','ERIC'); return false;" href="https://eric.ed.gov/?q=indicator&pg=5&id=EJ1064061">Teacher-Reported Quality of Schooling Indicators in Botswana Primary Schools: An Exploratory Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ntinda, Kayi; Ntinda, Magdalene Nakalowa; Mpofu, Elias 2015-01-01 This study examined teacher self-reported views on quality indicators in Botswana primary schools. A purposively selected sample of primary school teachers in the city of Gaborone, Botswana (N = 72, females = 56; males = 16; mean age = 39 years, SD = 7.17 years; mean years of service = 15.6; SD= 8 years; public schools = 65%; private schools =… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=women+AND+working+AND+performance&pg=4&id=EJ691192','ERIC'); return false;" href="https://eric.ed.gov/?q=women+AND+working+AND+performance&pg=4&id=EJ691192">All in a Day's Work: Primary Teachers "Performing" and "Caring"</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Forrester, Gillian 2005-01-01 This article discusses the current nature of primary teachers' work, which is explored in terms of "performing" and "caring" activities. It considers how the education policies of successive Governments in the UK, particularly for England, have given rise to a "performance culture" in primary schools which emphasises… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4709470','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4709470">Mindfulness Training in Primary Schools Decreases Negative Affect and Increases Meta-Cognition in Children</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Vickery, Charlotte E.; Dorjee, Dusana 2016-01-01 Studies investigating the feasibility and impact of mindfulness programs on emotional well-being when delivered by school teachers in pre-adolescence are scarce. This study reports the findings of a controlled feasibility pilot which assessed acceptability and emotional well-being outcomes of an 8-week mindfulness program (Paws b) for children aged 7–9 years. The program was delivered by school teachers within a regular school curriculum. Emotional well-being was measured using self-report questionnaires at baseline, post-training and 3 months follow-up, and informant reports were collected at baseline and follow-up. Seventy one participants aged 7–9 years were recruited from three primary schools in the UK (training group n = 33; control group n = 38). Acceptability of the program was high with 76% of children in the training group reporting ‘liking’ practicing mindfulness at school, with a strong link to wanting to continue practicing mindfulness at school (p < 0.001). Self-report comparisons revealed that relative to controls, the training group showed significant decreases in negative affect at follow-up, with a large effect size (p = 0.010, d = 0.84). Teacher reports (but not parental ratings) of meta-cognition also showed significant improvements at follow-up with a large effect size (p = 0.002, d = 1.08). Additionally, significant negative correlations were found between changes in mindfulness and emotion regulation scores from baseline to post-training (p = 0.038) and baseline to follow-up (p = 0.033). Findings from this study provide initial evidence that the Paws b program in children aged 7–9 years (a) can be feasibly delivered by primary school teachers as part of the regular curriculum, (b) is acceptable to the majority of children, and (c) may significantly decrease negative affect and improve meta-cognition. PMID:26793145 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20337570','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20337570">Indirect language therapy for children with persistent language impairment in mainstream primary schools: outcomes from a cohort intervention.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> McCartney, Elspeth; Boyle, James; Ellis, Sue; Bannatyne, Susan; Turnbull, Mary 2011-01-01 A manualized language therapy developed via a randomized controlled trial had proved efficacious in the short-term in developing expressive language for mainstream primary school children with persistent language impairment. This therapy had been delivered to a predetermined schedule by speech and language therapists or speech and language therapy assistants to children individually or in groups. However, this model of service delivery is no longer the most common model in UK schools, where indirect consultancy approaches with intervention delivered by school staff are often used. A cohort study was undertaken to investigate whether the therapy was equally efficacious when delivered to comparable children by school staff, rather than speech and language therapists or speech and language therapy assistants. Children in the cohort study were selected using the same criteria as in the randomized controlled trial, and the same manualized therapy was used, but delivered by mainstream school staff using a consultancy model common in the UK. Outcomes were compared with those of randomized controlled trial participants. The gains in expressive language measured in the randomized controlled trial were not replicated in the cohort study. Less language-learning activity was recorded than had been planned, and less than was delivered in the randomized controlled trial. Implications for 'consultancy' speech and language therapist service delivery models in mainstream schools are outlined. At present, the more efficacious therapy is that delivered by speech and language therapists or speech and language therapy assistants to children individually or in groups. This may be related to more faithful adherence to the interventions schedule, and to a probably greater amount of language-learning activity undertaken. Intervention delivered via school-based 'consultancy' approaches in schools will require to be carefully monitored by schools and SLT services. © 2010 Royal College of </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1137217.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1137217.pdf">Relational Aggression: The Voices of Primary School Learners</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Botha, Johan 2014-01-01 The aim of this research was to explore and describe primary school learners' experiences of relational aggression at school. This was done within a qualitative research design with a phenomenological approach. In order to give a voice to primary school learners' lived experiences of relational aggression, 25 individual interviews were conducted… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1095786.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1095786.pdf">Strengthening Collaborative Leadership for Thai Primary School Administrators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Samriangjit, Prapaporn; Tesaputa, Kowat; Somprach, Kanokorn 2016-01-01 The objectives of this research were: 1) to investigate the elements and indicators of collaborative leadership of primary school administrators, 2) to explore the existing situation and required situation of collaborative leadership of primary school administrators, 3) to develop a program to enhance collaborative leadership of primary school… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1121578.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1121578.pdf">Development of Educational Management System in Small Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Alsammarry, Yupayao; Sirisuthi, Chaiyuth; Duangcharthom, Surat 2016-01-01 The purposes of the research were: (1) to study the factors of Educational Management System in Small Primary School; (2) to investigate current situations problems and guidelines of developing educational management in small primary school; (3) to develop Educational Management System in Small Primary School; and (4) to examine the results of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ethnic+AND+relation&pg=2&id=EJ827158','ERIC'); return false;" href="https://eric.ed.gov/?q=ethnic+AND+relation&pg=2&id=EJ827158">Religious Diversity, Inter-Ethnic Relations and the Catholic School: Introducing the "Responsive" Approach to Single Faith Schooling</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Breen, Damian 2009-01-01 The article offers a case study of the ways in which a Catholic primary school located in the centre of a large South-Asian community in Leicester, UK, responded to the religious and ethnic diversity of its surroundings. The school, Our Saviour's, engaged in shared activities with a neighbouring school which had a majority intake of Hindu, Muslim… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=factoring&pg=6&id=EJ717886','ERIC'); return false;" href="https://eric.ed.gov/?q=factoring&pg=6&id=EJ717886">Primary School Leadership Practice: How the Subject Matters</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Spillane, James P. 2005-01-01 Teaching is a critical consideration in investigations of primary school leadership and not just as an outcome variable. Factoring in instruction as an explanatory variable in scholarship on school leadership involves moving away from views of teaching as a monolithic or unitary practice. When it comes to leadership in primary schools, the subject… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Autonomy+AND+fear&id=EJ1111022','ERIC'); return false;" href="https://eric.ed.gov/?q=Autonomy+AND+fear&id=EJ1111022">Academisation, School Collaboration and the Primary School Sector in England: A Story of Six School Leaders</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Keddie, Amanda 2016-01-01 This paper presents data from a study of five English primary schools. It examines some of the challenges associated with school autonomy and collaboration for state primary schools amid the uncertainty and complexity of governance in the present English education context. The paper features the voices of six leaders gathered from interviews that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4398482','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4398482">The Personal and Contextual Contributors to School Belongingness among Primary School Students</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Tan, Tele; Falkmer, Torbjorn 2015-01-01 School belongingness has gained currency among educators and school health professionals as an important determinant of adolescent health. The current cross-sectional study presents the 15 most significant personal and contextual factors that collectively explain 66.4% (two-thirds) of the variability in 12-year old students’ perceptions of belongingness in primary school. The study is part of a larger longitudinal study investigating the factors associated with student adjustment in the transition from primary to secondary school. The study found that girls and students with disabilities had higher school belongingness scores than boys, and their typically developing counterparts respectively; and explained 2.5% of the variability in school belongingness. The majority (47.1% out of 66.4%) of the variability in school belongingness was explained by student personal factors, such as social acceptance, physical appearance competence, coping skills, and social affiliation motivation; followed by parental expectations (3% out of 66.4%), and school-based factors (13.9% out of 66.4%) such as, classroom involvement, task-goal structure, autonomy provision, cultural pluralism, and absence of bullying. Each of the identified contributors of primary school belongingness can be shaped through interventions, system changes, or policy reforms. PMID:25876074 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sibling+AND+role+AND+model&pg=6&id=EJ990218','ERIC'); return false;" href="https://eric.ed.gov/?q=sibling+AND+role+AND+model&pg=6&id=EJ990218">Chance UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McGrath, Gracia 2003-01-01 Chance UK is a unique charity in the UK that specialises in mentoring programmes for primary schoolchildren with behavioural problems. It was founded in 1995 by a policeman, Chief Superintendent Paul Mathias, who believed that by stepping in early, young children with behavioural difficulties could be given the chance to develop the necessary… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_6");'>6</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li class="active">8</li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_9" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="161"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED420469.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED420469.pdf">Managing Change in Small Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wilson, Valerie; McPake, Joanna 1998-01-01 This report summarizes a two-phase research project on the strategies used by headteachers in small Scottish primary schools to manage mandated educational changes. The research focused on four initiatives of the past decade: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143809.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143809.pdf">Problem Solving Strategies among Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yew, Wun Thiam; Lian, Lim Hooi; Meng, Chew Cheng 2017-01-01 The purpose of this article was to examine problem solving strategies among primary school teachers. The researchers employed survey research design to examine their problem solving strategies. The participants of this study consisted of 120 primary school teachers from a public university in Peninsula Malaysia who enrolled in a 4-year Graduating… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075630.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075630.pdf">On the Impact of School Teacher Fellows in Chemistry Departments within UK Higher Education Institutes, from 2005-2013</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shallcross, Dudley E.; Harrison, Timothy G.; Read, David; Barker, Nicholas 2014-01-01 Two UK programmes to place school teachers in a university setting are compared; the Excellence Fellowship Awards Pilot Scheme and the School Teacher Fellows Scheme. In this paper we compare the School Teacher Fellow Scheme supported by Bristol ChemLabS (Shallcross et al., 2013a, 2013b) and subsequently by the Royal Society of Chemistry with the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4884738','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4884738">Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Pitchford, Nicola J.; Papini, Chiara; Outhwaite, Laura A.; Gulliford, Anthea 2016-01-01 Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. PMID:27303342 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27303342','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27303342">Fine Motor Skills Predict Maths Ability Better than They Predict Reading Ability in the Early Primary School Years.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pitchford, Nicola J; Papini, Chiara; Outhwaite, Laura A; Gulliford, Anthea 2016-01-01 Fine motor skills have long been recognized as an important foundation for development in other domains. However, more precise insights into the role of fine motor skills, and their relationships to other skills in mediating early educational achievements, are needed to support the development of optimal educational interventions. We explored concurrent relationships between two components of fine motor skills, Fine Motor Precision and Fine Motor Integration, and early reading and maths development in two studies with primary school children of low-to-mid socio-economic status in the UK. Two key findings were revealed. First, despite being in the first 2 years of primary school education, significantly better performance was found in reading compared to maths across both studies. This may reflect the protective effects of recent national-level interventions to promote early literacy skills in young children in the UK that have not been similarly promoted for maths. Second, fine motor skills were a better predictor of early maths ability than they were of early reading ability. Hierarchical multiple regression revealed that fine motor skills did not significantly predict reading ability when verbal short-term memory was taken into account. In contrast, Fine Motor Integration remained a significant predictor of maths ability, even after the influence of non-verbal IQ had been accounted for. These results suggest that fine motor skills should have a pivotal role in educational interventions designed to support the development of early mathematical skills. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=inclusion+AND+labour+AND+students&pg=3&id=ED493207','ERIC'); return false;" href="https://eric.ed.gov/?q=inclusion+AND+labour+AND+students&pg=3&id=ED493207">Changing Teaching and Learning in the Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Webb, Rosemary, Ed. 2006-01-01 In this topical book, leading academics in primary education evaluate New Labour's Education policy. They draw on the findings of the latest research to discuss the impact of policies on primary school practice and on the views and experiences of primary school teachers and pupils. Current issues and initiatives are analyzed to identify the extent… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=tok+AND+tok&pg=2&id=EJ1012485','ERIC'); return false;" href="https://eric.ed.gov/?q=tok+AND+tok&pg=2&id=EJ1012485">Reflective Teaching Practices in Turkish Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tok, Sukran; Dolapcioglu, Sevda Dogan 2013-01-01 The objective of the study is to explore the prevalence of reflective teaching practices among Turkish primary school teachers. Qualitative and quantitative research methods were used together in the study. The sample was composed of 328 primary school teachers working in 30 primary education institutions in the town of Antakya in the province of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1080607.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1080607.pdf">School Environment and Satisfaction with Schooling among Primary School Pupils in Ondo State, Nigeria</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aina, Stephen Ileoye 2015-01-01 Modern school environments put emphasis on adequate and qualitative facilities to promote conducive teaching and learning environments, the deplorable conditions of the primary schools has become worrisome to the state government and education stakeholders. The study investigated the school environment and pupils' satisfaction with schooling in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27974470','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27974470">Teaching, learning and assessment of medical ethics at the UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Brooks, Lucy; Bell, Dominic 2017-09-01 To evaluate the UK undergraduate medical ethics curricula against the Institute of Medical Ethics (IME) recommendations; to identify barriers to teaching and assessment of medical ethics and to evaluate perceptions of ethics faculties on the preparation of tomorrow's doctors for clinical practice. Questionnaire survey of the UK medical schools enquiring about content, structure and location of ethics teaching and learning; teaching and learning processes; assessment; influences over institutional approach to ethics education; barriers to teaching and assessment; perception of student engagement and perception of student preparation for clinical practice. The lead for medical ethics at each medical school was invited to participate (n=33). Completed responses were received from 11/33 schools (33%). 73% (n=8) teach all IME recommended topics within their programme. 64% (n=7) do not include ethics in clinical placement learning objectives. The most frequently cited barrier to teaching was lack of time (64%, n=7), and to assessment was lack of time and suitability of assessments (27%, n=3). All faculty felt students were prepared for clinical practice. IME recommendations are not followed in all cases, and ethics teaching is not universally well integrated into clinical placement. Barriers to assessment lead to inadequacies in this area, and there are few consequences for failing ethics assessments. As such, tomorrow's patients will be treated by doctors who are inadequately prepared for ethical decision making in clinical practice; this needs to be addressed by ethics leads with support from medical school authorities. Published by the BMJ Publishing Group Limited. For permission to use (where not already granted under a licence) please go to http://www.bmj.com/company/products-services/rights-and-licensing/. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/17439449','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/17439449">Career choices for paediatrics: national surveys of graduates of 1974-2002 from UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Turner, G; Lambert, T W; Goldacre, M J; Turner, Steve 2007-05-01 Knowledge of UK doctors' career intentions and pathways is essential for understanding future workforce requirements. The aim of this study was to report career choices for and career progression in paediatrics in the UK. Postal questionnaire surveys of qualifiers from all UK medical schools in nine qualification years since 1974. In total, 74% (24 621/33 412) and 73% (20 720/28 459) of doctors responded at 1 and 3 years after graduation. Choices for paediatrics 1 year after qualifying fell from 7.8% of 1974 graduates to 5.0% of 1983 graduates, increased to 7.2% of 1993 graduates, and since the level has remained fairly constant. Approximately twice the percentage of women graduates than men graduates indicated a long-term career choice for paediatrics. A total of 44% of those who chose paediatrics 1 year after graduation were working in it 10 years after qualifying. Experience of the subject as a student, and enthusiasm/commitment: what I really want to do, affected long-term career choices more for paediatrics than for other medical careers. The proportion of junior doctors wishing to become paediatricians has not changed much during the last 30 years. The planned increase in the number of medical school graduates is necessary to increase the number of UK-trained consultant paediatricians. Medical students who experience enthusiastic and stimulating training in paediatrics may be more likely to become paediatricians. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25496222','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25496222">Investigating the sustainability of careers in academic primary care: a UK survey.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Calitri, Raff; Adams, Ann; Atherton, Helen; Reeve, Joanne; Hill, Nathan R 2014-12-14 The UK National Health Service (NHS) is undergoing institutional reorganisation due to the Health and Social Care Act-2012 with a continued restriction on funding within the NHS and clinically focused academic institutions. The UK Society for Academic Primary Care (SAPC) is examining the sustainability of academic primary care careers within this climate and preliminary qualitative work has highlighted individual and organisational barriers. This study seeks to quantify the current situation for academics within primary care. A survey of academic primary care staff was undertaken. Fifty-three academic primary care departments were selected. Members were invited to complete a survey which contained questions about an individual's career, clarity of career pathways, organisational culture, and general experience of working within the area. Data were analysed descriptively with cross-tabulations between survey responses and career position (early, mid-level, senior), disciplinary background (medical, scientist), and gender. Pearson chi-square test was used to determine likelihood that any observed difference between the sets arose by chance. Responses were received from 217 people. Career pathways were unclear for the majority of people (64%) and 43% of the workforce felt that the next step in their career was unclear. This was higher in women (52% vs. men 25%; χ(2)(3) = 14.76; p = 0.002) and higher in those in early career (50% vs. senior career, 25%) and mid-career(45%; vs. senior career; χ(2)(6) = 29.19, p < 0.001). The workforce appeared geographically static but unstable with only 50% of people having their contract renewed or extended. The majority of people (59%) have never been promoted by their institution. There were perceptions of gender equality even in the context of females being underrepresented in senior positions (19% vs. males 39%; χ(2)(3) = 8.43, p = 0.015). Despite these findings, the majority of the workforce reported positive organisational </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=barriers+AND+education&id=EJ1030065','ERIC'); return false;" href="https://eric.ed.gov/?q=barriers+AND+education&id=EJ1030065">An Examination of Barriers to Physical Education for Christian and Muslim Girls Attending Comprehensive Secondary Schools in the UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Elliott, Dave; Hoyle, Kathryn 2014-01-01 This study examined barriers to Physical Education (PE) in a sample of Christian and Muslim schoolgirls attending UK comprehensive secondary schools. Also assessed was whether religion and school year (age) had any impact upon barrier strength and if school year × religion interactions existed. A questionnaire was developed and exploratory factor… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1130721.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1130721.pdf">Views of Primary School Administrators on Change in Schools and Change Management Practices</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hosgörür, Vural 2016-01-01 The aim of this study is to determine the opinions of primary school administrators about change, and to reveal which strategies they use to manage change in schools. This is a qualitative study conducted in 2014 academic year in Mugla province. Research data were collected from primary school administrators through semi-structured interviews.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ981808.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ981808.pdf">A Qualitative Analysis of School Concept on Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yildiz, S. Armagan 2012-01-01 Child drawing, known as language of thinking, is as an effective tool of expression as written language. The use of paper, composition, and colors are meaningful for professionals. In this research, it is intended to determine the primary school students' perception of the school and schemas with their drawings of school. Case study which is one… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=data+AND+governance&pg=3&id=EJ1092753','ERIC'); return false;" href="https://eric.ed.gov/?q=data+AND+governance&pg=3&id=EJ1092753">Changing School Board Governance in Primary Education through School Inspections</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ehren, Melanie C. M.; Honingh, M. E.; Hooge, E. H.; O'Hara, J. 2016-01-01 This paper addresses if, and to what extent, the current working methods of the Dutch Inspectorate of Education affect the governance of school boards in schools for primary education. A key facet of the working method is the inspection meeting with the school board. Drawing upon a large quantitative study (n = 244) we are able to identify some… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26372554','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26372554">Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn 2015-01-01 It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school's tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students' belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27704290','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27704290">Do personality traits assessed on medical school admission predict exit performance? A UK-wide longitudinal cohort study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> MacKenzie, R K; Dowell, J; Ayansina, D; Cleland, J A 2017-05-01 Traditional methods of assessing personality traits in medical school selection have been heavily criticised. To address this at the point of selection, "non-cognitive" tests were included in the UK Clinical Aptitude Test, the most widely-used aptitude test in UK medical education (UKCAT: http://www.ukcat.ac.uk/ ). We examined the predictive validity of these non-cognitive traits with performance during and on exit from medical school. We sampled all students graduating in 2013 from the 30 UKCAT consortium medical schools. Analysis included: candidate demographics, UKCAT non-cognitive scores, medical school performance data-the Educational Performance Measure (EPM) and national exit situational judgement test (SJT) outcomes. We examined the relationships between these variables and SJT and EPM scores. Multilevel modelling was used to assess the relationships adjusting for confounders. The 3343 students who had taken the UKCAT non-cognitive tests and had both EPM and SJT data were entered into the analysis. There were four types of non-cognitive test: (1) libertariancommunitarian, (2) NACE-narcissism, aloofness, confidence and empathy, (3) MEARS-self-esteem, optimism, control, self-discipline, emotional-nondefensiveness (END) and faking, (4) an abridged version of 1 and 2 combined. Multilevel regression showed that, after correcting for demographic factors, END predicted SJT and EPM decile. Aloofness and empathy in NACE were predictive of SJT score. This is the first large-scale study examining the relationship between performance on non-cognitive selection tests and medical school exit assessments. The predictive validity of these tests was limited, and the relationships revealed do not fit neatly with theoretical expectations. This study does not support their use in selection. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4570666','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4570666">Belongingness in Early Secondary School: Key Factors that Primary and Secondary Schools Need to Consider</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Vaz, Sharmila; Falkmer, Marita; Ciccarelli, Marina; Passmore, Anne; Parsons, Richard; Black, Melissa; Cuomo, Belinda; Tan, Tele; Falkmer, Torbjörn 2015-01-01 It is unknown if, and how, students redefine their sense of school belongingness after negotiating the transition to secondary school. The current study used longitudinal data from 266 students with, and without, disabilities who negotiated the transition from 52 primary schools to 152 secondary schools. The study presents the 13 most significant personal student and contextual factors associated with belongingness in the first year of secondary school. Student perception of school belongingness was found to be stable across the transition. No variability in school belongingness due to gender, disability or household-socio-economic status (SES) was noted. Primary school belongingness accounted for 22% of the variability in secondary school belongingness. Several personal student factors (competence, coping skills) and school factors (low-level classroom task-goal orientation), which influenced belongingness in primary school, continued to influence belongingness in secondary school. In secondary school, effort-goal orientation of the student and perception of their school’s tolerance to disability were each associated with perception of school belongingness. Family factors did not influence belongingness in secondary school. Findings of the current study highlight the need for primary schools to foster belongingness among their students at an early age, and transfer students’ belongingness profiles as part of the hand-over documentation. Most of the factors that influenced school belongingness before and after the transition to secondary are amenable to change. PMID:26372554 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=love+AND+map&id=EJ905360','ERIC'); return false;" href="https://eric.ed.gov/?q=love+AND+map&id=EJ905360">Formative Experiences of Primary Geography Educators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Catling, Simon; Greenwood, Richard; Martin, Fran; Owens, Paula 2010-01-01 This paper reports the initial findings of a study in the UK and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24868071','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24868071">Undergraduate teaching in UK general practice: a geographical snapshot.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K 2014-06-01 Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. National survey of all medical schools in the UK. All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK's health departments. All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum-maximum) of 142 (17-385) practices per school. The median (minimum-maximum) distance between a school and a teaching practice was 28 km (0-1421 km), 41 (0:00-23:26) minutes' travel by car and 1 hour 12 (0:00-17:29) minutes' travel by public transport. All teaching practices were accessible by public transport in one school and 90-99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. © British Journal of General Practice 2014. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_7");'>7</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li class="active">9</li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_10" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="181"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4463082','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4463082">Primary school compliance with school canteen guidelines in Fiji and its association with student obesity</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Bullen, C.; Tayler-Smith, K.; Van Den Bergh, R.; Khogali, M. 2013-01-01 Setting: Childhood obesity is of growing public health concern in Fiji. The study setting was primary schools in Fiji’s Western Division. Objective: 1) To assess primary schools’ compliance with national school canteen guidelines, 2) to understand reasons for non-compliance, and 3) to assess the relationship between compliance with the guidelines and students’ body mass index (BMI). Design: Cross-sectional analysis of data collected in 2010 by public health dieticians of the Ministry of Health on annual visits to primary schools. Results: Among 230 schools, 33 (14%) had no canteen data. Of the 197 schools with data, only 31 (16%) were fully compliant with national school canteen guidelines, while the remaining 166 (84%) did not fully comply with the guidelines. This was irrespective of school location or whether the canteen was school or commercially operated. In a random sample (n = 44 schools), overweight and obesity were more common among children in non-compliant schools than in fully compliant schools (40% vs. 32%, P < 0.001). Conclusion: Most primary schools in Fiji’s Western Division did not comply with school canteen guidelines, which is worrying given the increasing rates of overweight children. Given the association between non-compliance and student overweight/obesity, further action is needed to ensure that these guidelines are implemented. PMID:26393002 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=physical+AND+education&id=EJ1179758','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+education&id=EJ1179758">Investigating Provision and Impact of the Primary Physical Education and Sport Premium: A West Midlands Case Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Griggs, Gerald 2018-01-01 In March 2013, the UK government announced that it was to award the Primary Physical Education and Sport Premium funding to all English state-funded primary schools to improve provision of Physical Education and sport following the London 2012 Olympic Games. This study reports on seven schools in close geographical proximity to each other within… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29217214','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29217214">Reducing Physical Violence Toward Primary School Students With Disabilities.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Devries, Karen; Kuper, Hannah; Knight, Louise; Allen, Elizabeth; Kyegombe, Nambusi; Banks, Lena Morgon; Kelly, Susan; Naker, Dipak 2018-03-01 We tested whether the Good School Toolkit reduces physical violence from peers and school staff toward students with and without disabilities in Ugandan primary schools. We conducted a cluster randomized controlled trial, with data collected via cross-sectional surveys in 2012 and 2014. Forty-two primary schools in Luwero District, Uganda, were randomly assigned to receive the Good School Toolkit for 18 months, or to a waitlisted control group. The primary outcome was past week physical violence from school staff, measured by primary 5, 6, and 7 students' (aged 11-14 years) self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Disability was assessed through the six Short Set Washington Group questions on functioning. Analyses were by intention to treat. At endline, 53% of control group students with no functional difficulties reported violence from peers or school staff, versus 84% of students with a disability. Prevalence of past week physical violence from school staff was lower in intervention schools than in the control schools after the intervention, in students with no functional difficulties (adjusted odds ratio [aOR] = .41, 95% confidence interval [CI .26-.65]), students with some functional difficulties (aOR = .36, 95% CI .21-.63), and students with disabilities (aOR = .29, 95% CI .14-.59). The intervention also reduced violence from peers in young adolescents, with no evidence of a difference in effect by disability status. The Good School Toolkit is an effective intervention to reduce violence perpetrated by peers and school staff against young adolescents with disabilities in Ugandan primary schools. Copyright © 2017 The Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Organizational+AND+Health&pg=2&id=EJ865129','ERIC'); return false;" href="https://eric.ed.gov/?q=Organizational+AND+Health&pg=2&id=EJ865129">Examining the Relationship between Teacher Organizational Commitment and School Health in Turkish Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sezgin, Ferudun 2009-01-01 The purpose of this study was to examine the relationships between teachers' perceptions of organizational commitment and school health in Turkish primary schools. The Organizational Commitment Scale and the Organizational Health Inventory were used to gather data from 323 randomly selected teachers employed in 20 primary schools in Ankara.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=GOT&pg=3&id=EJ1063227','ERIC'); return false;" href="https://eric.ed.gov/?q=GOT&pg=3&id=EJ1063227">Primary School Students of 1980s' Turkey Remembering Their Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saglam, Mehmet 2015-01-01 Primary school students of 1980s' Turkey remember their teachers in various aspects. Uncovering their reminiscences lets researchers see what factors become decisive in recontructing primary school teachers in the memories of their students. The priority of this paper is to discover the reasons why the 1980s primary school students remember their… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED530033.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED530033.pdf">Does Money Matter for Schools? CEE DP 105</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Holmlund, Helena; McNally, Sandra; Viarengo, Martina 2009-01-01 In the UK, education is the third largest area of government spending (of which school spending has the largest share). Since 2000, school expenditure has increased by about 40 per cent in real terms for both primary and secondary schools (see Figure 1). The question as to whether such investment is worthwhile is of central importance. The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=honesty&pg=2&id=EJ1167442','ERIC'); return false;" href="https://eric.ed.gov/?q=honesty&pg=2&id=EJ1167442">Exploring the Values of Chaplains in Government Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Isaacs, Amy Kate; Mergler, Amanda 2018-01-01 Minimal prior research has examined the school chaplaincy programme in Australia. This exploratory study sought to identify the values primary school chaplains feel are the most important to them personally, and in their role as chaplain. Eight chaplains working in government primary schools were interviewed. Inductive thematic analysis was used… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1034114.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1034114.pdf">Primary School Teacher Candidates' Geometric Habits of Mind</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Köse, Nilu¨fer Y.; Tanisli, Dilek 2014-01-01 Geometric habits of mind are productive ways of thinking that support learning and using geometric concepts. Identifying primary school teacher candidates' geometric habits of mind is important as they affect the development of their future students' geometric thinking. Therefore, this study attempts to determine primary school teachers' geometric… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=What+AND+book+AND+study+AND+harvard&pg=3&id=ED390563','ERIC'); return false;" href="https://eric.ed.gov/?q=What+AND+book+AND+study+AND+harvard&pg=3&id=ED390563">Hope or Despair? Learning in Pakistan's Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Warwick, Donald P.; Reimers, Fernando This book reports on the research findings of the Pakistan Study, a collaboration between the Harvard Institute for International Development and other organizations in Pakistan. The focus is primarily on what affects student learning in Pakistan's government-sponsored primary schools. Chapter 1 discusses primary schools in Pakistan and the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bomb&pg=5&id=EJ734438','ERIC'); return false;" href="https://eric.ed.gov/?q=bomb&pg=5&id=EJ734438">School Internet Use, Youth and Risk: A Social-Cultural Study of the Relation between Staff Views of Online Dangers and Students' Ages in UK Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hope, Andrew 2006-01-01 Internet access has recently been introduced into over 30,000 schools in the UK. While web provision has been heralded by some as an educational panacea, it is also recognised that there are dangers inherent in school Internet use. Adopting the cultural risk perspective, drawing upon a social-cultural analysis of Internet regulation and utilising… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11560742','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11560742">Primary care in the UK: understanding the dynamics of devolution.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Exworthy, M 2001-09-01 The United Kingdom is ostensibly one country and yet public policy often varies between its constituent territories - England, Scotland, Wales and Northern Ireland. Health policy illustrates the dilemmas inherent in an apparently unitary system that permits scope for territorial variation. Administrative devolution has now been accompanied by political devolution but their interaction has yet to produce policy outcomes. This paper describes recent health policy reform with regard to primary care in terms of the tension inherent in current policy between notions of a 'one nation NHS' and the territorial diversity wrought by devolution. The paper provides a framework for understanding the emergent outcomes by exploring various concepts. In particular, the existing character of territorial policy networks, the properties of policies in devolved territories and intergovernmental relations are considered from various disciplines to examine whether greater diversity or uniformity will result from the dual reform process. Whilst this evaluation can, at this stage, only be preliminary, the paper provides a framework to appraise the emerging impact of devolution upon primary care in the UK. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=music&pg=7&id=EJ1058650','ERIC'); return false;" href="https://eric.ed.gov/?q=music&pg=7&id=EJ1058650">Music without a Music Specialist: A Primary School Story</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> de Vries, Peter A. 2015-01-01 This case study focuses on generalist primary (elementary) school teachers teaching music in an Australian school. With the onus for teaching music moving away from the specialist music teacher to the generalist classroom teacher, this case study adds to a growing body of literature focusing on generalist primary school teachers and music… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=declining+AND+society&pg=6&id=EJ937433','ERIC'); return false;" href="https://eric.ed.gov/?q=declining+AND+society&pg=6&id=EJ937433">Biology Fieldwork in Schools and Colleges in the UK: An Analysis of Empirical Research from 1963 to 2009</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lock, Roger 2010-01-01 Between 1963 and 2009, there have been 13 published studies offering empirical evidence on biology fieldwork in schools and colleges in the UK. This paper considers the evidence from these studies relating to work with 16-19 year old students undertaking academic study beyond the compulsory years of schooling; advanced ("A") level. It… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/11827900','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/11827900">Primary school accident reporting in one education authority.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Latif, A H A; Williams, W R; Sibert, J 2002-02-01 Studies have shown a correlation between increased accident rates and levels of deprivation in the community. School accident reporting is one area where an association might be expected. To investigate differences in primary school accident rates in deprived and more affluent wards, in an area managed by one education authority. Statistical analysis of accident form returns for 100 primary schools in one education authority in Wales over a two year period, in conjunction with visits to over one third of school sites. Accident report rates from schools in deprived wards were three times higher than those from schools in more affluent wards. School visits showed that this discrepancy was attributable primarily to differences in reporting procedures. One third of schools did not report accidents and approximately half did not keep records of minor accidents. The association between school accident report rates and deprivation in the community is complex. School accident data from local education authorities may be unreliable for most purposes of collection. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1053714.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1053714.pdf">Pre-Service Primary School Teachers' Logical Reasoning Skills</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marchis, Iuliana 2013-01-01 Logical reasoning skills are important for a successful mathematical learning and in students' future career. These skills are essential for a primary school teacher, because they need to explain solving methods and solutions to their pupils. In this research we studied pre-service primary school teachers' logical reasoning skills. The results… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1099665.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1099665.pdf">Chemistry Provision for Primary Pupils: The Experiences of 10 Years of Bristol ChemLabs Outreach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Harrison, Timothy G.; Shallcross, Dudley E. 2016-01-01 Bristol ChemLabS, the UK's Centre for Excellence in Teaching and Learning in practical chemistry, delivers numerous outreach activity days per year for thousands of primary school pupils annually. These mainly comprise demonstration assemblies and hands on workshops for pupils in the main. The activities support the UK's Key Stage 2 science… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22336001','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22336001">Provision of undergraduate otorhinolaryngology teaching within General Medical Council approved UK medical schools: what is current practice?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Khan, M M; Saeed, S R 2012-04-01 Despite longstanding concern, provision of undergraduate ENT teaching has not improved in response to the aims of the UK General Medical Council's initiative Tomorrow's Doctors. Previous studies have demonstrated poor representation of ENT within the undergraduate curriculum. We aimed to identify current practice in order to establish undergraduate ENT experience across UK medical schools, a timely endeavour in light of the General Medical Council's new 2011-2013 education strategy. Questionnaires were sent to ENT consultants, medical school deans and students. All schools with a clinical curriculum were anonymously represented. Our outcome measures were the provision of mandatory or optional ENT placements, and their duration and content. A compulsory ENT placement was available to over half (53 per cent) of the students. Ten of the 26 participating schools did not offer an ENT attachment. The mean mandatory placement was 8 days. Overall, 38 per cent of students reported a satisfactory compulsory ENT placement. Most ENT consultants questioned considered that newly qualified doctors were not proficient in managing common ENT problems that did not require specialist referral. Little improvement in the provision of undergraduate ENT teaching was demonstrated. An increase in the proportion of students undertaking ENT training is necessary. Time and curriculum constraints on medical schools mean that optimisation of available resources is required. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25558574','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25558574">Indoor air quality in primary schools in Kecioren, Ankara.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Babayiğit, Mustafa Alparslan; Bakir, Bilal; Tekbaş, Omer Faruk; Oğur, Recai; Kiliç, Abdullah; Ulus, Serdar 2014-01-01 To increase the awareness of environmental risk factors by determining the indoor air quality status of primary schools. Indoor air quality parameters in 172 classrooms of 31 primary schools in Kecioren, Ankara, were examined for the purpose of assessing the levels of air pollutants (CO, CO2, SO2, NO2, and formaldehyde) within primary schools. Schools near heavy traffic had a statistically significant mean average of CO and SO2 (P < 0.05). The classrooms that had more than 35 students had higher and statistically significant averages of CO2, SO2, NO2, and formaldehyde compared to classrooms that had fewer than 35 students (P < 0.05). Of all classrooms, 29% had 100 CFU/100 mL and higher concentrations of microorganisms, which were not pathogens. Indoor air quality management should continually be maintained in primary schools for the prevention and control of acute and chronic diseases, particularly considering biological and chemical pollution. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Singled&pg=4&id=EJ892100','ERIC'); return false;" href="https://eric.ed.gov/?q=Singled&pg=4&id=EJ892100">Children's Experiences of the First Year of Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Einarsdottir, Johanna 2010-01-01 This article describes a study with first grade children and their views on the primary school curriculum, as well as their influence on decision-making in school. The study was conducted with 20 six- and seven-year-old children in one primary school in Reykjavik, Iceland. The data gathered includes varied research methods such as group… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=multi+AND+location&pg=4&id=ED546046','ERIC'); return false;" href="https://eric.ed.gov/?q=multi+AND+location&pg=4&id=ED546046">The Effects of Teacher Certification and Experience on Student Achievement on Primary School Examination in Belizean Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lopez, Carmen Jane 2012-01-01 The Ministry of Education has the largest portion of the national budget of 21% in Belize. Related studies in the region and around the world reveals that rural schools are not provided with highly qualified teachers. Likewise, multi-grade schools in the region and in Belize repeatedly perform lower on the Primary School Examination than their… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_8");'>8</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li class="active">10</li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_11" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="201"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16909529','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16909529">[Phonological awareness improvement in primary school students].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Cárnio, Maria Sílvia; dos Santos, Daniele 2005-01-01 Phonological awareness in primary school students. To verify the improvement of phonological awareness in primary school students after a speech and language stimulation program. 20 students with the worst results in the first literacy exam were selected. Phonological awareness tests were analyzed at the beginning and at the end of the stimulation program. Most of the subjects demonstrated to have a notion about phonological awareness activities. Students demonstrated improvement, suggesting the effectiveness of the program. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Space+AND+Liquid&id=EJ923648','ERIC'); return false;" href="https://eric.ed.gov/?q=Space+AND+Liquid&id=EJ923648">Prospective Primary School Teachers' Misconceptions about States of Matter</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Tatar, Erdal 2011-01-01 The purpose of this study was to identify prospective primary school teachers' misconceptions about the states of matter. The sample of the study was 227 fourth-year prospective primary school teachers in a Department of Primary Education in Turkey. Researcher asked from every participant to write a response to an open ended question about… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28440125','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28440125">Palliative care education for medical students: Differences in course evolution, organisation, evaluation and funding: A survey of all UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Walker, Steven; Gibbins, Jane; Paes, Paul; Adams, Astrid; Chandratilake, Madawa; Gishen, Faye; Lodge, Philip; Wee, Bee; Barclay, Stephen 2017-06-01 A proportion of newly qualified doctors report feeling unprepared to manage patients with palliative care and end-of-life needs. This may be related to barriers within their institution during undergraduate training. Information is limited regarding the current organisation of palliative care teaching across UK medical schools. To investigate the evolution and structure of palliative care teaching at UK medical schools. Anonymised, web-based questionnaire. Settings/participants: Results were obtained from palliative care course organisers at all 30 UK medical schools. The palliative care course was established through active planning (13/30, 43%), ad hoc development (10, 33%) or combination of approaches (7, 23%). The place of palliative care teaching within the curriculum varied. A student-selected palliative care component was offered by 29/30 (97%). All medical schools sought student feedback. The course was reviewed in 26/30 (87%) but not in 4. Similarly, a course organiser was responsible for the palliative care programme in 26/30 but not in 4. A total of 22 respondents spent a mean of 3.9 h (median 2.5)/week in supporting/delivering palliative care education (<1-16 h). In all, 17/29 (59%) had attended a teaching course or shared duties with a colleague who had done so. Course organisers received titular recognition in 18/27 (67%; no title 9 (33%); unknown 3 (11%)). An academic department of Palliative Medicine existed in 12/30 (40%) medical schools. Funding was not universally transparent. Palliative care teaching was associated with some form of funding in 20/30 (66%). Development, organisation, course evaluation and funding for palliative care teaching at UK medical schools are variable. This may have implications for delivery of effective palliative care education for medical students. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+sexual+AND+condoms&pg=6&id=EJ1034332','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+sexual+AND+condoms&pg=6&id=EJ1034332">Replicating Impact of a Primary School HIV Prevention Programme: Primary School Action for Better Health, Kenya</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maticka-Tyndale, E.; Mungwete, R.; Jayeoba, O. 2014-01-01 School-based programmes to combat the spread of HIV have been demonstrated to be effective over the short-term when delivered on a small scale. The question addressed here is whether results obtained with small-scale delivery are replicable in large-scale roll-out. Primary School Action for Better Health (PSABH), a programme to train teachers to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4776824','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4776824">The Effects of School-Based Maum Meditation Program on the Self-Esteem and School Adjustment in Primary School Students</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Yoo, Yang Gyeong; Lee, In Soo 2013-01-01 Self-esteem and school adjustment of children in the lower grades of primary school, the beginning stage of school life, have a close relationship with development of personality, mental health and characters of children. Therefore, the present study aimed to verify the effect of school-based Maum Meditation program on children in the lower grades of primary school, as a personality education program. The result showed that the experimental group with application of Maum Meditation program had significant improvements in self-esteem and school adjustment, compared to the control group without the application. In conclusion, since the study provides significant evidence that the intervention of Maum Meditation program had positive effects on self-esteem and school adjustment of children in the early stage of primary school, it is suggested to actively employ Maum Meditation as a school-based meditation program for mental health promotion of children in the early school ages, the stage of formation of personalities and habits. PMID:23777717 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=enlargement&pg=6&id=EJ071907','ERIC'); return false;" href="https://eric.ed.gov/?q=enlargement&pg=6&id=EJ071907">A Local Evaluation of Primary School French</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nisbet, J. D.; Welsh, Jennifer 1972-01-01 A local study concludes that primary school French does not confer a lasting advantage but its contribution lies in the enlargement of interest rather that as a preparation for secondary school work. (JB) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=last+AND+update&id=EJ764144','ERIC'); return false;" href="https://eric.ed.gov/?q=last+AND+update&id=EJ764144">Beyond Electronic Brochures: An Analysis of Singapore Primary School Web Sites</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hu, Chun; Soong, Andrew Kheng Fah 2007-01-01 This study aims to investigate how Singapore primary schools use their web sites, what kind of information is contained in the web sites, and how the information is presented. Based on an analysis of 176 primary school web sites, which represent all but one of the country's primary schools, findings indicate that most of Singapore's primary school… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Parental+AND+Authority+AND+Questionnaire&pg=6&id=ED184802','ERIC'); return false;" href="https://eric.ed.gov/?q=Parental+AND+Authority+AND+Questionnaire&pg=6&id=ED184802">Rural Primary School Closures in England.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Whitfield, Richard C. A three-phase interdisciplinary effort between educators and environmental planners is focusing on the social effects of rural primary school reorganization now occuring in England as a result of a declining birth rate and the resulting need for school closure. A questionnaire mailed nationally to rural Local Education Authorities, cross-community… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=violence+AND+primary+AND+school+AND+psychological&pg=2&id=EJ822935','ERIC'); return false;" href="https://eric.ed.gov/?q=violence+AND+primary+AND+school+AND+psychological&pg=2&id=EJ822935">Crisis Management in a Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Barclay, Colette 2004-01-01 Dunblane Primary School, Scotland, and Columbine High School, USA. Two headline tragedies that have led to trauma for their pupils and staff. Trauma that could be devastating because of the psychological impact and the practical requirements a crisis brings. Children's social and personal development can be negatively affected, their academic… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22482263','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22482263">Assessment of the relationship between perceptions of dental aesthetics and demand for orthodontic treatment in 10-11 year old school children in Birmingham, UK.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hamdan, A M; Singh, V; Rock, W P 2012-03-01 To examine the relationship between perceptions of dental aesthetics and demand for orthodontic treatment, and to determine whether the former can be used to predict the latter. A prospective cross sectional epidemiological survey of a random and representative sample of comprehensive primary schools in South Birmingham, UK. Participants were 389 randomly selected school children aged 10-11 years from 7 primary schools in South Birmingham. Their perceptions of dental aesthetics were determined using the Aesthetic Component (AC) of the Index of Orthodontic Treatment Need (IOTN). Demand for treatment was assessed by asking subjects if they wanted treatment with braces to correct their teeth. Only 2% of subjects assessed their dentition in the "definite need" for orthodontic treatment category. Demand for treatment was significantly greater in girls than boys (49% and 37% respectively, p < 0.05). Total demand (41%) was considerably greater than self assessed aesthetics in the "definite need" and "borderline need" categories combined (14%). Demand was accurately reflected in patients who perceived their dentition as having moderate to severe (AC 6-9) and very mild aesthetic impairment (AC 1). Perceptions of dental aesthetics using the AC of IOTN were able to predict demand for orthodontic treatment in patients with malocclusions of moderate to severe (AC 6-9) aesthetic impairment. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=informational+AND+technologies&pg=3&id=EJ1106800','ERIC'); return false;" href="https://eric.ed.gov/?q=informational+AND+technologies&pg=3&id=EJ1106800">Rationalising "for" and "against" a Policy of School-Led Careers Guidance in STEM in the U.K.: A Teacher Perspective</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Watermeyer, Richard; Morton, Pat; Collins, Jill 2016-01-01 This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21845982','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21845982">Introducing innovation in a management development programme for a UK primary care organisation.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Smith, Paul; Hampson, Libby; Scott, Jonathan; Bower, Karen 2011-01-01 The aim of this paper is to examine the introduction of innovation as part of a management development programme at a primary care organisation, a legal form known as a Primary Care Trust (PCT), in the UK. The paper draws on experience of managing a successful management development programme for a PCT. The report of the case study analyses the key events that took place between 2008 and 2010, from direct observation, surveys, discussion and documentary evidence. The Northern PCT has partnerships with a number of educational providers to deliver their leadership and management development programmes. A close working relationship had developed and the programme is bespoke - hence it is current and of practical use to the UK's National Health Service (NHS). In addition, there are regular meetings, with module leaders gaining a firsthand understanding of the organisation's needs and aspirations. This has resulted in a very focused and personalised offering and a genuine involvement in the programme and individuals concerned. The research was conducted among a relatively small sample, and there is a lack of previous literature evidence to make significant comparisons. The paper identifies key implications for practitioners and educators in this area. This paper is one of few to investigate innovation and improvement in the NHS, and is unique in that it uses the lenses of a management development programme to explore this important, and under-researched, topic. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28460603','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28460603">Prevalence and patterns of antidepressant switching amongst primary care patients in the UK.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mars, Becky; Heron, Jon; Gunnell, David; Martin, Richard M; Thomas, Kyla H; Kessler, David 2017-05-01 Non-response to antidepressant treatment is a substantial problem in primary care, and many patients with depression require additional second-line treatments. This study aimed to examine the prevalence and patterns of antidepressant switching in the UK, and identify associated demographic and clinical factors. Cohort analysis of antidepressant prescribing data from the Clinical Practice Research Datalink, a large, anonymised UK primary care database. The sample included 262,844 patients who initiated antidepressant therapy between 1 January 2005 and 31 June 2011. 9.3% of patients switched to a different antidepressant product, with most switches (60%) occurring within 8 weeks of the index date. The proportion switching was similar for selective serotonin reuptake inhibitors (SSRIs), tricyclic antidepressants and other antidepressants (9.3%, 9.8% and 9.2%, respectively). Most switches were to an SSRI (64.5%), and this was the preferred option regardless of initial antidepressant class. Factors predictive of switching included male gender, age, and history of self-harm and psychiatric illness. Over one in every 11 patients who initiates antidepressant therapy will switch medication, suggesting that initial antidepressant treatment has been unsatisfactory. Evidence to guide choice of second-line treatment for individual patients is currently limited. Additional research comparing different pharmacological and psychological second-line treatment strategies is required in order to inform guidelines and improve patient outcomes. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23794539','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23794539">Undergraduate teaching on biological weapons and bioterrorism at medical schools in the UK and the Republic of Ireland: results of a cross-sectional study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Green, Stephen T; Cladi, Lorenzo; Morris, Paul; Forde, Donall 2013-06-20 To determine if individual undergraduate schools of medicine in the UK and the Republic of Ireland provide any teaching to medical students about biological weapons, bioterrorism, chemical weapons and weaponised radiation, if they perceive them to be relevant issues and if they figure them in their future plans. A cross-sectional study utilising an internet-based questionnaire sent to key figures responsible for leading on the planning and delivery of undergraduate medical teaching at all schools of medicine in the UK and Ireland. All identified undergraduate schools of medicine in the UK and Ireland between August 2012 and December 2012. Numerical data and free text feedback about relevant aspects of undergraduate teaching. Of the 38 medical schools approached, 34 (28 in UK, 6 in Ireland) completed the questionnaire (89.47%). 4 (all in UK) chose not to complete it. 6/34 (17.65%) included some specific teaching on biological weapons and bioterrorism. 7/34 (20.59%) had staff with bioterrorism expertise (mainly in microbiological and syndromic aspects). 4/34 (11.76%) had plans to introduce some specific teaching on bioterrorism. Free text responses revealed that some felt that because key bodies (eg, UK's General Medical Council) did not request teaching on bioterrorism, then it should not be included, while others regarded this field of study as a postgraduate subject and not appropriate for undergraduates, or argued that the curriculum was too congested already. 4/34 (11.76%) included some specific teaching on chemical weapons, and 3/34 (8.82%) on weaponised radiation. This study provides evidence that at the present time there is little teaching at the undergraduate level in the UK and Ireland on the subjects of biological weapons and bioterrorism, chemical weapons and weaponised radiation and signals that this situation is unlikely to change unless there were to be high-level policy guidance. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1163268.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1163268.pdf">The Reading Profile of Turkish Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Dag, Nilgün 2017-01-01 This study aims to reveal the reading profile of primary school students. The research design is based on a survey model with the research population being comprised of primary school students in the 2014-2015 academic year in the city center of Nevsehir, Turkey. The sample of the study consists of 120 fourth-grade students. The research data was… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1106539.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1106539.pdf">Teachers' Performance Motivation System in Thai Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pasathang, Sarojn; Tesaputa, Kowat; Sataphonwong, Pattananusron 2016-01-01 This research aims to: 1) study the present conditions and desirable condition of the motivation systems as well as how to find methods for motivating the performance of teachers in primary schools, 2) develop a motivation system for the performance of teachers in primary schools, 3) study the effects of using the motivation system for compliance… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1078739.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1078739.pdf">A Thought on Reviewing Ways in Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> He, Xiaojun 2015-01-01 This paper will focus on the effective review of English in the third grade of primary school. In the first part, the author introduces the importance of improving the effective review of English in the third grade of primary school. Analyzing from the aspects of theories, teachers have to get a good knowledge of language theories and analyze it… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=area+AND+51&id=EJ1168088','ERIC'); return false;" href="https://eric.ed.gov/?q=area+AND+51&id=EJ1168088">Strengthening "the Foundations" of the Primary School Curriculum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Duncombe, Rebecca; Cale, Lorraine; Harris, Jo 2018-01-01 The low status of the foundation subjects (e.g. Music and Physical Education (PE)) in English primary schools is well documented. Using PE as an illustrative example, a thematic analysis of 51 PE trainee students' assignments, based on their perceptions of a two-week experience in a primary school, highlighted a number of areas of concern (e.g.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=data+AND+collection+AND+music&pg=7&id=EJ751096','ERIC'); return false;" href="https://eric.ed.gov/?q=data+AND+collection+AND+music&pg=7&id=EJ751096">The Music Co-ordinator in the Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Button, Stuart; Potter, Allison 2006-01-01 This article reports on the results of a study which investigated teachers' and head teachers' perceptions of the role of the music co-ordinator in the primary school, and provides insight into how the role might be made more effective. The teachers participating in this project were chosen from twenty primary schools from one local educational… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED418953.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED418953.pdf">Health Activities for Primary School Students.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Peace Corps, Washington, DC. Information Collection and Exchange Div. This manual targets new and second-year Peace Corps volunteers, presenting health lessons and activities for primary school students in Thailand. Each section of the manual outlines basic technical information about the topic, contains several detailed lesson plans, and lists quick activities that can be carried out at schools. Songs and recipes… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_9");'>9</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li class="active">11</li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_12" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="221"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED506516.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED506516.pdf">Primary School Teachers' Inspection in Turkey: Primary School Teachers' Expectations about Inspectors' Guidance Roles and the Realisation Level of These Expectations</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Polat, Soner; Ugurlu, Celal Teyyar 2008-01-01 The aim of this research is to point out primary school teachers' expectations about inspectors' guidance roles and the realisation level of these expectations. The data used in this research that will be done in descriptive scanning model is collected from the views of primary school teachers selected randomly from Balikesir, Batman and Hatay.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED511468.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED511468.pdf">Trigger Happy: The Troubling Trend of Primary School Closures in Glasgow City Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Koch, Joshua F. 2010-01-01 This paper examines the continuing trend of school closures in Glasgow, Scotland. Particular attention will be paid to Stonedyke Primary School, which Glasgow City Council was proposing to close at the time of this research. Current statistical data and research is used to better examine the current crisis Stonedyke Primary faces. Furthermore,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26047859','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26047859">Influence of walking route choice on primary school children's exposure to air pollution--A proof of concept study using simulation.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mölter, Anna; Lindley, Sarah 2015-10-15 This study developed a walking network for the Greater Manchester area (UK). The walking network allows routes to be calculated either based on the shortest duration or based on the lowest cumulative nitrogen dioxide (NO2) or particulate matter (PM10) exposure. The aim of this study was to analyse the costs and benefits of faster routes versus lower pollution exposure for walking routes to primary schools. Random samples of primary schools and residential addresses were used to generate 100,000 hypothetical school routes. For 60% (59,992) and 40% (40,460) an alternative low NO2 and PM10 route was found, respectively. The median change in travel time (NO2: 4.5s, PM10: 0.5s) and average route exposure (NO2: -0.40 μg/m(3), PM10: -0.03 μg/m(3)) was small. However, quantile regression analysis indicated that for 50% of routes a 1% increase in travel time was associated with a 1.5% decrease in NO2 and PM10 exposure. The results of this study suggest that the relative decrease in pollution exposure on low pollution routes tends to be greater than the relative increase in route length. This supports the idea that a route planning tool identifying less polluted routes to primary schools could help deliver potential health benefits for children. Copyright © 2015 Elsevier B.V. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18177145','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18177145">The effects of environmental and classroom noise on the academic attainments of primary school children.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Shield, Bridget M; Dockrell, Julie E 2008-01-01 While at school children are exposed to various types of noise including external, environmental noise and noise generated within the classroom. Previous research has shown that noise has detrimental effects upon children's performance at school, including reduced memory, motivation, and reading ability. In England and Wales, children's academic performance is assessed using standardized tests of literacy, mathematics, and science. A study has been conducted to examine the impact, if any, of chronic exposure to external and internal noise on the test results of children aged 7 and 11 in London (UK) primary schools. External noise was found to have a significant negative impact upon performance, the effect being greater for the older children. The analysis suggested that children are particularly affected by the noise of individual external events. Test scores were also affected by internal classroom noise, background levels being significantly related to test results. Negative relationships between performance and noise levels were maintained when the data were corrected for socio-economic factors relating to social deprivation, language, and special educational needs. Linear regression analysis has been used to estimate the maximum levels of external and internal noise which allow the schools surveyed to achieve required standards of literacy and numeracy. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3426604','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3426604">Domestic violence: knowledge, attitudes, and clinical practice of selected UK primary healthcare clinicians</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Ramsay, Jean; Rutterford, Clare; Gregory, Alison; Dunne, Danielle; Eldridge, Sandra; Sharp, Debbie; Feder, Gene 2012-01-01 Background Domestic violence affects one in four women and has significant health consequences. Women experiencing abuse identify doctors and other health professionals as potential sources of support. Primary care clinicians agree that domestic violence is a healthcare issue but have been reluctant to ask women if they are experiencing abuse. Aim To measure selected UK primary care clinicians’ current levels of knowledge, attitudes, and clinical skills in this area. Design and setting Prospective observational cohort in 48 general practices from Hackney in London and Bristol, UK. Method Administration of the Physician Readiness to Manage Intimate Partner Violence Survey (PREMIS), comprising five sections: responder profile, background (perceived preparation and knowledge), actual knowledge, opinions, and practice issues. Results Two hundred and seventy-two (59%) clinicians responded. Minimal previous domestic violence training was reported by participants. Clinicians only had basic knowledge about domestic violence but expressed a positive attitude towards engaging with women experiencing abuse. Many clinicians felt poorly prepared to ask relevant questions about domestic violence or to make appropriate referrals if abuse was disclosed. Forty per cent of participants never or seldom asked about abuse when a woman presented with injuries. Eighty per cent said that they did not have an adequate knowledge of local domestic violence resources. GPs were better prepared and more knowledgeable than practice nurses; they also identified a higher number of domestic violence cases. Conclusion Primary care clinicians’ attitudes towards women experiencing domestic violence are generally positive but they only have basic knowledge of the area. Both GPs and practice nurses need more comprehensive training on assessment and intervention, including the availability of local domestic violence services. PMID:22947586 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22477846','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22477846">Addressing long-term physical healthcare needs in a forensic mental health inpatient population using the UK primary care Quality and Outcomes Framework (QOF): an audit.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ivbijaro, Go; Kolkiewicz, LA; McGee, Lsf; Gikunoo, M 2008-03-01 Objectives This audit aims to evaluate the effectiveness of delivering an equivalent primary care service to a long-term forensic psychiatric inpatient population, using the UK primary care national Quality and Outcomes Framework (QOF).Method The audit compares the targets met by the general practitioner with special interest (GPwSI) service, using local and national QOF benchmarks (2005-2006), and determines the prevalence of chronic disease in a long-term inpatient forensic psychiatry population.Results The audit results show that the UK national QOF is a useful tool for assessment and evaluation of physical healthcare needs in a non-community based population. It shows an increased prevalence of all QOF-assessed long-term physical conditions when compared to the local East London population and national UK population, confirming previously reported elevated levels of physical healthcare need in psychiatric populations.Conclusions This audit shows that the UK General Practice QOF can be used as a standardised instrument for commissioning and monitoring the delivery of physical health services to in-patient psychiatric populations, and for the evaluation of the effectiveness of clinical interventions in long-term physical conditions. The audit also demonstrates the effectiveness of using a GPwSI in healthcare delivery in non-community based settings. We suggest that the findings may be generalisable to other long-term inpatient psychiatric and prison populations in order to further the objective of delivering an equivalent primary care service to all populations.The QOF is a set of national primary care audit standards and is freely available on the British Medical Association website or the UK Department of Health website. We suggest that primary care workers in health economies who have not yet developed their own national primary care standards can access and adapt these standards in order to improve the clinical standards of care given to the primary care </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1761063','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=1761063">Primary school accident reporting in one education authority</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Latif, A; Williams, W; Sibert, J 2002-01-01 Background: Studies have shown a correlation between increased accident rates and levels of deprivation in the community. School accident reporting is one area where an association might be expected. Aims: To investigate differences in primary school accident rates in deprived and more affluent wards, in an area managed by one education authority. Methods: Statistical analysis of accident form returns for 100 primary schools in one education authority in Wales over a two year period, in conjunction with visits to over one third of school sites. Results: Accident report rates from schools in deprived wards were three times higher than those from schools in more affluent wards. School visits showed that this discrepancy was attributable primarily to differences in reporting procedures. One third of schools did not report accidents and approximately half did not keep records of minor accidents. Conclusions: The association between school accident report rates and deprivation in the community is complex. School accident data from local education authorities may be unreliable for most purposes of collection. PMID:11827900 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1146680.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1146680.pdf">An Evaluation of Primary School Students' Views about Noise Levels in School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bulunuz, Nermin; Bulunuz, Mizrap; Orbak, Ali Yurdun; Mulu, Nejla; Tavsanli, Ömer Faruk 2017-01-01 Effective education and teaching requires keeping classroom noise levels within specific limits. The purpose of this study is to evaluate students' views about the noise level in school, its effects, and control of it at two primary schools (one public school and one private school) located in a district of Bursa--within the scope of the TÜBITAK… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=social+AND+inequality&pg=4&id=EJ1091439','ERIC'); return false;" href="https://eric.ed.gov/?q=social+AND+inequality&pg=4&id=EJ1091439">Explaining Social Class Inequalities in Educational Achievement in the UK: Quantifying the Contribution of Social Class Differences in School "Effectiveness"</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hobbs, Graham 2016-01-01 There are large social class inequalities in educational achievement in the UK. This paper quantifies the contribution of one mechanism to the production of these inequalities: social class differences in school "effectiveness," where "effectiveness" refers to a school's impact on pupils' educational achievement (relative to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3720201','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3720201">How do United Kingdom (UK) medical schools identify and support undergraduate medical students who ‘fail’ communication assessments? A national survey</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2013-01-01 Background The doctor’s ability to communicate effectively (with patients, relatives, advocates and healthcare colleagues) relates directly to health outcomes, and so is core to clinical practice. The remediation of medical students’ clinical communication ability is rarely addressed in medical education literature. There is nothing in the current literature reporting a contemporary national picture of how communication difficulties are managed, and the level of consequence (progression implications) for students of performing poorly. This survey aimed to consolidate practices for identifying and processes for managing students who ‘fail’ communication assessments across all UK medical schools. Methods Data were collected via an email survey to all leads for clinical communication in all UK Medical Schools for the UK Council for Clinical Communication in Undergraduate Medical Education. Results All but two participating Schools reported some means of support and/or remediation in communication. There was diversity of approach, and variance in the level of systemisation adopted. Variables such as individuality of curricula, resourcing issues, student cohort size and methodological preferences were implicated as explaining diversity. Support is relatively ad hoc, and often in the hands of a particular dedicated individual or team with an interest in communication delivery with few Schools reporting robust, centralised, school level processes. Conclusions This survey has demonstrated that few Medical Schools have no identifiable system of managing their students’ clinical communication difficulties. However, some Schools reported ad hoc approaches and only a small number had a centralised programme. There is scope for discussion and benchmarking of best practice across all Schools with allocation of appropriate resources to support this. PMID:23834990 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018MS%26E..296a2045L','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018MS%26E..296a2045L">Literacy Infrastructure, Access to Books, and the Implementation of the School Literacy Movement in Primary Schools in Indonesia</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Laksono, K.; Retnaningdyah, P. 2018-01-01 Literacy Infrastructure and access to books are the foundation of literacy activity. Indonesia has regulations from the Ministry of Education and Culture requiring that 15 minutes should be used each day before the learning begins to read books other than textbooks. However, many schools are not yet obeying this requirement. The purposes of this study are to describe the literacy infrastructure in primary schools in Indonesia, to analyze access to books in primary schools, to explain the School Literacy Movement implementation, and to identify issues around the implementation of reading strategies in a context in which there is limited access to books. The questionnaire and interview study were conducted in 30 primary schools in East Java, Indonesia. The study concluded that the literacy infrastructure and access to books in 30 primary schools are below standard, but the school community enthusiastically implements the objectives of the School Literacy Movement. Many primary schools are already implementing good many reading strategies although there are some problems related to teacher competence. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4032016','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4032016">Undergraduate teaching in UK general practice: a geographical snapshot</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Derbyshire, Helen; Rees, Eliot; Gay, Simon P; McKinley, Robert K 2014-01-01 Background Learning in general practice is an essential component of undergraduate medical education; currently, on average, 13% of clinical placements in the UK are in general practice. However, whether general practice can sustainably deliver more undergraduate placements is uncertain. Aim To identify the geographical distribution of undergraduate teaching practices and their distance from the host medical school. Design and setting National survey of all medical schools in the UK. Method All 33 UK medical schools were invited to provide the postcodes of their undergraduate teaching practices. These were collated, de-duplicated, and mapped. The distance in kilometres and journey times by car and public transport between each medical school and its teaching practices was estimated using Transport Direct (www.transportdirect.info). The postcodes of every practice in the UK were obtained from the UK’s health departments. Results All 33 UK medical schools responded; 4392 practices contributed to teaching, with a median (minimum–maximum) of 142 (17–385) practices per school. The median (minimum–maximum) distance between a school and a teaching practice was 28 km (0–1421 km), 41 (0:00–23:26) minutes’ travel by car and 1 hour 12 (0:00–17:29) minutes’ travel by public transport. All teaching practices were accessible by public transport in one school and 90–99% were in a further four schools; 24 schools had >20% of practices that were inaccessible by public transport. Conclusion The 4392 undergraduate teaching general practices are widely distributed and potentially any practice, no matter how isolated, could contribute to undergraduate education. However, this is, at the price of a considerable travel burden. PMID:24868071 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sexuality&pg=2&id=EJ1033957','ERIC'); return false;" href="https://eric.ed.gov/?q=sexuality&pg=2&id=EJ1033957">School-Based Primary School Sexuality Education for Migrant Children in Beijing, China</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Liu, Wenli; Su, Yufen 2014-01-01 In May 2007, Beijing Normal University launched a programme of school-based sexuality education for migrant children in Xingzhi Primary School in Beijing. Over the past seven years, the project team has developed a school-based sexuality education curriculum using the "International Technical Guidance on Sexuality Education" published by… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=occupational+AND+stress&pg=3&id=EJ1088077','ERIC'); return false;" href="https://eric.ed.gov/?q=occupational+AND+stress&pg=3&id=EJ1088077">Perspectives on the Standards Agenda: Exploring the Agenda's Impact on Primary Teachers' Professional Identities</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, Zeta; Manktelow, Ken 2016-01-01 This study aimed to investigate teachers' perspectives on the practical implementation of the standards agenda and its impact on their professional identities. Q-methodology was used alongside semi-structured interviews with UK primary school teachers. The study explored the views of 25 teachers in six schools, selected through purposive sampling… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=self+AND+improvement&pg=5&id=EJ978967','ERIC'); return false;" href="https://eric.ed.gov/?q=self+AND+improvement&pg=5&id=EJ978967">Flying the "Active School Flag": Physical Activity Promotion through Self-Evaluation in Primary Schools in Ireland</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chroinin, Deirdre Ni; Murtagh, Elaine; Bowles, Richard 2012-01-01 Primary schools are key sites where children can be active, advance their knowledge and understanding of how to participate in physical activity (PA) and develop an appreciation of its importance in their lives. This study explored the role of schools in promoting PA asking: how do primary schools approach the promotion of whole-school PA? Data… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18269427','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18269427">Cooperation between parents and school nurses in primary schools: parents' perceptions.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mäenpää, Tiina; Astedt-Kurki, Päivi 2008-03-01 Cooperation between pupils' parents and school nurses is an important part of health promotion in primary schools. Developing frank and trusting relationships contributes to easy and uninhibited cooperation. Cooperation between parents and school nurses has not been widely researched internationally. This article reports on parents' views on cooperation with school nurses in primary schools. The study aims at contributing to school nurses' work so that instead of focusing only on the children, family nursing approaches could be improved. Nineteen parents from 13 families from southern Finland were interviewed for the study in 2004. The data were analysed by grounded theory and the constant comparative method was utilized. Six concepts describing parents' views on cooperation were generated on the basis of the data. Cooperation consists of supporting the child's well-being. School nurses take children's and parents' concerns seriously and intervene effectively if the child's health is threatened. School nurses' expertise is not very visible within school communities. Hoping to receive information and desiring parental involvement are important concepts of cooperation with the school nurse. The child's family is not sufficiently known or taken holistically into consideration when the child's health is promoted. Parents are the initiators of cooperation within school health care and parents describe this by the concept of one-sided communication. Parents do not know about school nurses' work and school health services. They would like to be more involved in school nursing activities. When developing children's health services, parents' expertise in their children's well-being should be paid more attention. This study enhances the knowledge of family nursing by describing Finnish parents' perceptions of cooperation with school nurses. The findings facilitate the understanding of cooperation in school health services. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22666531','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22666531">Embedding online patient record access in UK primary care: a survey of stakeholder experiences.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pagliari, Claudia; Shand, Tim; Fisher, Brian 2012-05-01 To explore the integration of online patient Record Access within UK Primary Care, its perceived impacts on workload and service quality, and barriers to implementation. Mixed format survey of clinicians, administrators and patients. Telephone interviews with non-users. Primary care centres within NHS England that had offered online record access for the preceding year. Of the 57 practices initially agreeing to pilot the system, 32 had adopted it and 16 of these returned questionnaires. The 42 individual respondents included 14 practice managers, 15 clinicians and 13 patients. Follow-up interviews were conducted with one participant from 15 of the 25 non-adopter practices. Most professionals believed that the system is easy to integrate within primary care; while most patients found it easy to integrate within their daily lives. Professionals perceived no increase in the volume of patient queries or clinical consultations as a result of Record Access; indeed some believed that these had decreased. Most clinicians and patients believed that the service had improved mutual trust, communication, patients' health knowledge and health behaviour. Inhibiting factors included concerns about security, liability and resource requirements. Non-adoption was most frequently attributed to competing priorities, rather than negative beliefs about the service. Record access has an important role to play in supporting patient-focused healthcare policies in the UK and may be easily accommodated within existing services. Additional materials to facilitate patient recruitment, inform system set-up processes, and assure clinicians of their legal position are likely to encourage more widespread adoption. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=free+AND+education&pg=7&id=EJ1038622','ERIC'); return false;" href="https://eric.ed.gov/?q=free+AND+education&pg=7&id=EJ1038622">The Effect of Free Primary Education Policy on Late School Entry in Urban Primary Schools in Kenya</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C.; Mutisya, Maurice 2013-01-01 Late school entry is driven by several factors, one of the key ones being the cost barrier to schooling. Policies such as free primary education (FPE) that advocate for universal coverage are therefore partly aimed at removing the cost barrier. The Kenyan Government, like many in sub-Saharan Africa (SSA), introduced FPE in 2003 with the aim of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=philosophy&pg=7&id=EJ982249','ERIC'); return false;" href="https://eric.ed.gov/?q=philosophy&pg=7&id=EJ982249">Philosophy in Primary Schools?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> White, John 2012-01-01 The article is a critical discussion of the aims behind the teaching of philosophy in British primary schools. It begins by reviewing the recent Special Issue of the "Journal of Philosophy of Education" Vol 45 Issue 2 2011 on "Philosophy for Children in Transition", so as to see what light this might throw on the topic just… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27169746','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27169746">Executive Functions as Predictors of School Performance and Social Relationships: Primary and Secondary School Students.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Zorza, Juan Pablo; Marino, Julián; Acosta Mesas, Alberto 2016-05-12 This study examined the relationship between executive functions (EFs) and school performance in primary and secondary school students aged 8 to 13 years (N = 146, M = 10.4, 45.8% girls). EFs were evaluated using the Trail Making Test (TMT), Verbal Fluency (VF), and the Stroop Test. Students' GPAs and teachers' assessment of academic skills were used to measure school performance. To evaluate the students' social behavior, participants were asked to rate all their classmates' prosocial behavior and nominate three students with whom they preferred to do school activities; teachers also provided evaluations of students' social skills. EF measures explained 41% (p = .003, f 2 = .694) of variability in school performance and 29% (p = .005, f 2 = .401) of variance in social behavior in primary school students. The predictive power of EFs was found to be lower for secondary school students, although the TMT showed significant prediction and explained 13% (p = .004, f 2 = .149) of variance in school performance and 15% (p = .008, f 2 = .176) in peer ratings of prosocial behavior. This paper discusses the relevance of EFs in the school environment and their different predictive power in primary and secondary school students. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_10");'>10</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li class="active">12</li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_13" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="241"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1138576.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1138576.pdf">Strengthening the Creative Transformational Leadership of Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kallapadee, Yadapak; Tesaputa, Kowat; Somprach, Kanokorn 2017-01-01 This research and development aimed to: 1) study the components and indicators of creative transformational leadership of primary school teachers; 2) study the existing situation, and the desirable situation of creative transformational leadership of primary school teachers in the northeastern region of Thailand; 3) develop a program to strengthen… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=RESILIENCE&pg=5&id=EJ1026802','ERIC'); return false;" href="https://eric.ed.gov/?q=RESILIENCE&pg=5&id=EJ1026802">Does a Socio-Ecological School Model Promote Resilience in Primary Schools?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lee, Patricia C.; Stewart, Donald E. 2013-01-01 Background: This research investigates the extent to which the holistic, multistrategy "health-promoting school" (HPS) model using a resilience intervention can lead to improved resilience among students. Methods: A quasi-experimental design using a study cohort selected from 20 primary schools in Queensland, Australia was employed. Ten… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574121.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574121.pdf">Gender Bias in Singaporean Primary School English Coursebooks</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ong, Chye Wah; Jacobs, George M. 2000-01-01 Schools can have an important effect on children's developing views of gender roles, and coursebooks form an important element of children's school experience. In 1996, we read an article by Anthea Fraser Gupta and Ameline Lee Su Yin that described gender bias in a 1980s primary school English coursebook series used in Singapore schools. We had… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1139677.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1139677.pdf">Analyzing the Learning Styles of Pre-Service Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Özdemir, Muhammet; Kaptan, Fitnat 2017-01-01 The purpose of this research is to analyze the learning styles of pre-service primary school teachers by various variables. The universe of the research is composed of 2136 pre-service primary school teachers study in freshman (first year) and senior (fourth year) classes of Faculty of Education School Teaching department in Gazi University,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1124649.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1124649.pdf">Effective School Evaluation in Primary Schools from the Dimension of Parents</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Akan, Durdagi 2017-01-01 The aim of this study is to analyze the effectiveness of the primary schools depending on "parents" dimension according to the perceptions of administrator and teacher in terms of different variables. It employed descriptive survey model. Data was collected through effective school questionnaire with the aim of determining the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25628680','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25628680">Health education in primary school textbooks in iran in school year 2010-2011.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kazemian, Reza; Ghasemi, Hadi; Movahhed, Taraneh; Kazemian, Ali 2014-09-01 Health education in schools is one of the most effective ways of promoting health in a society. Studies have shown the effectiveness of health interventions aimed at improving students' knowledge, attitude, and behaviors about health issues. The aim of this study was to evaluate health issues in primary school textbooks in Iran. In school year 2010-2011, the contents of all primary school textbooks in Iran were assessed in accordance to their health-related teachings. Health lessons of these 27 textbooks in the form of picture and text were retrieved and analyzed using content analysis method. In total, 502 health-related lessons were found. The textbooks of the third grade contained the highest (144) and those of the fourth grade had the lowest (26) number of health lessons. Among health-related issues, the largest number (87) of lessons were about personal hygiene, while prevention of high risk behaviors comprised the least number (8). Some important health issues such as nutrition, oral health, and prevention of high-risk behaviors were not adequately discussed in the textbooks. The potential of primary school textbooks in delivering health messages has been neglected in Iran. Taking the critical importance of school ages into account, incorporating health issues in textbooks should be more strongly emphasized. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4133193','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4133193">Cost-Effectiveness of Collaborative Care for Depression in UK Primary Care: Economic Evaluation of a Randomised Controlled Trial (CADET)</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Green, Colin; Richards, David A.; Hill, Jacqueline J.; Gask, Linda; Lovell, Karina; Chew-Graham, Carolyn; Bower, Peter; Cape, John; Pilling, Stephen; Araya, Ricardo; Kessler, David; Bland, J. Martin; Gilbody, Simon; Lewis, Glyn; Manning, Chris; Hughes-Morley, Adwoa; Barkham, Michael 2014-01-01 Background Collaborative care is an effective treatment for the management of depression but evidence on its cost-effectiveness in the UK is lacking. Aims To assess the cost-effectiveness of collaborative care in a UK primary care setting. Methods An economic evaluation alongside a multi-centre cluster randomised controlled trial comparing collaborative care with usual primary care for adults with depression (n = 581). Costs, quality-adjusted life-years (QALYs), and incremental cost-effectiveness ratios (ICER) were calculated over a 12-month follow-up, from the perspective of the UK National Health Service and Personal Social Services (i.e. Third Party Payer). Sensitivity analyses are reported, and uncertainty is presented using the cost-effectiveness acceptability curve (CEAC) and the cost-effectiveness plane. Results The collaborative care intervention had a mean cost of £272.50 per participant. Health and social care service use, excluding collaborative care, indicated a similar profile of resource use between collaborative care and usual care participants. Collaborative care offered a mean incremental gain of 0.02 (95% CI: –0.02, 0.06) quality-adjusted life-years over 12 months, at a mean incremental cost of £270.72 (95% CI: –202.98, 886.04), and resulted in an estimated mean cost per QALY of £14,248. Where costs associated with informal care are considered in sensitivity analyses collaborative care is expected to be less costly and more effective, thereby dominating treatment as usual. Conclusion Collaborative care offers health gains at a relatively low cost, and is cost-effective compared with usual care against a decision-maker willingness to pay threshold of £20,000 per QALY gained. Results here support the commissioning of collaborative care in a UK primary care setting. PMID:25121991 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3669729','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3669729">Undergraduate teaching on biological weapons and bioterrorism at medical schools in the UK and the Republic of Ireland: results of a cross-sectional study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Green, Stephen T; Cladi, Lorenzo; Morris, Paul; Forde, Donall 2013-01-01 Objective To determine if individual undergraduate schools of medicine in the UK and the Republic of Ireland provide any teaching to medical students about biological weapons, bioterrorism, chemical weapons and weaponised radiation, if they perceive them to be relevant issues and if they figure them in their future plans. Design A cross-sectional study utilising an internet-based questionnaire sent to key figures responsible for leading on the planning and delivery of undergraduate medical teaching at all schools of medicine in the UK and Ireland. Setting All identified undergraduate schools of medicine in the UK and Ireland between August 2012 and December 2012. Outcome measures Numerical data and free text feedback about relevant aspects of undergraduate teaching. Results Of the 38 medical schools approached, 34 (28 in UK, 6 in Ireland) completed the questionnaire (89.47%). 4 (all in UK) chose not to complete it. 6/34 (17.65%) included some specific teaching on biological weapons and bioterrorism. 7/34 (20.59%) had staff with bioterrorism expertise (mainly in microbiological and syndromic aspects). 4/34 (11.76%) had plans to introduce some specific teaching on bioterrorism. Free text responses revealed that some felt that because key bodies (eg, UK's General Medical Council) did not request teaching on bioterrorism, then it should not be included, while others regarded this field of study as a postgraduate subject and not appropriate for undergraduates, or argued that the curriculum was too congested already. 4/34 (11.76%) included some specific teaching on chemical weapons, and 3/34 (8.82%) on weaponised radiation. Conclusions This study provides evidence that at the present time there is little teaching at the undergraduate level in the UK and Ireland on the subjects of biological weapons and bioterrorism, chemical weapons and weaponised radiation and signals that this situation is unlikely to change unless there were to be high-level policy guidance. PMID </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2777556','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2777556">Addressing long-term physical healthcare needs in a forensic mental health inpatient population using the UK primary care Quality and Outcomes Framework (QOF): an audit</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2008-01-01 Objectives This audit aims to evaluate the effectiveness of delivering an equivalent primary care service to a long-term forensic psychiatric inpatient population, using the UK primary care national Quality and Outcomes Framework (QOF). Method The audit compares the targets met by the general practitioner with special interest (GPwSI) service, using local and national QOF benchmarks (2005–2006), and determines the prevalence of chronic disease in a long-term inpatient forensic psychiatry population. Results The audit results show that the UK national QOF is a useful tool for assessment and evaluation of physical healthcare needs in a non-community based population. It shows an increased prevalence of all QOF-assessed long-term physical conditions when compared to the local East London population and national UK population, confirming previously reported elevated levels of physical healthcare need in psychiatric populations. Conclusions This audit shows that the UK General Practice QOF can be used as a standardised instrument for commissioning and monitoring the delivery of physical health services to in-patient psychiatric populations, and for the evaluation of the effectiveness of clinical interventions in long-term physical conditions. The audit also demonstrates the effectiveness of using a GPwSI in healthcare delivery in non-community based settings. We suggest that the findings may be generalisable to other long-term inpatient psychiatric and prison populations in order to further the objective of delivering an equivalent primary care service to all populations. The QOF is a set of national primary care audit standards and is freely available on the British Medical Association website or the UK Department of Health website. We suggest that primary care workers in health economies who have not yet developed their own national primary care standards can access and adapt these standards in order to improve the clinical standards of care given to the primary </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=analysis+AND+climatic&pg=2&id=ED173049','ERIC'); return false;" href="https://eric.ed.gov/?q=analysis+AND+climatic&pg=2&id=ED173049">Design Considerations for Construction of Rural Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Siddiqui, Kalim A.; And Others Widely differing local conditions, increased community participation in education, more lifelong education, and decentralization of schools are factors which should affect the architecture of rural primary schools in Pakistan. Also significant are the results of a 1977 survey which indicate that building quality is unrelated to school attendance… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/18821106','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/18821106">Cost analysis of direct versus indirect and individual versus group modes of manual-based speech-and-language therapy for primary school-age children with primary language impairment.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Dickson, Kirstin; Marshall, Marjorie; Boyle, James; McCartney, Elspeth; O'Hare, Anne; Forbes, John 2009-01-01 The study is the first within trial cost analysis of direct versus indirect and individual versus group modes of speech-and-language therapy for children with primary language impairment. To compare the short-run resource consequences of the four interventions alongside the effects achieved measured by standardized scores on a test of expressive and receptive language. The study design was a cost analysis integrated within a randomized controlled trial using a 2x2 factorial design (direct/indirect versus individual/group therapy) together with a control group that received usual levels of community-based speech-and-language therapy. Research interventions were delivered in school settings in Scotland, UK. Children aged between 6 and 11 years, attending a mainstream school, with standard scores on the Clinical Evaluation of Language Fundamentals (CELF-III(UK)) of less than -1.25 standard deviation (SD) (receptive and/or expressive) and non-verbal IQ on the Wechsler Abbreviated Scale of Intelligence (WASI) above 75, and no reported hearing loss, no moderate/severe articulation/phonology/dysfluency problems or otherwise requiring individual work with a speech-and-language therapist. The intervention involved speech-and-language therapists and speech-and-language therapy assistants working with individual children or small groups of children. A therapy manual was constructed to assist the choice of procedures and activities for intervention. The cost analysis focused on the salary and travel costs associated with each mode of intervention. The cumulative distribution of total costs arising from the time of randomization to post-intervention assessment was estimated. Arithmetic mean costs were compared and reported with their 95% confidence intervals. The results of the intention-to-treat analysis revealed that there were no significant post-intervention differences between direct and indirect modes of therapy, or between individual and group modes on any of the primary </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bad+AND+news&pg=5&id=EJ909774','ERIC'); return false;" href="https://eric.ed.gov/?q=bad+AND+news&pg=5&id=EJ909774">Quality of Primary Education Inputs in Urban Schools: Evidence from Nairobi</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ngware, Moses W.; Oketch, Moses; Ezeh, Alex C. 2011-01-01 This article examines the quality of primary school inputs in urban settlements with a view to understand how it sheds light on benchmarks of education quality indicators in Kenya. Data from a school survey that involved 83 primary schools collected in 2005 were used. The data set contains information on school quality characteristics of various… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2016IJSEd..38.1441W','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2016IJSEd..38.1441W">Rationalising for and against a policy of school-led careers guidance in STEM in the U.K.: a teacher perspective</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Watermeyer, Richard; Morton, Pat; Collins, Jill 2016-06-01 This paper reports on teacher attitudes to changes in the provision of careers guidance in the U.K., particularly as it relates to Science, Technology, Engineering and Mathematics (STEM). It draws on survey data of n = 94 secondary-school teachers operating in STEM domains and their attitudes towards a U.K. and devolved policy of internalising careers guidance within schools. The survey presents a mixed message of teachers recognising the significance of their unique position in providing learners with careers guidance yet concern that their 'relational proximity' to students and 'informational distance' from higher education and STEM industry may produce bias and misinformation that is harmful to their educational and occupational futures. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27043596','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27043596">Children's Exposure to Radon in Nursery and Primary Schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Branco, Pedro T B S; Nunes, Rafael A O; Alvim-Ferraz, Maria C M; Martins, Fernando G; Sousa, Sofia I V 2016-03-30 The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children's exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings' construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings' construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20646038','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20646038">Teaching and assessment of professional attitudes in UK dental schools - commentary.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Field, J; Ellis, J; Abbas, C; Germain, P 2010-08-01 The General Dental Council expects professionalism to be embedded and assessed through-out the undergraduate dental programme. Curricula need therefore to accommodate these recommendations. A stroll poll of UK dental schools provided a basis for understanding the current methods of teaching and assessing professionalism. All respondent schools recognised the importance of professionalism and reported that this was taught and assessed within their curriculum. For most the methods involved were largely traditional, relying on lectures and seminars taught throughout the course. The most common form of assessment was by grading and providing formative feedback after a clinical encounter. Whilst clinical skills and knowledge can perhaps be readily taught and assessed using traditional methods, those involved in education are challenged to identify and implement effective methods of not only teaching, but also assessing professionalism. A variety of standalone methods need to be developed that assess professionalism and this will, in turn, allow the effectiveness of teaching methods to be assessed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED514777.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED514777.pdf">Inclusive Education: Proclamations or Reality (Primary School Teachers' View)</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Slavica, Pavlovic 2010-01-01 This paper deals with 2 focal points of inclusive education, which is the integral segment of the current education reform in the Bosnia and Herzegovina: its position in various proclamations and in primary school teachers' reality, i.e., legislative aspects vs. everyday situation in primary schools. The survey research was carried out through the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16420500','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16420500">Indoor environmental quality in a 'low allergen' school and three standard primary schools in Western Australia.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Zhang, G; Spickett, J; Rumchev, K; Lee, A H; Stick, S 2006-02-01 To investigate indoor environmental quality in classrooms, assessments were undertaken in a 'low allergen' school and three standard primary schools in Western Australia. Dust allergens, air pollutants and physical parameters were monitored in the four schools at four times (summer school term, autumn holiday, winter school term and winter holiday) in 2002. The levels of particulate matter (PM(10)) and volatile organic compounds were similar between the four primary schools. Although slightly decreased levels of dust-mite and cat allergens were observed in the 'low allergen' school, the reductions were not statistically significant and the allergen levels in all schools were much lower than the recommended sensitizing thresholds. However, significantly lower levels of relative humidity and formaldehyde level during summer-term were recorded in the 'low allergen' school. In conclusion, the evidence here suggests that the 'low allergen' school did not significantly improve the indoor environmental quality in classrooms. Practical Implications School is an important environment for children in terms of exposure to pollutants and allergens. By assessing the levels of key pollutants and allergens in a low allergen school and three standard primary schools in Western Australia, this study provides useful information for implementation of healthy building design that can improve the indoor environment in schools. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sources+AND+finance+AND+expansion&pg=6&id=ED037914','ERIC'); return false;" href="https://eric.ed.gov/?q=sources+AND+finance+AND+expansion&pg=6&id=ED037914">Primary School Buildings in Asia: Administration, Facilities and Programmes.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Soriano, Domingo Primary school buildings of the Asian Member States of UNESCO are evaluated in this study, which is in three parts--(1) a statement of the purposes and procedures of the study, with comments and recommendations relating to the primary school situation, (2) a detailed analysis of the replies to the questionnaire which was utilized, and (3) a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=nature&pg=5&id=EJ1174302','ERIC'); return false;" href="https://eric.ed.gov/?q=nature&pg=5&id=EJ1174302">Religion and Primary School Choice in Ireland: School Institutional Identities and Student Profile</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Darmody, Merike; Smyth, Emer 2018-01-01 Ireland's demographic profile has changed significantly in the past 20 years, being now characterised by increasing cultural, ethnic and religious diversity. However, primary schooling in Ireland has remained highly denominational, mostly Roman Catholic, in nature, with a small number of minority faith schools and multi-denominational schools.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+communication+AND+skills&pg=3&id=EJ1009454','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+communication+AND+skills&pg=3&id=EJ1009454">Primary School Councils: Organization, Composition and Head Teacher Perceptions and Values</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Burnitt, Michael; Gunter, Helen 2013-01-01 School councils have been an integral part of primary school life for the last decade and, despite not being mandatory in England, they are now to be found in the vast majority of primary schools. This research article aims to examine the current position of school councils in terms of their organization, the issues they address and the views held… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_11");'>11</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li class="active">13</li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_14" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="261"> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2010IJSEd..32..501T','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2010IJSEd..32..501T">Cooperative Learning in Science: Follow-up from primary to high school</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Thurston, Allen; Topping, Keith J.; Tolmie, Andrew; Christie, Donald; Karagiannidou, Eleni; Murray, Pauline 2010-03-01 This paper reports a two-year longitudinal study of the effects of cooperative learning on science attainment, attitudes towards science, and social connectedness during transition from primary to high school. A previous project on cooperative learning in primary schools observed gains in science understanding and in social aspects of school life. This project followed 204 children involved in the previous project and 440 comparison children who were not as they undertook transition from 24 primary schools to 16 high schools. Cognitive, affective, and social gains observed in the original project survived transition. The implications improving the effectiveness of school transition by using cooperative learning initiatives are explored. Possibilities for future research and the implications for practice and policy are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2012IJSEd..34..485A','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2012IJSEd..34..485A">The Benefits of Residential Fieldwork for School Science: Insights from a five-year initiative for inner-city students in the UK</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Amos, Ruth; Reiss, Michael 2012-03-01 There is considerable international interest in the value of residential fieldwork for school students. In the UK, pressures on curriculum time, rising costs and heightened concern over students' safety are curtailing residential experiences. Collaboration between several key fieldwork providers across the UK created an extensive programme of residential courses for 11-14-year-olds in London schools from 2004 to 2008. Some 33,000 students from 849 schools took part. This paper draws on the evaluation of the programme that gathered questionnaire, interview and observational data from 2,706 participating students, 70 teachers and 869 parents/carers from 46 schools, mainly in deprived areas of the city. Our findings revealed that students' collaborative skills improved and interpersonal relationships were strengthened and taken back to school. Gains were strongest in social and affective domains, together with behavioural improvements for some students. Individual cognitive gains were revealed more convincingly during face-to-face interviews, rather than through survey items. Students from socially deprived backgrounds benefitted from exposure to learning environments which promoted authentic practical inquiry. Over the 5-year programme, combined physical adventure and real-world experiences proved to be popular with students and their teachers, and opened up opportunities for learning and doing science in ways not often accessible in urban school environments. Further programmes have been implemented in other parts of the UK as a result of the London experience, which build upon the provision of mixed curriculum-adventure course design. The popularity and apparent success of these combination courses suggest that providers need to consider the value of developing similar programmes in the future. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=negative+AND+framing&pg=3&id=EJ1047928','ERIC'); return false;" href="https://eric.ed.gov/?q=negative+AND+framing&pg=3&id=EJ1047928">Blackboard Bullies: Workplace Bullying in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fahie, Declan 2014-01-01 This paper offers a comprehensive examination of the "lived experience" of workplace bullying in primary schools in Ireland. Underpinned by the qualitative analysis of in-depth interviews with a class teacher, a chairperson of a Board of Management and a school principal--all of whom who believe themselves to have been targets of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1121994.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1121994.pdf">Primary School Teachers' Opinion on Digital Textbooks</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Magdas, Ioana; Drîngu, Maria-Carmen 2016-01-01 Ministry of Education, Research, Youth and Sports of Romania through order no. 3654/29.03.2012 approved the Framework Plan for Primary Education, Preparatory Grade, First and Second Grades. New subjects and syllabuses were introduced. In 2014-2015 school year appeared new school textbooks for first and second grade. Unlike the previous textbooks… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1156704.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1156704.pdf">Pre-Service Primary School Teachers' Spatial Abilities</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marchis, Iuliana 2017-01-01 Spatial abilities are used in many aspects of everyday life, thus developing these abilities should be one of the most important goal of Mathematics Education. These abilities should be developed starting with early school years, thus pre-school and primary school teachers have an important role in setting the foundation of these abilities. A… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=dos+AND+commands&pg=2&id=EJ1075701','ERIC'); return false;" href="https://eric.ed.gov/?q=dos+AND+commands&pg=2&id=EJ1075701">The Directive Communication of Australian Primary School Principals</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> De Nobile, John 2015-01-01 Directive communication is a key leadership practise in schools. However, very little direct attention has been given to this important feature of the school communication system. The purpose of the research reported here was to produce a richer description of directive communication in the context of Australian primary schools, and in so doing,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25810639','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25810639">Health, safety and environment conditions in primary schools of Northern Iran.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Behzadkolaee, Seyed Mohammad Asadi; Mirmohammadi, Seyed Taghi; Yazdani, Jamshid; Gorji, Ali Morad Heidari; Toosi, Ameneh; Rokni, Mohammad; Gorji, Mohammad Ali Heidari 2015-01-01 People spend a considerable part of their childhood time in the schools, a phase that coincides with their physical and mental growth. A healthy educational environment is vital to student's health and wellbeing. This study is a descriptive study conducted in 100 primary schools (both state and nonprofit schools) from Sari's Districts 1 and 2 in Iran. Sampling was performed by census and data were collected using the standard questionnaire by direct interview. Data were analyzed by Excel and SPSS software (Version 20.0. IBM Corp, Armonk), NY: IBM Corp using independent numerical T2 testing. Significant relationship was observed between the kind of schools (P = 0.045) and their locations (P = 0.024), however the health, safety and environment (HSE) ratings among boys only versus girls only schools were similar (P = 0.159). Interestingly private and nongovernment schools and primary schools from Sari's districts one had consistently higher HSE ratings. The differential and higher HSE ratings in primary schools run by Private organizations and primary schools from Sari's districts one could be due to manager's awareness and implementation of recommended HSE standards, schools neglecting and overlooking these standards had lower HSE ratings. It is necessary that schools with lower HSE ratings are made aware of the guidelines and necessary infrastructures allocated to improve their HSE ratings. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1150541.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1150541.pdf">UK Preparatory School Librarians' and Teachers' Design and Use of Reading Lists: A Qualitative Study of Approaches, Perceptions, and Content</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Scott, Rebecca; Inskip, Charles 2017-01-01 This paper reports the findings of a small-scale qualitative study that explored the perceptions of and approaches used by UK school librarians and teachers in the design and use of reading lists. The research question was: "What is the best way to construct reading lists to maximize their benefit in the school library or classroom?" The… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27837596','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27837596">Perception of primary school teachers to school children's mental health problems in Southwest Ethiopia.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kerebih, Habtamu; Abrha, Hailay; Frank, Reiner; Abera, Mubarek 2016-11-12 Teachers perception of child mental health problems and their attitude to school-based mental health services helps in designing early intervention strategies aimed at promoting the service. However, little is known in this regard among primary school teachers in Ethiopia. Therefore, this study assessed perceptions and attitude of primary school teachers to child mental health problem and school-based mental health programs in Jimma town, southwest Ethiopia in 2013. A cross-sectional study design was implemented among 568 primary school teachers in Jimma town, from 1 to 30 October 2013. Perceptions and attitude of teachers to children with mental health problems and school mental health related information were assessed using a structured self- administered questionnaire. About 40% of teachers recognized the list of psychopathology items presented to them as child mental health problems while 54.4% of them rated child mental health problem as severe. Externalizing behaviors were perceived as the most severe problems. Teaching experience and teaching in public schools were significantly associated with the perception of severe type of child mental health problems. About 95% of teachers acknowledged that school-based mental health programs are important but limited availability was reported. Despite the high problem severity ratings, teachers' perception of the psychopathology as a mental health problem in children was low. There was also a favorable attitude on the importance and the need of school-based child mental health programs. Thus, creating mental health awareness for teachers and establishing school mental health services to intervene in child mental health problem is crucial. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=smartphones+AND+helps+AND+education&pg=2&id=EJ1155061','ERIC'); return false;" href="https://eric.ed.gov/?q=smartphones+AND+helps+AND+education&pg=2&id=EJ1155061">Personal Smartphones in Primary School: Devices for a PLE?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Honegger, Beat Döbeli; Neff, Christian 2011-01-01 This paper describes the goals and first results of an ongoing two year case study in a European primary school (5th primary class) where the teacher and all students were equipped with a personal smartphone. Students are allowed to use phone and internet services at no charge and to take home their smartphones after school. In this project the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=cosmopolitan+AND+city&pg=2&id=EJ1010317','ERIC'); return false;" href="https://eric.ed.gov/?q=cosmopolitan+AND+city&pg=2&id=EJ1010317">Including Migrant Worker Children in the Learning and Social Context of the Rural Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hamilton, Paula 2013-01-01 Many of the larger towns and cities within the UK have long experienced a cosmopolitan mix of cultures, resulting in ethnically and linguistically diverse schools. However, the wider expansion of the European Union in 2004 has brought about significant changes and challenges for many schools, particularly for those in more rural areas. This… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=DIGITAL+AND+GOVERNMENT&pg=3&id=EJ1123252','ERIC'); return false;" href="https://eric.ed.gov/?q=DIGITAL+AND+GOVERNMENT&pg=3&id=EJ1123252">Responding to Concerns about Online Radicalization in U.K. Schools through a Radicalization Critical Digital Literacy Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> McNicol, Sarah 2016-01-01 This article discusses the two main strategies commonly used to safeguard children and young people online; namely, Internet filtering and digital literacy education. In recent U.K. government guidance, both are identified as means to prevent online radicalization in schools. However, despite the inadequacies of filtering, more attention is… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25650197','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25650197">UK medical selection: lottery or meritocracy?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Harris, Benjamin H L; Walsh, Jason L; Lammy, Simon 2015-02-01 From senior school through to consultancy, a plethora of assessments shape medical careers. Multiple methods of assessment are used to discriminate between applicants. Medical selection in the UK appears to be moving increasingly towards non-knowledge-based testing at all career stages. We review the evidence for non-knowledge-based tests and discuss their perceived benefits. We raise the question: is the current use of non-knowledge-based tests within the UK at risk of undermining more robust measures of medical school and postgraduate performance? © 2015 Royal College of Physicians. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572932.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572932.pdf">Primary School Teachers' Perceptions of Mathematical Reasoning</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Loong, Esther Yook-Kin; Vale, Colleen; Bragg, Leicha A.; Herbert, Sandra 2013-01-01 Little is known about how Australian teachers interpret, enact and assess reasoning. This paper reports on primary teachers' perceptions of reasoning prior to observation and subsequent trialling of demonstration lessons in a primary school. The findings indicate that while some teachers were able to articulate what reasoning means, others were… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=australian+AND+principles+AND+evidence&pg=3&id=ED163606','ERIC'); return false;" href="https://eric.ed.gov/?q=australian+AND+principles+AND+evidence&pg=3&id=ED163606">Non-contact Time for Primary School Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hill, Peter The State School Teachers' Union of Western Australia has requested that primary teachers be free from teaching one-fifth time for other professional duties. Several arguments in favor of this proposal for more "noncontact time" have been advanced. The argument that primary teachers should have noncontact time equivalent to that of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED479166.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED479166.pdf">Moral and Democratic Education in Public Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Veugelers, W.; Kat, E. De In primary and secondary education in the Netherlands, 30% of the schools are public, and 70% are private. Both private and public schools are state funded and must follow the national curriculum. Within this context, schools can develop their own identities and teaching methods. With regard to the identity of public education in the Netherlands,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=statistics+AND+poverty&pg=6&id=EJ986743','ERIC'); return false;" href="https://eric.ed.gov/?q=statistics+AND+poverty&pg=6&id=EJ986743">Revisiting Primary School Dropout in Rural Cambodia</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> No, Fata; Sam, Chanphirun; Hirakawa, Yukiko 2012-01-01 Previous studies on school dropout in Cambodia often used data from subjects after they already dropped out or statistics from education-related institutions. Using data from children in two rural provinces before they dropped out, this study examines four main factors in order to identify their influence on primary school dropout in Cambodia.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25492290','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25492290">[Analysis on absentees due to injury during 2012-2013 school year from 32 primary schools in Hubei province].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Tan, Li; Yan, Weirong; Wang, Ying; Fan, Yunzhou; Jiang, Hongbo; Yang, Wenwen; Nie, Shaofa 2014-09-01 To analyze absentees due to injury among primary school pupils in Hubei, 2012-2013; and to provide theoretical basis for the prevention and control of injuries. A total of 32 primary schools in Qianjiang city and Shayang county were sampled to conduct injury absenteeism surveillance, and the total number of students was 21 493. The surveillance contents included absent dates, genders, grades, initial or return absent, and the detailed absent reasons. The classification of injury was based on the 10th Revision of the international classification of diseases developed by WHO. Data from 2012-2013 school-year were extracted from the surveillance system for analysis. The total surveillance period was 182 days, of which the fall semester was 98 days and the spring semester was 84 days. The absenteeism rate and injury rate in different characteristics of primary school students were compared by χ² test, and the possible risk factors of injury were preliminary explored by calculating the RR (95% CI) value. The total daily injury absenteeism rate was 8.26/100 100 during 2012-2013 school-year in 32 primary schools in Hubei province, which was higher in fall semester (9.16/100 000), Qianjiang area (9.63/100 000), rural primary schools (13.44/100 000), boys (9.57/100 000), 1-2 grades (10.41/100 000), and the differences were significant (P < 0.05). The total injury rate was 0.46%. Rural primary schools (RR = 2.32, 95% CI: 1.46-3.70), boys (RR = 1.88, 95% CI: 1.23-2.87), and 3-4 grades (RR = 1.85, 95% CI: 1.10-3.09) were identified as high-risk factors, while using city primary schools, girls, and 5-6 grades as references, respectively. The injury absenteeism rate and injury rate were more higher in rural primary schools, boys and low or middle grades in Hubei province during 2012 to 2013 school year, so monitoring and preventive measures should be focused on those students. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=300&pg=4&id=EJ1051232','ERIC'); return false;" href="https://eric.ed.gov/?q=300&pg=4&id=EJ1051232">Perspectives on English Teacher Development in Rural Primary Schools in China</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ping, Wang 2013-01-01 Questionnaires are used to examine Chinese rural primary school English teachers' needs and challenges and perceptions in the implementation of Standards for Teachers of English in Primary Schools as professional development in rural school contexts in China. A total of 300 teachers participated in the research. Their feedback illustrates that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=importance+AND+cross+AND+cultural&pg=7&id=EJ1090397','ERIC'); return false;" href="https://eric.ed.gov/?q=importance+AND+cross+AND+cultural&pg=7&id=EJ1090397">"Doing School": Cross Cultural Encounters</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Edwards, Viv 2015-01-01 In this paper, a series of vignettes is used to explore important current challenges in TESOL. These vignettes are drawn from many different settings, including Bengali-, Pahari- and Chinese-speaking children in UK primary schools, speakers of Aboriginal English in Australia and Chinese teachers of English on courses in Higher Education. A number… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_12");'>12</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li class="active">14</li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_15" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="281"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=andon&id=EJ670511','ERIC'); return false;" href="https://eric.ed.gov/?q=andon&id=EJ670511">Ability Grouping Practices in the Primary School: A Survey.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hallam, Susan; Ireson, Judith; Lister, Veronica; Chaudhury, Indrani Andon; Davies, Jane 2003-01-01 Surveys how British primary schools group their students for different school subjects, such as according to class ability or mixed ability grouping. Finds that most schools used the class ability groupings, either in mixed or ability groupings. Includes references. (CMK) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Strategic+AND+leadership%2c&pg=6&id=EJ821828','ERIC'); return false;" href="https://eric.ed.gov/?q=Strategic+AND+leadership%2c&pg=6&id=EJ821828">Leadership at the Top: Some Insights from a Longitudinal Case Study of a UK Business School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Williams, Allan P. O. 2009-01-01 A UK business school was researched to record its history and to account for its development. The data collection and interpretation were influenced by the flexible and iterative nature of the methodology. Theories and concepts used to make sense of the findings include: open systems, force fields, and power. The focus is on strategic leadership,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4400681','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4400681">Poor uptake of primary healthcare registration among recent entrants to the UK: a retrospective cohort study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Stagg, Helen R; Jones, Jane; Bickler, Graham 2012-01-01 Objectives Uptake of healthcare among migrants is a complex and controversial topic; there are multiple recognised barriers to accessing primary care. Delays in presentation to healthcare services may result in a greater burden on costly emergency care, as well as increased public health risks. This study aimed to explore some of the factors influencing registration of new entrants with general practitioners (GPs). Design Retrospective cohort study. Setting Port health screening at Heathrow and Gatwick airports, primary care. Participants 252 559 new entrants to the UK, whose entry was documented by the port health tuberculosis screening processes at Heathrow and Gatwick. 191 had insufficient information for record linkage. Primary outcome measure Registration with a GP practice within the UK, as measured through record linkage with the Personal Demographics Service (PDS) database. Results Only 32.5% of 252 368 individuals were linked to the PDS, suggesting low levels of registration in the study population. Women were more likely to register than men, with a RR ratio of 1.44 (95% CI 1.41 to 1.46). Compared with those from Europe, individuals of nationalities from the Americas (0.43 (0.39 to 0.47)) and Africa (0.74 (0.69 to 0.79)) were less likely to register. Similarly, students (0.83 (0.81 to 0.85)), long-stay visitors (0.82 (0.77 to 0.87)) and asylum seekers (0.46 (0.42 to 0.51)) were less likely to register with a GP than other migrant groups. Conclusions Levels of registration with GPs within this selected group of new entrants, as measured through record linkage, are low. Migrant groups with the lowest proportion registered are likely to be those with the highest health needs. The UK would benefit from a targeted approach to identify the migrants least likely to register for healthcare and to promote access among both users and service providers. PMID:22869094 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23033044','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23033044">Science education reforms in the UK.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> 2012-10-01 As children return to school at the end of the summer in the UK, planned reforms aim to increase their science and maths literacy. A comprehensive foundation in these essential subjects is necessary to ensure that the UK remains at the forefront of science and technology for decades to come. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Theory+AND+culture&pg=6&id=EJ1062385','ERIC'); return false;" href="https://eric.ed.gov/?q=Theory+AND+culture&pg=6&id=EJ1062385">Knowing in Primary Physical Education in the UK: Negotiating Movement Culture</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ward, Gavin; Quennerstedt, Mikael 2015-01-01 This paper aims to understand how pupils and teachers actions-in-context constitute being-a-pupil and being-a-teacher within a primary school physical education (PE) movement culture. Dewey and Bentley's theory of transaction, which views organism-in-environment-as-a-whole, enables the researcher to explore how actions-in-ongoing activities… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068885.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068885.pdf">The Development of Visionary Leadership Administrators in Thai Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yordsala, Suwit; Tesaputa, Kowat; Sri-Ampai, Anan 2014-01-01 This research aimed: 1) to investigate the current situations and needs in developing visionary leadership of Thai primary school administrators; 2) to develop visionary leadership development program of Thai primary school administrators, and; 3) to evaluate the implementation of the developed program of administrators visionary leadership… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26924878','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26924878">Women's Political Empowerment and Investments in Primary Schooling in India.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Halim, Nafisa; Yount, Kathryn M; Cunningham, Solveig A; Pande, Rohini P 2016-02-01 Using a national district-level dataset of India composed of information on investments in primary schooling (data from the District Information Survey for Education [DISE, 2007/8]) and information on demographic characteristics of elected officials (data from the Election Commission of India [ECI, 2000/04]), we examined the relationship between women's representation in State Legislative Assembly (SLA) seats and district-level investments in primary schooling. We used OLS regressions adjusting for confounders and spatial autocorrelation, and estimated separate models for North and South India. Women's representation in general SLA seats typically was negatively associated with investments in primary-school amenities and teachers; women's representation in SLA seats reserved for under-represented minorities, i.e., scheduled castes and scheduled tribes, typically was positively associated with investments in primary schooling, especially in areas addressing the basic needs of poor children. Women legislators' gender and caste identities may shape their decisions about redistributive educational policies. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=black+AND+dance&pg=4&id=EJ926734','ERIC'); return false;" href="https://eric.ed.gov/?q=black+AND+dance&pg=4&id=EJ926734">Positioning the School in the Landscape: Exploring Black History with a Regional Australian Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Zeegers, Margaret 2011-01-01 This paper deals with a project establishing an Indigenous Australian artists-in-residence program at a regional Australian primary school to foreground its Black History. Primary school students worked with Indigenous Australian story tellers, artists, dancers and musicians to explore ways in which they could examine print and non-print texts for… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Engineering+AND+article&pg=5&id=EJ1156597','ERIC'); return false;" href="https://eric.ed.gov/?q=Engineering+AND+article&pg=5&id=EJ1156597">Integrating STEM into the Primary School Curriculum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Qureshi, Asima 2015-01-01 Science has always been a valued subject at Meadowbrook Primary School, and the head teacher has a real vision for the school to embrace engineering as part of the science curriculum to give the children the opportunity to be more creative with their projects. To get started, teachers attended an engineering workshop run by Science Oxford Schools… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27834440','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27834440">Role of school teachers in identifying attention deficit hyperactivity disorder among primary school children in Mansoura, Egypt.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Awadalla, N J; Ali, O F; Elshaer, S; Eissa, M 2016-11-02 There is a knowledge gap in primary school teachers that affects their ability to detect attention deficit hyperactivity disorder (ADHD). This study measured primary school teachers' knowledge about ADHD, and implemented a training programme to improve early detection of ADHD. The prevalence and risk factors of ADHD were also studied. The training programme was implemented through a 2-day workshop for 39 primary school teachers who completed a validated Arabic version of the ADHD Rating Scale for 873 primary school children. The children's parents completed the questionnaire to explore ADHD risk factors. The teachers' pre-training knowledge scores of ADHD ranged from 17.9 to 46.2%. Post-training, their scores improved significantly to 69.2-94.9%. Prevalence rate of ADHD was 12.60%. On logistic regression, independent predictors of ADHD were female gender, unemployed fathers and rural residence. In conclusion, ADHD is a significant health problem among primary school children in Mansoura, Egypt. Efforts should be made to improve teachers' knowledge about ADHD and control modifiable risk factors. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=high+AND+low+AND+context+AND+cultures&pg=7&id=EJ804904','ERIC'); return false;" href="https://eric.ed.gov/?q=high+AND+low+AND+context+AND+cultures&pg=7&id=EJ804904">Primary Teacher Identity, Commitment and Career in Performative School Cultures</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Troman, Geoff 2008-01-01 The research reported here maps changes in primary teachers' identity, commitment and perspectives and subjective experiences of occupational career in the context of performative primary school cultures. The research aimed to provide in-depth knowledge of performative school culture and teachers' subjective experiences in their work of teaching.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+control&id=EJ897927','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+control&id=EJ897927">Quality Control in Primary Schools: Progress from 2001-2006</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hofman, Roelande H.; de Boom, Jan; Hofman, W. H. Adriaan 2010-01-01 This article presents findings of research into the quality control (QC) of schools from 2001-2006. In 2001 several targets for QC were set and the progress of 939 primary schools is presented. Furthermore, using cluster analysis, schools are classified into four QC-types that differ in their focus on school (self) evaluation and school… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27639483','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27639483">The causal effect of increased primary schooling on child mortality in Malawi: Universal primary education as a natural experiment.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Makate, Marshall; Makate, Clifton 2016-11-01 The primary objective of this analysis is to investigate the causal effect of mother's schooling on under-five health - and the passageways through which schooling propagates - by exploiting the exogenous variability in schooling prompted by the 1994 universal primary schooling program in Malawi. This education policy, which saw the elimination of tuition fees across all primary schooling grades, creates an ideal setting for observing the causal influence of improved primary school enrollment on the under-five fatality rates of the subsequent generation. Our analysis uses data from three waves of the nationally representative Malawi Demographic and Health Surveys conducted in 2000, 2004/05, and 2010. To address the potential endogeneity of schooling, we employ the mother's age at implementation of the tuition-free primary school policy in 1994 as an instrumental variable for the prospect of finishing primary level instruction. The results suggest that spending one year in school translated to a 3.22 percentage point reduction in mortality for infants and a 6.48 percent reduction for children under age five years. For mothers younger than 19 years, mortality was reduced by 5.95 percentage points. These figures remained approximately the same even after adjusting for potential confounders. However, we failed to find any statistically meaningful effect of the mother's education on neonatal survival. The juvenile fatality estimates we find are weakly robust to several robustness checks. We also explored the potential mechanisms by which increased maternal schooling might help enhance child survival. The findings indicated that an added year of motherly learning considerably improves the prospect of prenatal care use, literacy levels, father's educational level, and alters fertility behavior. Our results suggest that increasing the primary schooling prospects for young women might help reduce under-five mortality in less-industrialized regions experiencing high under </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Northeast&pg=7&id=EJ1044364','ERIC'); return false;" href="https://eric.ed.gov/?q=Northeast&pg=7&id=EJ1044364">A Survey of Rural Primary School Music Education in Northeastern China</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sun, Zuodong; Leung, Bo Wah 2014-01-01 China has been instituting national basic education curriculum reforms since 2001. This study provides an updated understanding of present-day, rural primary school music education in Northeastern China's Tonghua region. A total of 126 rural primary music teachers and 674 students from 28 primary schools in the region were surveyed using a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=physical+AND+education&pg=5&id=EJ1181652','ERIC'); return false;" href="https://eric.ed.gov/?q=physical+AND+education&pg=5&id=EJ1181652">Teachers' Perceptions of Physical Education in Aotearoa/New Zealand Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gordon, Barrie; Dyson, Ben; Cowan, Jackie; McKenzie, Allison; Shulruf, Boaz 2016-01-01 This study examines practicing primary school teacher's perceptions of the teaching of physical education in their schools. There has been some criticism of primary school physical education but until now this criticism has been largely based on a number of small studies involving limited numbers of teachers and schools. This study involved… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24926993','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24926993">Assessing the accuracy and feasibility of a refractive error screening program conducted by school teachers in pre-primary and primary schools in Thailand.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Teerawattananon, Kanlaya; Myint, Chaw-Yin; Wongkittirux, Kwanjai; Teerawattananon, Yot; Chinkulkitnivat, Bunyong; Orprayoon, Surapong; Kusakul, Suwat; Tengtrisorn, Supaporn; Jenchitr, Watanee 2014-01-01 As part of the development of a system for the screening of refractive error in Thai children, this study describes the accuracy and feasibility of establishing a program conducted by teachers. To assess the accuracy and feasibility of screening by teachers. A cross-sectional descriptive and analytical study was conducted in 17 schools in four provinces representing four geographic regions in Thailand. A two-staged cluster sampling was employed to compare the detection rate of refractive error among eligible students between trained teachers and health professionals. Serial focus group discussions were held for teachers and parents in order to understand their attitude towards refractive error screening at schools and the potential success factors and barriers. The detection rate of refractive error screening by teachers among pre-primary school children is relatively low (21%) for mild visual impairment but higher for moderate visual impairment (44%). The detection rate for primary school children is high for both levels of visual impairment (52% for mild and 74% for moderate). The focus group discussions reveal that both teachers and parents would benefit from further education regarding refractive errors and that the vast majority of teachers are willing to conduct a school-based screening program. Refractive error screening by health professionals in pre-primary and primary school children is not currently implemented in Thailand due to resource limitations. However, evidence suggests that a refractive error screening program conducted in schools by teachers in the country is reasonable and feasible because the detection and treatment of refractive error in very young generations is important and the screening program can be implemented and conducted with relatively low costs. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=travel+AND+agents&pg=5&id=EJ986962','ERIC'); return false;" href="https://eric.ed.gov/?q=travel+AND+agents&pg=5&id=EJ986962">Framing Literacy Policy: Power and Policy Drivers in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mills, Colin 2011-01-01 This article is linked to the theme of the special issue through its focus on micropolitical analysis of the changing role of "policy drivers", mediating national policy through interactions with primary school heads and teachers. The central arguments draw on case studies undertaken in two primary schools where changes related to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27034901','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27034901">Oral Health Knowledge, Attitude, and Approaches of Pre-Primary and Primary School Teachers in Mumbai, India.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Mota, Ankita; Oswal, Kunal C; Sajnani, Dipti A; Sajnani, Anand K 2016-01-01 Background. School teachers have an internationally recognized potential role in school-based dental education and considerable importance has therefore been attributed to their dental knowledge. The objectives of this study were to determine the oral health related knowledge, attitudes, and approaches of pre-primary and primary school teachers in the city of Mumbai. Methods. The descriptive cross-sectional study was conducted in the suburban regions of Mumbai using a self-administered questionnaire and involved 511 teachers. Results. Teachers demonstrated inappropriate or incomplete knowledge regarding children's oral health. Only 53.2% knew that an individual has two sets of dentition. Moreover, only 45.4% of the teachers knew that a primary dentition consists of 20 teeth. Only 56.9% of the teachers asked their children to clean their mouth after snacking during school hours. 45.0% of the teachers were unaware of fluoridated tooth pastes whilst 78.9% of them were unaware of school water fluoridation programmes. Also, 54.8% of the teachers never discussed the oral health of children with their parents during parents meet. Conclusions. The studied school teachers demonstrated incomplete oral health knowledge, inappropriate oral practices, and unfavourable approaches to children's oral health. There is a definite and immediate need for organized training of school teachers on basic oral health knowledge. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED537919.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED537919.pdf">Improving Achievement in Science in Primary and Secondary Schools. Improving Series</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Her Majesty's Inspectorate of Education, 2005 2005-01-01 This report is based on inspections of science in primary and secondary schools carried out between September 2000 and March 2004. In addition to schools inspected as part of the generational cycle, HMI also visited other primary and secondary schools to observe and describe aspects of best practice. The report also draws on other major sources of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25964398','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25964398">Impact of UK Primary Care Policy Reforms on Short-Stay Unplanned Hospital Admissions for Children With Primary Care-Sensitive Conditions.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Cecil, Elizabeth; Bottle, Alex; Sharland, Mike; Saxena, Sonia 2015-01-01 We aimed to assess the impact of UK primary care policy reforms implemented in April 2004 on potentially avoidable unplanned short-stay hospital admissions for children with primary care-sensitive conditions. We conducted an interrupted time series analysis of hospital admissions for all children aged younger than 15 years in England between April 2000 and March 2012 using data from National Health Service public hospitals in England. The main outcomes were annual short-stay (<2-day) unplanned hospital admission rates for primary care-sensitive infectious and chronic conditions. There were 7.8 million unplanned admissions over the study period. More than one-half (4,144,729 of 7,831,633) were short-stay admissions for potentially avoidable infectious and chronic conditions. The primary care policy reforms of April 2004 were associated with an 8% increase in short-stay admission rates for chronic conditions, equivalent to 8,500 additional admissions, above the 3% annual increasing trend. Policy reforms were not associated with an increase in short-stay admission rates for infectious illness, which were increasing by 5% annually before April 2004. The proportion of primary care-referred admissions was falling before the reforms, and there were further sharp reductions in 2004. The introduction of primary care policy reforms coincided with an increase in short-stay admission rates for children with primary care-sensitive chronic conditions, and with more children being admitted through emergency departments. Short-stay admission rates for primary care-sensitive infectious illness increased more steadily and could be related to lowered thresholds for hospital admission. © 2015 Annals of Family Medicine, Inc. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_13");'>13</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li class="active">15</li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_16" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="301"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5390583','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5390583">Evaluation of the Effectiveness of a Primary Preventive Dental Health Education Programme Implemented Through School Teachers for Primary School Children in Mysore City</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Naidu, Jaya; Nandlal, B. 2017-01-01 Aims and Objectives: The present study was conducted with the aim of evaluating the effectiveness of a Primary Preventive Dental Health Education Programme conducted for 6–12-year-old primary school children in Mysore City. Materials and Methods: A total of 12 schools, one each in the category of Government, Aided, and Unaided, were randomly selected per zone viz., North, South, East, and West. These 12 schools constituted the study group where the Primary Preventive School Dental Health Education Programme (PPSDHEP) was implemented. Two additional schools were selected at random from the four zones to serve as the control. A total of 926 children participated in the study. The PPSDHEP involved the second-level transfer of preventive package wherein the oral health education was imparted to the school children by schoolteachers trained by the investigator. Among the parameters for evaluating the outcome of the programme were the pre and post-programme assessment (at the baseline and at follow-up, i.e., after 6 months) of knowledge, attitude, and practice (KAP), dental caries status, oral hygiene, and gingival health status. Results: The results suggest that the PPSDHEP resulted in bringing about an enhancement in the KAP towards oral health and also an improvement in dental caries, oral hygiene, and gingival health status of the school children in the study group. Conclusion: The present study supports the implementation of similar programmes in schools and the contention that schoolteachers are suitable personnel for imparting dental health education to school children on a regular basis. PMID:28462175 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26087985','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26087985">The Good School Toolkit for reducing physical violence from school staff to primary school students: a cluster-randomised controlled trial in Uganda.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Devries, Karen M; Knight, Louise; Child, Jennifer C; Mirembe, Angel; Nakuti, Janet; Jones, Rebecca; Sturgess, Joanna; Allen, Elizabeth; Kyegombe, Nambusi; Parkes, Jenny; Walakira, Eddy; Elbourne, Diana; Watts, Charlotte; Naker, Dipak 2015-07-01 Violence against children from school staff is widespread in various settings, but few interventions address this. We tested whether the Good School Toolkit-a complex behavioural intervention designed by Ugandan not-for-profit organisation Raising Voices-could reduce physical violence from school staff to Ugandan primary school children. We randomly selected 42 primary schools (clusters) from 151 schools in Luwero District, Uganda, with more than 40 primary 5 students and no existing governance interventions. All schools agreed to be enrolled. All students in primary 5, 6, and 7 (approximate ages 11-14 years) and all staff members who spoke either English or Luganda and could provide informed consent were eligible for participation in cross-sectional baseline and endline surveys in June-July 2012 and 2014, respectively. We randomly assigned 21 schools to receive the Good School Toolkit and 21 to a waitlisted control group in September, 2012. The intervention was implemented from September, 2012, to April, 2014. Owing to the nature of the intervention, it was not possible to mask assignment. The primary outcome, assessed in 2014, was past week physical violence from school staff, measured by students' self-reports using the International Society for the Prevention of Child Abuse and Neglect Child Abuse Screening Tool-Child Institutional. Analyses were by intention to treat, and are adjusted for clustering within schools and for baseline school-level means of continuous outcomes. The trial is registered at clinicaltrials.gov, NCT01678846. No schools left the study. At 18-month follow-up, 3820 (92·4%) of 4138 randomly sampled students participated in a cross-sectional survey. Prevalence of past week physical violence was lower in the intervention schools (595/1921, 31·0%) than in the control schools (924/1899, 48·7%; odds ratio 0·40, 95% CI 0·26-0·64, p<0·0001). No adverse events related to the intervention were detected, but 434 children were referred to child </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Peacock&pg=7&id=EJ933502','ERIC'); return false;" href="https://eric.ed.gov/?q=Peacock&pg=7&id=EJ933502">Science in the Scottish Primary School Curriculum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Peacock, Alan 2005-01-01 When one begins to look at science in primary schools elsewhere, one is immediately struck by the fact that those in England are the odd-ones-out. Hence this is the second in a series of articles looking at how science is dealt with in other systems, beginning with England's immediate neighbours and then looking outwards towards school systems in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hmi&pg=4&id=EJ196824','ERIC'); return false;" href="https://eric.ed.gov/?q=hmi&pg=4&id=EJ196824">The HMI Report on Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Education in Science, 1978 1978-01-01 Gives a summary of a report on primary schools in England. A comprehensive survey of a representation sample of 7-, 9-, and 11- year-old pupils was conducted. The findings and their implications are considered. Recommendations are presented. (GA) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hierarchy+AND+effects+AND+model&pg=2&id=EJ882414','ERIC'); return false;" href="https://eric.ed.gov/?q=hierarchy+AND+effects+AND+model&pg=2&id=EJ882414">Working with Secondary School Leadership in a Large-Scale Reform in London, UK: Consultants' Perspectives of Their Role as Agents of School Change and Improvement</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cameron, David Hagen 2010-01-01 This article uses a cultural and political theoretical framework to examine the relationship between consultants and secondary school leaders within a large-scale consultancy-based reform, the Secondary National Strategy (SNS), in London UK. The SNS follows a cascade model of implementation, in which nationally created initiatives are introduced… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=advanced+AND+performance+AND+management&pg=6&id=EJ774322','ERIC'); return false;" href="https://eric.ed.gov/?q=advanced+AND+performance+AND+management&pg=6&id=EJ774322">Creativity and Performativity Policies in Primary School Cultures</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Troman, Geoff; Jeffrey, Bob; Raggl, Andrea 2007-01-01 Cultures of performativity in English primary schools refer to systems and relationships of: target-setting; Ofsted inspections; school league tables constructed from pupil test scores; performance management; performance related pay; threshold assessment; and advanced skills teachers. Systems which demand that teachers "perform" and in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=environment+AND+behaviour&pg=7&id=ED534851','ERIC'); return false;" href="https://eric.ed.gov/?q=environment+AND+behaviour&pg=7&id=ED534851">Tackling Behaviour in Your Primary School: A Practical Handbook for Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Reid, Ken; Morgan, Nicola S. 2012-01-01 "Tackling Behaviour in the Primary School" provides ready-made advice and support for classroom professionals and can be used, read and adapted to suit the busy everyday lives of teachers working in primary schools today. This valuable text sets the scene for managing behaviour in the primary classroom in the context of the Children Act 2004… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fundamental+AND+movement+AND+skills&pg=4&id=EJ907778','ERIC'); return false;" href="https://eric.ed.gov/?q=Fundamental+AND+movement+AND+skills&pg=4&id=EJ907778">Primary School Teacher Perceived Self-Efficacy to Teach Fundamental Motor Skills</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Callea, Micarle B.; Spittle, Michael; O'Meara, James; Casey, Meghan 2008-01-01 Fundamental Movement Skills (FMS) are a part of the school curricula, yet many Australian primary-age children are not mastering FMS. One reason may be a lack of perceived self-efficacy of primary teachers to teach FMS. This study investigated the level of perceived self-efficacy of primary school teachers to teach FMS in Victoria, Australia. A… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=quality+AND+management&id=EJ1065148','ERIC'); return false;" href="https://eric.ed.gov/?q=quality+AND+management&id=EJ1065148">Application of Total Quality Management System in Thai Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Prueangphitchayathon, Setthiya; Tesaputa, Kowat; Somprach, Kanokorn 2015-01-01 The present study seeks to develop a total quality management (TQM) system that can be applied to primary schools. The approach focuses on customer orientation, total involvement of all constituencies and continuous improvement. TQM principles were studied and synthesized according to case studies of the best practices in 3 primary schools (small,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&id=EJ1048800','ERIC'); return false;" href="https://eric.ed.gov/?q=teaching+AND+Science+AND+primary&id=EJ1048800">What Teachers Want: Supporting Primary School Teachers in Teaching Science</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fitzgerald, Angela; Schneider, Katrin 2013-01-01 Impending change can provide us with the opportunity to rethink and renew the things that we do. The first phase of the Australian Curriculum implementation offers primary school teachers the chance to examine their approaches to science learning and teaching. This paper focuses on the perceptions of three primary school teachers regarding what… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=t+AND+prosocial+AND+behavior&pg=4&id=EJ1014573','ERIC'); return false;" href="https://eric.ed.gov/?q=t+AND+prosocial+AND+behavior&pg=4&id=EJ1014573">Strengthening Socio-Emotional Competencies in a School Setting: Data from the Pyramid Project</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ohl, Madeleine; Fox, Pauline; Mitchell, Kathryn 2013-01-01 Background: Development of socio-emotional competencies is key to children's successful social interaction at home and at school. Aims: This study examines the efficacy of a UK primary school-based intervention, the Pyramid project, in strengthening children's socio-emotional competencies. Sample: Participants were 385 children from seven schools… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=reasons+AND+space+AND+exploration&pg=2&id=EJ681430','ERIC'); return false;" href="https://eric.ed.gov/?q=reasons+AND+space+AND+exploration&pg=2&id=EJ681430">Positioning Oneself for Leadership: Feelings of Vulnerability among Aspirant School Principals</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gronn, Peter; Lacey, Kathy 2004-01-01 The research context for this article is the difficulty being experienced by a number of school systems, especially in the UK, USA, Canada and Australia, in recruiting principals. In our discussion we draw on preliminary findings from ongoing research into the experiences of a cohort of aspiring primary and secondary school principals. Our data… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23225257','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23225257">Primary care careers among recent graduates of research-intensive private and public medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Choi, Phillip A; Xu, Shuai; Ayanian, John Z 2013-06-01 Despite a growing need for primary care physicians in the United States, the proportion of medical school graduates pursuing primary care careers has declined over the past decade. To assess the association of medical school research funding with graduates matching in family medicine residencies and practicing primary care. Observational study of United States medical schools. One hundred twenty-one allopathic medical schools. The primary outcomes included the proportion of each school's graduates from 1999 to 2001 who were primary care physicians in 2008, and the proportion of each school's graduates who entered family medicine residencies during 2007 through 2009. The 25 medical schools with the highest levels of research funding from the National Institutes of Health in 2010 were designated as "research-intensive." Among research-intensive medical schools, the 16 private medical schools produced significantly fewer practicing primary care physicians (median 24.1% vs. 33.4%, p < 0.001) and fewer recent graduates matching in family medicine residencies (median 2.4% vs. 6.2%, p < 0.001) than the other 30 private schools. In contrast, the nine research-intensive public medical schools produced comparable proportions of graduates pursuing primary care careers (median 36.1% vs. 36.3%, p = 0.87) and matching in family medicine residencies (median 7.4% vs. 10.0%, p = 0.37) relative to the other 66 public medical schools. To meet the health care needs of the US population, research-intensive private medical schools should play a more active role in promoting primary care careers for their students and graduates. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED368494.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED368494.pdf">Developmentally Appropriate Practices in the Primary Program: A Survey of Primary School Teachers.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Addington, Brenda Burton; Hinton, Samuel Under the Kentucky Education Reform Act, public schools in Kentucky were required to restructure the traditional kindergarten through third-grade classes into a multi-age and multi-ability level, ungraded primary program during the 1993-1994 school year. Classrooms that once contained children at relatively the same age have been replaced with… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5559500','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5559500">Emotion Understanding, Social Competence and School Achievement in Children from Primary School in Portugal</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Franco, Maria da Glória; Beja, Maria J.; Candeias, Adelinda; Santos, Natalie 2017-01-01 This study analyzes the relationship between emotion understanding and school achievement in children of primary school, considering age, gender, fluid intelligence, mother’s educational level and social competence. In this study participated 406 children of primary school. The instruments used were the Test of Emotion Comprehension, Colored Progressive Matrices of Raven, Socially Action and Interpersonal Problem Solving Scale. The structural equation model showed the relationship between the emotion understanding and school performance depends on a mediator variable that in the context of the study was designated social competence. Age appear as an explanatory factor of the differences found, the mother’s educational level only predicts significantly social emotional competence, fluid intelligence is a predictor of emotion understanding, school achievement and social emotional competence. Regarding the influence of sex, emotional understanding does not emerge as a significant predictor of social emotional competence in girls or boys. Multiple relationships between the various factors associated with school achievement and social emotional competence are discussed as well as their implications in promoting child development and school success. PMID:28861014 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5045020','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5045020">Challenges in designing, conducting, and reporting oral health behavioral intervention studies in primary school age children: methodological issues</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Cooper, Anna Mary; Coffey, Margaret; Dugdill, Lindsey 2014-01-01 Often within oral health, clinical outcome measures dominate trial design rather than behavioral outcome measures, and often there is a reliance on proxy self-reporting of children’s behavior with no corroboration through triangulation of measures. The complexity of the interventions involved in oral health intervention is often overlooked in trial design, and more flexible pragmatic designs that take account of the research context may be more appropriate. Some of the limitations in oral health behavioral intervention studies (trials) in primary school age children were reported in a recently published Cochrane review. This paper aims to critically discuss the findings of a recent Cochrane review in terms of the methodological implications that arise for future design, development, measurement, and reporting of oral health trials in primary school age children. Key components of the UK Medical Research Council’s framework for the design and evaluation of complex interventions are discussed in relation to using taxonomies of behavior change. This paper is not designed to be a definitive guide but aims to bring learning from other areas of public health and health promotion into dental public health. Ultimately, the aim is to aid the design of more successful interventions that produce long-term behavioral changes in children in relation to toothbrushing and nighttime sugar snacking. PMID:27774028 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED393887.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED393887.pdf">Primary Childhood School Success Scale.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Seagraves, Margaret C. The purpose of this research study was to build and pilot a psychometric instrument, the Primary Childhood School Success Scale (PCSSS), to identify behaviors needed for children to be successful in first grade. Fifty-two teacher responses were collected. The instrument had a reliability coefficient (Alpha) of 0.95, a mean of 13.26, and a variance… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=exercise+AND+diet+AND+attitude&pg=4&id=ED402066','ERIC'); return false;" href="https://eric.ed.gov/?q=exercise+AND+diet+AND+attitude&pg=4&id=ED402066">Children's Health in Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mayall, Berry; And Others Positing the relevance of well-being and social support to educational achievement, this book explores the status of children's health and its importance to the education of young children. A mail questionnaire survey of 1031 of approximately 20,000 Primary Education Schools in England and Wales in the fall of 1993 yielded 620 replies; a response… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4847048','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4847048">Children’s Exposure to Radon in Nursery and Primary Schools</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Branco, Pedro T. B. S.; Nunes, Rafael A. O.; Alvim-Ferraz, Maria C. M.; Martins, Fernando G.; Sousa, Sofia I. V. 2016-01-01 The literature proves an evident association between indoor radon exposure and lung cancer, even at low doses. This study brings a new approach to the study of children’s exposure to radon by aiming to evaluate exposure to indoor radon concentrations in nursery and primary schools from two districts in Portugal (Porto and Bragança), considering different influencing factors (occupation patterns, classroom floor level, year of the buildings’ construction and soil composition of the building site), as well as the comparison with IAQ standard values for health protection. Fifteen nursery and primary schools in the Porto and Bragança districts were considered: five nursery schools for infants and twelve for pre-schoolers (seven different buildings), as well as eight primary schools. Radon measurements were performed continuously. The measured concentrations depended on the building occupation, classroom floor level and year of the buildings’ construction. Although they were in general within the Portuguese legislation for IAQ, exceedances to international standards were found. These results point out the need of assessing indoor radon concentrations not only in primary schools, but also in nursery schools, never performed in Portugal before this study. It is important to extend the study to other microenvironments like homes, and in time to estimate the annual effective dose and to assess lifetime health risks. PMID:27043596 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1161463.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1161463.pdf">Head Teachers and Teachers as Pioneers in Facilitating Dyslexic Children in Primary Mainstream Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jaka, Fahima Salman 2015-01-01 This study explores the perceptions of school heads and teachers in facilitating young dyslexic children in primary mainstream schools of Pakistan. Through purposive sampling, the researcher selected eight participants: Four primary school heads and four primary teachers from elite schools of Karachi. The research instrument selected for this… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_14");'>14</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li class="active">16</li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_17" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="321"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=supply+AND+ethics&pg=2&id=ED532887','ERIC'); return false;" href="https://eric.ed.gov/?q=supply+AND+ethics&pg=2&id=ED532887">Children as Researchers in Primary Schools: Choice, Voice and Participation</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bucknall, Sue 2012-01-01 "Children as Researchers in Primary Schools" is an innovative and unique resource for practitioners supporting children to become "real world" researchers in the primary classroom. It will supply you with the skills and ideas you need to implement a "children as researchers" framework in your school that can be adapted for different ages and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=The+AND+innovation+AND+mechanisms&pg=2&id=EJ1075697','ERIC'); return false;" href="https://eric.ed.gov/?q=The+AND+innovation+AND+mechanisms&pg=2&id=EJ1075697">Leading Curriculum Innovation in Primary Schools Project: A Final Report</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brundrett, Mark; Duncan, Diane 2015-01-01 This article provides the final report on a research project that investigated the ways in which curriculum innovation can be led successfully in primary schools. Data gathering included 40 semi-structured interviews in 10 successful primary schools in England of varying sizes and types and in a range of geographical and social locations. Findings… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED446159.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED446159.pdf">Inequality in the First Year of Primary School. CES Briefing.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Croxford, Linda In Scotland, the Early Intervention Programme (EIP) aims to raise standards of literacy and numeracy in the first 2 years of primary school with an emphasis on overcoming disadvantage and inequality. As part of this initiative, one local authority, Aberdeen City, has introduced Baseline Assessment on entry to primary school with a follow-up… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+system+AND+outdated&pg=7&id=EJ545323','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+system+AND+outdated&pg=7&id=EJ545323">Where is Music Education in Our Primary Schools?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Russell-Bowie, Deirdre 1993-01-01 Criticizes the state of primary school music education in New South Wales. Paints a bleak picture of a school system lacking adequate facilities, resources, and teacher training, and burdened with an outdated curriculum. Reform movements initiated in the 1980s have failed to correct these deficiencies. (MJP) </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Changes+AND+international+AND+schools&id=EJ972643','ERIC'); return false;" href="https://eric.ed.gov/?q=Changes+AND+international+AND+schools&id=EJ972643">"The Norm Is a Flux of Change": Teachers' Experiences in International Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hacohen, Caroline 2012-01-01 This article explores teachers' perceptions of the effects of high student turnover in international schools in the UK. The research used a "grounded theory" approach for qualitative data collection and analysis, based on interviews with eight teachers in four international primary schools. The results of the grounded theory suggest that a process… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018E%26ES..125a2071P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018E%26ES..125a2071P">Effects of school-based deworming on hemoglobin level, growth development and school performance of primary school children in North Sumatera</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Pasaribu, A. P.; Angellee, J.; Pasaribu, S. 2018-03-01 Worm infestation is mainly caused by soil-transmitted helminths (STH) infecting one-third of the world’s population, where the most affected are primary school children. This chronic, long-lasting infection can affect the growth aspects in children. A school-based deworming is one of the treatments recommended by WHO to counterattack worm infection in primary school children. To evaluate the effect of school-based deworming on the hemoglobin level, growth and school performance of primary school children, an open randomized clinical trial was conducted on 165 targeted populations in SukaKaro village, North Sumatra; 156 of which were then chosen based on inclusion and exclusion criteria. The samples’ feces- sampling, hemoglobin level, and growth chart data were recorded on the first day of study before any treatment was given. They were then divided into two groups; the first group of 80 samples did not receive any treatment, while the second group of 76 samples received 400mg of albendazole as part of a school-based deworming program. The samples were being followed up after sixth months of study. In conclusion, albendazole is able to improve the hemoglobin level, growth development, and school performance of the samples, although there were no significant differences between the two groups. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1038694.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1038694.pdf">Perceptions of Democracy of Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Kus, Zafer; Cetin, Turhan 2014-01-01 The aim of this study is to identify the perceptions of democracy of primary school students, identify the factors that affect these, and compare the results with those obtained from other countries. The research was carried out during the 2011-2012 school year with 1,667 students from the 6th, 7th, and 8th grades who were chosen from 26 cities in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=financing+AND+project&pg=6&id=EJ849694','ERIC'); return false;" href="https://eric.ed.gov/?q=financing+AND+project&pg=6&id=EJ849694">In Slovenia, Sostanj Primary School Collaborates with Its Community</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cercek, Emmanuel 2008-01-01 Sostanj Primary School offers a learning process which can enrich traditional forms of schooling. It demonstrates how a school, including its infrastructure, can influence family life and the environment, creating new social patterns and a local identity. Pupils and teachers are involved in different thematic projects and programmes, together with… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143958.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143958.pdf">Participation Motivation for Extracurricular Activities: Study on Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Acar, Zeycan; Gündüz, Nevin 2017-01-01 The aim of this study is to analyse the participation motivation for extracurricular activities; study on primary school students. It also analysed whether such factors as age and sex change on the basis of their participation motivation. The population of the study is composed of 797 students in primary school and, the sample is composed of 513… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1074824.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1074824.pdf">The Primary School Students of 1950s' Yozgat: Our Memories about Our Primary School Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saglam, Mehmet 2015-01-01 The objective of the study is to lay bare the educational memories of primary school students in 1950s' Yozgat city which is in the center of Turkey. Memories that belong to education are also reflections of the individuals' past educational practices. Why they take part in lives of individuals as memories may let us see the importance of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1057537.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1057537.pdf">A Study on Primary and Secondary School Students' Misconceptions about Greenhouse Effect (Erzurum Sampling)</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gul, Seyda; Yesilyurt, Selami 2011-01-01 The aim of this study is to determine what level of primary and secondary school students' misconceptions related to greenhouse effect is. Study group consists of totally 280 students attended to totally 8 primary and secondary schools (4 primary school, 4 secondary school) which were determined with convenient sampling method from center of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bangladesh&pg=3&id=EJ964603','ERIC'); return false;" href="https://eric.ed.gov/?q=bangladesh&pg=3&id=EJ964603">The Role of Pre-School Education on Learning Achievement at Primary Level in Bangladesh</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nath, Samir Ranjan 2012-01-01 This paper examines the impact of pre-school education on learning achievement at primary level in Bangladesh. Evidence from learning achievement test and household and school-related data were obtained from 7093 pupils attending 440 primary schools in Bangladesh. Findings suggest that a small proportion (15.3%) of primary school pupils attended… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Philippines+AND+financial&id=EJ537491','ERIC'); return false;" href="https://eric.ed.gov/?q=Philippines+AND+financial&id=EJ537491">Do Local Contributions Affect the Efficacy of Public Primary Schools?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jimenez, Emmanuel; Paqueo, Vicente 1996-01-01 Uses cost, financial sources, and student achievement data from Philippine primary schools (financed primarily from central sources) to discover if financial decentralization leads to more efficient schools. Schools that rely more heavily on local sources (contributions from local school boards, municipal government, parent-teacher associations,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED568090.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED568090.pdf">Approaches to In-Servicing Training of Teachers in Primary Schools in South Africa</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Mahlangu, Vimbi P. 2016-01-01 This paper focuses on the approaches used by school heads in helping their growth and their teachers in primary schools in Limpopo and Mpumalanga Provinces of South Africa. The Department of Basic Education expects school heads and teachers to bring change in their school performances. The problem is that in these primary schools heads and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5705107','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5705107">Inattention in primary school is not good for your future school achievement—A pattern classification study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Bøe, Tormod; Lundervold, Arvid 2017-01-01 Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers’ reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7–9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers’ reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure. PMID:29182663 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29182663','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29182663">Inattention in primary school is not good for your future school achievement-A pattern classification study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lundervold, Astri J; Bøe, Tormod; Lundervold, Arvid 2017-01-01 Inattention in childhood is associated with academic problems later in life. The contribution of specific aspects of inattentive behaviour is, however, less known. We investigated feature importance of primary school teachers' reports on nine aspects of inattentive behaviour, gender and age in predicting future academic achievement. Primary school teachers of n = 2491 children (7-9 years) rated nine items reflecting different aspects of inattentive behaviour in 2002. A mean academic achievement score from the previous semester in high school (2012) was available for each youth from an official school register. All scores were at a categorical level. Feature importances were assessed by using multinominal logistic regression, classification and regression trees analysis, and a random forest algorithm. Finally, a comprehensive pattern classification procedure using k-fold cross-validation was implemented. Overall, inattention was rated as more severe in boys, who also obtained lower academic achievement scores in high school than girls. Problems related to sustained attention and distractibility were together with age and gender defined as the most important features to predict future achievement scores. Using these four features as input to a collection of classifiers employing k-fold cross-validation for prediction of academic achievement level, we obtained classification accuracy, precision and recall that were clearly better than chance levels. Primary school teachers' reports of problems related to sustained attention and distractibility were identified as the two most important features of inattentive behaviour predicting academic achievement in high school. Identification and follow-up procedures of primary school children showing these characteristics should be prioritised to prevent future academic failure. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=leadership+AND+organization&pg=5&id=EJ1134084','ERIC'); return false;" href="https://eric.ed.gov/?q=leadership+AND+organization&pg=5&id=EJ1134084">Processes and Dynamics behind Whole-School Reform: Nine-Year Journeys of Four Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Li, Yuk Yung 2017-01-01 Despite decades of research, little is known about the dynamics of sustaining change in school reform and how the process of change unfolds. By tracing the nine-year reform journeys of four primary schools in Hong Kong (using multiyear interview, observational, and archival data), this study uncovers the micro-processes the schools experienced… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=effect+AND+big+AND+data&pg=6&id=EJ932920','ERIC'); return false;" href="https://eric.ed.gov/?q=effect+AND+big+AND+data&pg=6&id=EJ932920">The Negative Effect of School-Average Ability on Science Self-Concept in the UK, the UK Countries and the World: The Big-Fish-Little-Pond-Effect for PISA 2006</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nagengast, Benjamin; Marsh, Herbert W. 2011-01-01 Research on the relation between students' achievement (ACH) and their academic self-concept (ASC) has consistently shown a Big-Fish-Little-Pond-Effect (BFLPE); ASC is positively affected by individual ACH, but negatively affected by school-average ACH. Surprisingly, however, there are few good UK studies of the BFLPE and few anywhere in the world… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=measurement+AND+variables+AND+environmental&pg=3&id=EJ1064437','ERIC'); return false;" href="https://eric.ed.gov/?q=measurement+AND+variables+AND+environmental&pg=3&id=EJ1064437">Determinants of School Efficiency: The Case of Primary Schools in the State of Geneva, Switzerland</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Huguenin, Jean-Marc 2015-01-01 Purpose: The purpose of this paper is: to measure school technical efficiency and to identify the determinants of primary school performance. Design/Methodology/Approach: A two-stage data envelopment analysis (DEA) of school efficiency is conducted. At the first stage, DEA is employed to calculate an individual efficiency score for each school. At… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=urbanization&pg=5&id=EJ832604','ERIC'); return false;" href="https://eric.ed.gov/?q=urbanization&pg=5&id=EJ832604">Improving the English Urban Primary School: Questions of Policy</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maguire, Meg; Pratt-Adams, Simon 2009-01-01 This article argues that the focus within much normative education policy is with in-school effects which has sidelined the impact of structural and material factors in respect of the urban primary school. Educational reforms intended to improve schools are less likely to make much impact unless these contextualizing matters are directly… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_15");'>15</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li class="active">17</li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_18" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="341"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=civil+AND+engineering&id=EJ929914','ERIC'); return false;" href="https://eric.ed.gov/?q=civil+AND+engineering&id=EJ929914">Civil Engineering in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Brown, Martin; Strong, Alan 2010-01-01 For many children of primary school age, an engineer is the man who comes to service the central heating system or who fixes the family car when it breaks down. Most have never met a "real" professional engineer, and have no idea of what is involved in the exciting world of engineering. Most assume that engineers are men. To try to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=jenkins&pg=2&id=EJ1015598','ERIC'); return false;" href="https://eric.ed.gov/?q=jenkins&pg=2&id=EJ1015598">ASE and Primary School Science</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Harlen, Wynne 2013-01-01 This article focuses on the role of the Association for Science Education (ASE) in supporting and developing policy and practice in primary school science. It first sets the events after the formation of ASE in 1963 in the context of what went before. It then takes a mainly chronological view of some, but by no means all, of ASE's activities… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1116758.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1116758.pdf">English Language Education in Primary Schooling in Argentina</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Porto, Melina 2016-01-01 This article describes public primary English language education in Argentina. I begin with background information about the country and a brief historical overview of education in general, accompanied by a portrait of primary schooling in particular. This overview involves local, political and economic considerations but also international… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fiji&pg=4&id=EJ661160','ERIC'); return false;" href="https://eric.ed.gov/?q=Fiji&pg=4&id=EJ661160">Multilingual Proficiency in Fiji Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shameem, Nikhat 2002-01-01 Determined language proficiency among multilingual Indo-Fijian primary school children who have the languages, Fiji-Hindi, Standard Hindi, Urdu, English, Fijian, and Fijian English in their speech repertoire. Identifies the variables that affect multilingual proficiency in this group and determines whether classroom practice reflects educational… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=KPI&pg=3&id=ED394686','ERIC'); return false;" href="https://eric.ed.gov/?q=KPI&pg=3&id=ED394686">Key Performance Indicators for Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Strand, Steve Focusing mostly on their application for primary schools, this document describes the educational key performance indicators (KPI) employed by the Wendsworth, England, Local Educational Authority (LEA). Indicators are divided into 3 areas, educational context, resource development, and outcomes. Contextual indicators include pupil mobility, home… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=women+AND+leadership&pg=6&id=EJ1156996','ERIC'); return false;" href="https://eric.ed.gov/?q=women+AND+leadership&pg=6&id=EJ1156996">Constructing Identities: Female Head Teachers' Perceptions and Experiences in the Primary Sector</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Jones, Deborah 2017-01-01 This article presents research undertaken with female headteachers in UK primary schools and explores several influential discourses in relation to female headteachers' identities. It considers themes inherent in women's narratives as they reflect upon their professional lives and discusses various identities inhabited by female leaders which… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28862298','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28862298">Effectiveness of Student Learning during Experimental Work in Primary School.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Logar, Ana; Peklaj, Cirila; Ferk Savec, Vesna 2017-09-01 The aim of the research was to optimize the effectiveness of student learning based on experimental work in chemistry classes in Slovenian primary schools. To obtain evidence about how experimental work is implemented during regular chemistry classes, experimental work was videotaped during 19 units of chemistry lessons at 12 Slovenian primary schools from the pool of randomly selected schools. Altogether 332 eight-grade students were involved in the investigation, with an average age of 14.2 years. Students were videotaped during chemistry lessons, and their worksheets were collected afterward. The 12 chemistry teachers, who conducted lessons in these schools, were interviewed before the lessons; their teaching plans were also collected. The collected data was analyzed using qualitative methods. The results indicate that many teachers in Slovenian primary schools are not fully aware of the potential of experimental work integrated into chemistry lessons for the development of students' experimental competence. Further research of the value of different kinds of training to support teachers for the use of experimental work in chemistry teaching is needed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1111362.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1111362.pdf">Investigation of Primary School Teachers' Conflict Resolution Skills in Terms of Different Variable</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Bayraktar, Hatice Vatansever; Yilmaz, Kamile Özge 2016-01-01 In this study, it is aimed to determine the level of conflict resolution skills of primary school teachers and whether they vary by different variables. The study was organised in accordance with the scanning model. The universe of the study consists of primary school teachers working at 14 primary schools, two from each of the seven geographical… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26516619','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26516619">The Relationship Between School Climate and Mental and Emotional Wellbeing Over the Transition from Primary to Secondary School.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lester, Leanne; Cross, Donna School climate has often been described as the "quality and character of school life", including both social and physical aspects of the school, that can positively promote behaviour, school achievement, and the social and emotional development of students. The current study examined the relationship between students' mental and emotional wellbeing and factors pertaining to school climate, focussing on the domains of safety, social relationships and school connectedness, during the last year of their primary schooling (age 11-12 years) and their first 2 years of secondary school. Data was collected using a self-completion questionnaire, four times over 3 years from 1800 students' aged 11-14 years. Multilevel modelling was used to determine the strongest school climate predictor of students' mental and emotional wellbeing at each time point. In the last year of primary school, peer support was the strongest protective predictor of wellbeing, while feeling less connected and less safe at school predicted mental wellbeing. Feeling safe at school was the strongest protective factor for student wellbeing in the first year of secondary school. In the second year of secondary school, peer support was the strongest protective factor for mental wellbeing, while feeling safe at school, feeling connected to school and having support from peers were predictive of emotional wellbeing. School climate factors of feeling safe at school, feeling connected to school, and peer support are all protective of mental and emotional wellbeing over the transition period while connectedness to teachers is protective of emotional wellbeing. Primary school appears to be an important time to establish quality connections to peers who have a powerful role in providing support for one another before the transition to secondary school. However, school policies and practices promoting safety and encouraging and enabling connectedness are important during the first years of secondary school </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16968569','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16968569">Comparison of gastro-oesophageal reflux disease and heartburn diagnoses in UK primary care.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ruigómez, Ana; García Rodríguez, Luis Alberto; Wallander, Mari-Ann; Johansson, Saga; Dent, John 2006-09-01 It is unclear how gastro-oesophageal reflux disease (GORD) is diagnosed in primary care. The aim of this study is to compare patients given a diagnosis of GORD with those diagnosed with heartburn. Data from the UK General Practice Research Database were extracted for patients newly diagnosed with heartburn (n = 1841) or GORD (n = 5318) in 1996. Patient characteristics, morbidity, healthcare use and prescribed treatments were compared using unconditional logistic regression analysis. GORD was diagnosed more frequently than heartburn (3.2 vs. 1.1 per 1000 patient-years). A diagnosis of GORD was less likely among females (odds ratio (OR): 0.8; confidence interval (CI): 0.7-0.9), smokers (OR: 0.8; CI: 0.7-0.9) and patients who consulted their physician frequently (OR: 0.8; CI: 0.7-0.9). There was a wide distribution in the ratio of GORD-to-heartburn diagnoses between primary care practices (mean 2.9; range 0-infinity). GORD patients were more likely to receive proton pump inhibitors (OR: 2.9; CI: 2.6-3.4), but 24% of GORD patients and 40% of heartburn patients received no acid-suppressive treatment in the month after diagnosis. Several factors influenced the diagnosis of gastro-oesophageal reflux symptoms by primary care physicians. Further research is needed to aid the diagnosis of GORD in primary care. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED574318.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED574318.pdf">Unexpected School Reform: Academisation of Primary Schools in England. CEP Discussion Paper No. 1455</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Eyles, Andrew; Machin, Stephen; McNally, Sandra 2016-01-01 The change of government in 2010 provoked a large structural change in the English education landscape. Unexpectedly, the new government offered primary schools the chance to have "the freedom and the power to take control of their own destiny", with better performing schools given a green light to convert to become an academy school on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5961579','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5961579">Marathon Kids UK: study design and protocol for a mixed methods evaluation of a school-based running programme</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Routen, Ash C; Harris, Jo P; Cale, Lorraine A; Gorely, Trish; Sherar, Lauren B 2018-01-01 Introduction Schools are promising settings for physical activity promotion; however, they are complex and adaptive systems that can influence the quality of programme implementation. This paper presents an evaluation of a school-based running programme (Marathon Kids). The aims of this study are (1) to identify the processes by which schools implement the programme, (2) identify and explain the contextual factors affecting implementation and explications of effectiveness and (3) examine the relationship between the level of implementation and perceived outcomes. Methods Using a realist evaluation framework, a mixed method single-group before-and-after design, strengthened by multiple interim measurements, will be used. Year 5 (9–10 years old) pupils and their teachers will be recruited from six state-funded primary schools in Leicestershire, UK. Data will be collected once prior to implementation, at five discrete time points during implementation and twice following implementation. A weekly implementation log will also be used. At time point 1 (TP1) (September 2016), data on school environment, teacher and pupil characteristics will be collected. At TP1 and TP6 (July 2017), accelerometry, pupil self-reported physical activity and psychosocial data (eg, social support and intention to be active) will be collected. At TP2, TP3 and TP5 (January, March and June 2017), observations will be conducted. At TP2 and TP5, there will be teacher interviews and pupil focus groups. Follow-up teacher interviews will be conducted at TP7 and TP8 (October 2017 and March 2018) and pupil focus group at TP8. In addition, synthesised member checking will be conducted (June 2018) with a mixed sample of schools. Ethics and dissemination Ethical approval for this study was obtained through Loughborough University Human Participants Ethics Subcommittee (R16-P032 & R16-P116). Findings will be disseminated via print, online media and dissemination events as well as practitioner and </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29764890','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29764890">Marathon Kids UK: study design and protocol for a mixed methods evaluation of a school-based running programme.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Chalkley, Anna E; Routen, Ash C; Harris, Jo P; Cale, Lorraine A; Gorely, Trish; Sherar, Lauren B 2018-05-14 Schools are promising settings for physical activity promotion; however, they are complex and adaptive systems that can influence the quality of programme implementation. This paper presents an evaluation of a school-based running programme (Marathon Kids). The aims of this study are (1) to identify the processes by which schools implement the programme, (2) identify and explain the contextual factors affecting implementation and explications of effectiveness and (3) examine the relationship between the level of implementation and perceived outcomes. Using a realist evaluation framework, a mixed method single-group before-and-after design, strengthened by multiple interim measurements, will be used. Year 5 (9-10 years old) pupils and their teachers will be recruited from six state-funded primary schools in Leicestershire, UK.Data will be collected once prior to implementation, at five discrete time points during implementation and twice following implementation. A weekly implementation log will also be used. At time point 1 (TP1) (September 2016), data on school environment, teacher and pupil characteristics will be collected. At TP1 and TP6 (July 2017), accelerometry, pupil self-reported physical activity and psychosocial data (eg, social support and intention to be active) will be collected. At TP2, TP3 and TP5 (January, March and June 2017), observations will be conducted. At TP2 and TP5, there will be teacher interviews and pupil focus groups. Follow-up teacher interviews will be conducted at TP7 and TP8 (October 2017 and March 2018) and pupil focus group at TP8. In addition, synthesised member checking will be conducted (June 2018) with a mixed sample of schools. Ethical approval for this study was obtained through Loughborough University Human Participants Ethics Subcommittee (R16-P032 & R16-P116). Findings will be disseminated via print, online media and dissemination events as well as practitioner and/or research journals. © Article author(s) (or their </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Geometry&pg=2&id=EJ1065066','ERIC'); return false;" href="https://eric.ed.gov/?q=Geometry&pg=2&id=EJ1065066">New Opportunities in Geometry Education at the Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sinclair, Nathalie; Bruce, Catherine D. 2015-01-01 This paper outlines the new opportunities that that will be changing the landscape of geometry education at the primary school level. These include: the research on spatial reasoning and its connection to school mathematics in general and school geometry in particular; the function of drawing in the construction of geometric meaning; the role of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1022546.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1022546.pdf">Measuring Inviting School Climate: A Case Study of a Public Primary School in an Urban Low Socioeconomic Setting in Kenya</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Okaya, Tom Mboya; Horne, Marj; Lamig, Madeleine; Smith, Kenneth H. 2013-01-01 The present study utilized the Inviting School Survey-Revised (ISS-R) (Smith, 2005b, 2013) based on Invitational Theory and Practice (Purkey & Novak, 2008) to examine the school climate of a public primary school in a low urban socio-economic setting in Kenya. School climate was defined as the perceptions of primary school teachers and pupils… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=text&pg=5&id=EJ1087062','ERIC'); return false;" href="https://eric.ed.gov/?q=text&pg=5&id=EJ1087062">Primary School Text Comprehension Predicts Mathematical Word Problem-Solving Skills in Secondary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Björn, Piia Maria; Aunola, Kaisa; Nurmi, Jari-Erik 2016-01-01 This longitudinal study aimed to investigate the extent to which primary school text comprehension predicts mathematical word problem-solving skills in secondary school among Finnish students. The participants were 224 fourth graders (9-10 years old at the baseline). The children's text-reading fluency, text comprehension and basic calculation… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=education+AND+sexual+AND+condoms&pg=7&id=EJ812563','ERIC'); return false;" href="https://eric.ed.gov/?q=education+AND+sexual+AND+condoms&pg=7&id=EJ812563">Quasi-Experimental Evaluation of a National Primary School HIV Intervention in Kenya</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Maticka-Tyndale, Eleanor; Wildish, Janet; Gichuru, Mary 2007-01-01 This study examined the impact of a primary-school HIV education initiative on the knowledge, self-efficacy and sexual and condom use activities of upper primary-school pupils in Kenya. A quasi-experimental mixed qualitative-quantitative pre- and 18-month post-design using 40 intervention and 40 matched control schools demonstrated significant… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Sex&pg=7&id=EJ1168053','ERIC'); return false;" href="https://eric.ed.gov/?q=Sex&pg=7&id=EJ1168053">"Knowledge" in English Primary Schools' Decision-Making about Sex and Relationships Education</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wilder, Rachel 2018-01-01 Objective: To assess what kinds of knowledge policymakers in a sample of English primary schools utilised to make decisions about their school's sex and relationships education policy. Method: Semi-structured interviews were conducted with policymakers at three primary schools in the southwest of England, and documentary analysis of the schools'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hardman&pg=6&id=EJ676719','ERIC'); return false;" href="https://eric.ed.gov/?q=hardman&pg=6&id=EJ676719">Classroom Interaction in Kenyan Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ackers, Jim; Hardman, Frank 2001-01-01 Reports on a study of classroom interaction in Kenyan primary schools. Analyzes video recordings of 102 lessons in English, mathematics, and science using systematic observation, discourse analysis, and a time-line analysis. Reveals the preponderance of teacher dominated lessons with little opportunity for student interaction. Considers… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25184075','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25184075">Nutritional contents of lunch packs of primary school children in nnewi, Nigeria.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ugochukwu, Ef; Onubogu, Cu; Edokwe, Es; Okeke, Kn 2014-07-01 Lunch packs play a significant role in the nutritional status and academic performance of school children. Available data show a high prevalence of malnutrition among school-age children. The aim of this study is to document the nutritional contents of lunch packs of primary school children in Nnewi, Anambra state, Nigeria. A cross-sectional study was conducted among 1018 primary 1-6 pupils selected by stratified systematic random sampling from six primary schools, two each of private, - mission, - and government (public) - owned schools in Nnewi metropolis with the aid of the semi-structured questionnaire. Lunch packs of the pupils were examined. Majority of the pupils (77.8% [792/1018]) had lunch packs although about half of pupils in public schools had no lunch pack. Only 12.4% (98/792) and 19.2% (152/792) of pupils with lunch packs had balanced meals and fruits/vegetables in their lunch packs, respectively. The odds of not coming to school with packed lunch was about 13 and 12 times higher for mothers with no formal education or only primary education, respectively, compared with those with tertiary education. Type of school had a strong influence on possession and contents of lunch pack (χ(2) = 2.88, P < 0.001, phi coefficient = 0.72). Pupils in private (97.5% [198/203]) and mission (94.4% [388/411]) schools were more likely to have a lunch pack compared with public schools (51.0% [206/404]). However, pupils in private schools were most likely to have a balanced meal (32.5% [66/203] vs. 5.8% [24/411] in mission and 2.0% [8/404] in public schools) and fruits/vegetables (48.3% [98/203] vs. 10.2% [42/411] in mission and 3.0% [12/404] in public schools) in their lunch packs. Mothers' educational status and parents' occupation were significantly associated with lunch pack contents. Majority of the lunch packs of primary school pupils contain poor quality food especially in public schools. Mother's educational status and parent's occupation are important </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_16");'>16</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li class="active">18</li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_19" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="361"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4764300','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4764300">Women’s Political Empowerment and Investments in Primary Schooling in India</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Yount, Kathryn M.; Cunningham, Solveig A.; Pande, Rohini P. 2015-01-01 Using a national district-level dataset of India composed of information on investments in primary schooling (data from the District Information Survey for Education [DISE, 2007/8]) and information on demographic characteristics of elected officials (data from the Election Commission of India [ECI, 2000/04]), we examined the relationship between women’s representation in State Legislative Assembly (SLA) seats and district-level investments in primary schooling. We used OLS regressions adjusting for confounders and spatial autocorrelation, and estimated separate models for North and South India. Women’s representation in general SLA seats typically was negatively associated with investments in primary-school amenities and teachers; women’s representation in SLA seats reserved for under-represented minorities, i.e., scheduled castes and scheduled tribes, typically was positively associated with investments in primary schooling, especially in areas addressing the basic needs of poor children. Women legislators’ gender and caste identities may shape their decisions about redistributive educational policies. PMID:26924878 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED572448.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED572448.pdf">Teaching Computation in Primary School without Traditional Written Algorithms</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hartnett, Judy 2015-01-01 Concerns regarding the dominance of the traditional written algorithms in schools have been raised by many mathematics educators, yet the teaching of these procedures remains a dominant focus in in primary schools. This paper reports on a project in one school where the staff agreed to put the teaching of the traditional written algorithm aside,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5931297','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5931297">A systematic analysis of UK cancer research funding by gender of primary investigator</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Zhou, Charlie D; Head, Michael G; Gilbert, Barnabas J; El-Harasis, Majd A; Raine, Rosalind; O’Connor, Henrietta 2018-01-01 Objectives To categorically describe cancer research funding in the UK by gender of primary investigator (PIs). Design Systematic analysis of all open-access data. Methods Data about public and philanthropic cancer research funding awarded to UK institutions between 2000 and 2013 were obtained from several sources. Fold differences were used to compare total investment, award number, mean and median award value between male and female PIs. Mann-Whitney U tests were performed to determine statistically significant associations between PI gender and median grant value. Results Of the studies included in our analysis, 2890 (69%) grants with a total value of £1.82 billion (78%) were awarded to male PIs compared with 1296 (31%) grants with a total value of £512 million (22%) awarded to female PIs. Male PIs received 1.3 times the median award value of their female counterparts (P<0.001). These apparent absolute and relative differences largely persisted regardless of subanalyses. Conclusions We demonstrate substantial differences in cancer research investment awarded by gender. Female PIs clearly and consistently receive less funding than their male counterparts in terms of total investment, the number of funded awards, mean funding awarded and median funding awarded. PMID:29712689 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5691295','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5691295">Environmental and nutrition impact of achieving new School Food Plan recommendations in the primary school meals sector in England</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Wickramasinghe, Kremlin; Rayner, Mike; Goldacre, Michael; Townsend, Nick; Scarborough, Peter 2017-01-01 Objectives The aim of this modelling study was to estimate the expected changes in the nutritional quality and greenhouse gas emissions (GHGEs) of primary school meals due to the adoption of new mandatory food-based standards for school meals. Setting Nationally representative random sample of 136 primary schools in England was selected for the Primary School Food Survey (PSFS) with 50% response rate. Participants A sample of 6690 primary students from PSFS who consumed school meals. Outcome measures Primary School Food Plan (SFP) nutritional impact was assessed using both macronutrient and micronutrient quality. The environmental impact was measured by GHGEs. Methods The scenario tested was one in which every meal served in schools met more than half of the food-based standards mentioned in the SFP (SFP scenario). We used findings from a systematic review to assign GHGE values for each food item in the data set. The GHGE value and nutritional quality of SFP scenario meals was compared with the average primary school meal in the total PSFS data set (pre-SFP scenario). Prior to introduction of the SFP (pre-SFP scenario), the primary school meals had mandatory nutrient-based guidelines. Results The percentage of meals that met the protein standard increased in the SFP scenario and the proportion of meals that met the standards for important micronutrients (eg, iron, calcium, vitamin A and C) also increased. However, the SFP scenario did not improve the salt, saturated fat and free sugar levels. The mean GHGE value of meals which met the SFP standards was 0.79 (95% CI 0.77 to 0.81) kgCO2e compared with a mean value of 0.72 (0.71 to 0.74) kgCO2e for all meals. Adopting the SFP would increase the total emissions associated with primary school meals by 22 000 000 kgCO2e per year. Conclusions The universal adoption of the new food-based standards, without reformulation would result in an increase in the GHGEs of school meals and improve some aspects of the </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/21293494','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/21293494">Job satisfaction among dually qualified dental hygienist-therapists in UK primary care: a structural model.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Turner, S; Ross, M K; Ibbetson, R J 2011-02-26 To investigate job satisfaction among hygienist-therapists. Increasing numbers of hygienist-therapists work in UK primary dental care teams. Earlier studies suggest a clinical remit/clinical activity mismatch, without investigating any link with job satisfaction. A UK-wide survey of dental hygienist-therapists using a random sample of the General Dental Council Register of Dental Care Professionals. Factors associated with job satisfaction (measured by the Warr-Cook-Wall ten-dimension scale) were entered into a series of multiple regression analyses to build up a path model. Analysis was undertaken on 183 respondents (response rate: 60%). Mean score for overall satisfaction was 5.36 (SD 1.28) out of a range of 1-7. Multiple regression analysis confirmed the following direct predictors of overall job satisfaction: satisfaction with colleagues, remuneration, variety of work; rating of hygiene work as rewarding; and not being self-employed (R(2) = 0.69). Satisfaction with variety of work was the strongest predictor, itself strongly predicted by the extent the clinical remit was undertaken. Dentists' recognition of their remit, quality of clinical work and qualifications had a strong indirect effect on overall job satisfaction. The study suggests both greater use of the therapy skills these individuals possess, and better recognition of their remit, qualifications and quality of work by their dentist colleague, may be linked to higher job satisfaction. The implications for the policy of greater team working in dental primary care are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/15574853','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/15574853">Incidence of fatigue symptoms and diagnoses presenting in UK primary care from 1990 to 2001.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Gallagher, Arlene M; Thomas, Janice M; Hamilton, William T; White, Peter D 2004-12-01 Little is known about whether the incidence of symptoms of fatigue presented in primary care, and the consequent diagnoses made, change over time. The UK General Practice Research Database was used to investigate the annual incidence of both fatigue symptoms and diagnoses recorded in UK primary care from 1990 to 2001. The overall incidence of all fatigue diagnoses decreased from 87 per 100 000 patients in 1990 to 49 in 2001, a reduction of 44%, while postviral fatigue syndromes decreased from 81% of all fatigue diagnoses in 1990 to 60% in 2001. Chronic fatigue syndrome (CFS) and myalgic encephalomyelitis (ME) together increased from 9% to 26% of all fatigue diagnoses. The incidence of fibromyalgia increased from less than 1 per 100 000 to 35 per 100 000. In contrast, there was no consistent change in the incidence of all recorded symptoms of fatigue, with an average of 1503 per 100 000, equivalent to 1.5% per year. CFS/ME and fibromyalgia were rarely diagnosed in children and were uncommon in the elderly. All symptoms and diagnoses were more common in females than in males. The overall incidence of fatigue diagnoses in general has fallen, but the incidence rates of the specific diagnoses of CFS/ME and fibromyalgia have risen, against a background of little change in symptom reporting. This is likely to reflect fashions in diagnostic labelling rather than true changes in incidence. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Fundamental+AND+movement+AND+skills&pg=4&id=ED529971','ERIC'); return false;" href="https://eric.ed.gov/?q=Fundamental+AND+movement+AND+skills&pg=4&id=ED529971">Bridging the Transition from Primary to Secondary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Howe, Alan, Ed.; Richards, Val, Ed. 2011-01-01 The transition from primary to secondary school can often be a difficult time for children, and managing the transition smoothly has posed a problem for teachers at both upper primary and lower secondary level. At a time when "childhood" recedes and "adulthood" beckons, the inequalities between individual children can widen,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Effects+AND+Teachers+AND+Self-Efficacy+AND+Job+AND+Satisfaction%3a&pg=2&id=EJ801356','ERIC'); return false;" href="https://eric.ed.gov/?q=Effects+AND+Teachers+AND+Self-Efficacy+AND+Job+AND+Satisfaction%3a&pg=2&id=EJ801356">An Assessment of Well-Being of Principals in Flemish Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Devos, G.; Bouckenooghe, D.; Engels, N.; Hotton, G.; Aelterman, A. 2007-01-01 Purpose: The goal of this inquiry is to indicate which individual, organisational and external environment factors contribute to a better understanding of the well-being of Flemish primary school principals. Design/methodology/approach: Data from a representative sample of primary schools in Flanders (n = 46) were gathered through questionnaires… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3647646','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3647646">Tuberculosis Outbreak in a Primary School, Milan, Italy</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Faccini, Marino; Codecasa, Luigi Ruffo; Ciconali, Giorgio; Cammarata, Serafina; Borriello, Catia Rosanna; De Gioia, Costanza; Za, Alessandro; Marino, Andrea Filippo; Ferrarese, Maurizio; Gesu, Giovanni; Mazzola, Ester; Castaldi, Silvana 2013-01-01 Investigation of an outbreak of tuberculosis (TB) in a primary school in Milan, Italy, found 15 schoolchildren had active TB disease and 173 had latent TB infection. TB was also identified in 2 homeless men near the school. Diagnostic delay, particularly in the index case-patient, contributed to the transmission of infection. PMID:23621942 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=musical+AND+school&pg=3&id=EJ906208','ERIC'); return false;" href="https://eric.ed.gov/?q=musical+AND+school&pg=3&id=EJ906208">Musical Behaviours of Primary School Children in Singapore</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lum, Chee-Hoo 2009-01-01 In this ethnographic study, the musical behaviours of 28 primary school children in Singapore were examined for their meaning and diversity as they engaged in the school day. A large part of these children's musical behaviours stemmed from their exposure to the mass media. Children's musical inventions emerged in the context of play, occasionally… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=5&id=EJ943729','ERIC'); return false;" href="https://eric.ed.gov/?q=study+AND+computers+AND+laptops&pg=5&id=EJ943729">Laptop Classes in Some Australian Government Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fluck, Andrew E. 2011-01-01 Australia was once a world leader for laptop adoption in schools. Now overtaken by extensive roll-outs of laptops in Maine and Uruguay, this paper seeks to explain why this lead was lost. Six case studies of government primary schools were undertaken to gather data about current initiatives. Comparative analysis shows how the potential of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.953a2179M','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.953a2179M">The role of principal in optimizing school climate in primary schools</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Murtedjo; Suharningsih 2018-01-01 This article was written based on the occurrence of elementary school changes that never counted because of the low quality, became the school of choice of the surrounding community with the many national achievements ever achieved. This article is based on research data conducted in primary schools. In this paper focused on the role of school principals in an effort to optimize school climate. To describe the principal’s role in optimizing school climate using a qualitative approach to the design of Multi-Site Study. The appointment of the informant was done by snowball technique. Data collection through in-depth interviews, participant observation, and documentation. Data credibility checking uses triangulation techniques, member checks, and peer discussions. Auditability is performed by the auditor. The collected data is analyzed by site analysis and cross-site analysis. The result of the research shows that the principal in optimizing the conducive school climate by creating the physical condition of the school and the socio-emotional condition is pleasant, so that the teachers in implementing the learning process become passionate, happy learners which ultimately improve their learning achievement and can improve the school quality. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=domenech&pg=2&id=EJ823924','ERIC'); return false;" href="https://eric.ed.gov/?q=domenech&pg=2&id=EJ823924">Self-Efficacy, School Resources, Job Stressors and Burnout among Spanish Primary and Secondary School Teachers: A Structural Equation Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Betoret, Fernando Domenech 2009-01-01 This study examines the relationship between school resources, teacher self-efficacy, potential multi-level stressors and teacher burnout using structural equation modelling. The causal structure for primary and secondary school teachers was also examined. The sample was composed of 724 primary and secondary Spanish school teachers. The changes… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=%22population+characteristic%22&id=EJ947238','ERIC'); return false;" href="https://eric.ed.gov/?q=%22population+characteristic%22&id=EJ947238">Changes in Student Populations and Average Test Scores of Dutch Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Luyten, Hans; de Wolf, Inge 2011-01-01 This article focuses on the relation between student population characteristics and average test scores per school in the final grade of primary education from a dynamic perspective. Aggregated data of over 5,000 Dutch primary schools covering a 6-year period were used to study the relation between changes in school populations and shifts in mean… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27047607','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27047607">Incorporating Primary Scientific Literature in Middle and High School Education.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Fankhauser, Sarah C; Lijek, Rebeccah S 2016-03-01 Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI) was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4798793','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4798793">Incorporating Primary Scientific Literature in Middle and High School Education†</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Fankhauser, Sarah C.; Lijek, Rebeccah S. 2016-01-01 Primary literature is the most reliable and direct source of scientific information, but most middle school and high school science is taught using secondary and tertiary sources. One reason for this is that primary science articles can be difficult to access and interpret for young students and for their teachers, who may lack exposure to this type of writing. The Journal of Emerging Investigators (JEI) was created to fill this gap and provide primary research articles that can be accessed and read by students and their teachers. JEI is a non-profit, online, open-access, peer-reviewed science journal dedicated to mentoring and publishing the scientific research of middle and high school students. JEI articles provide reliable scientific information that is written by students and therefore at a level that their peers can understand. For student-authors who publish in JEI, the review process and the interaction with scientists provide invaluable insight into the scientific process. Moreover, the resulting repository of free, student-written articles allows teachers to incorporate age-appropriate primary literature into the middle and high school science classroom. JEI articles can be used for teaching specific scientific content or for teaching the process of the scientific method itself. The critical thinking skills that students learn by engaging with the primary literature will be invaluable for the development of a scientifically-literate public. PMID:27047607 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28356095','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28356095">Methylphenidate use and school performance among primary school children: a descriptive study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> van der Schans, Jurjen; Çiçek, Rukiye; Vardar, Sefike; Bos, Jens Hj; de Vries, Tjalling W; Hoekstra, Pieter J; Hak, Eelko 2017-03-29 There is no conclusive evidence that stimulants have beneficial effects on major associated outcome parameters, particularly school performance. We assessed the differences in school performance among children using methylphenidate at the end of primary school in relation to various parameters of methylphenidate use. We linked children from a pharmacy prescription database with standardized achievement test results at the end of primary school. We explored differences in test scores between current methylphenidate users versus never users and methylphenidate users who stopped treatment at least 6 months before the test, early versus late starters, different dosage of methylphenidate, and concurrent antipsychotic or asthma treatment. Out of the 7736 children, 377 (4.9%) children were treated with methylphenidate at the time of the test. After adjusting for confounders the methylphenidate users (532.58 ± .48) performed significantly lower on the test than never users (534.72 ± .11). Compared with late starters of methylphenidate treatment (536.94 ± 1.51) we found significantly lower test scores for the early starters (532.33 ± .50). Our study indicates that children using methylphenidate still perform less at school compared to their peers. Our study also suggests that earlier start of methylphenidate treatment is associated with a lower school performance compared to children starting later with the treatment. This result could either indicate a limited effect of long term treatment or a more strongly affected group of early starters. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=management+AND+styles&pg=2&id=EJ1067394','ERIC'); return false;" href="https://eric.ed.gov/?q=management+AND+styles&pg=2&id=EJ1067394">Conflicts in Schools, Conflict Management Styles and the Role of the School Leader: A Study of Greek Primary School Educators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Saiti, Anna 2015-01-01 Conflict may occur in any organization (and hence school) and, for schools, conflict management style is a joint activity and the degree of its effectiveness determines the type of impact of conflict on school performance. This empirical study investigates the potential sources of conflict in Greek primary schools, determine appropriate approaches… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1068665.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1068665.pdf">Development of Effective Academic Affairs Administration System in Thai Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thongnoi, Niratchakorn; Srisa-ard, Boonchom; Sri-ampai, Anan 2013-01-01 This research aimed to: 1) study current situations and problems of academic affairs administration system in Primary Schools. 2) develop an effective academic affairs administration system, and 3) evaluate the implementation of the developed system in the primary school, Thailand. Research and Development (R&D) was employed which consisted of… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1069285.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1069285.pdf">EFL Primary School Teachers' Attitudes, Knowledge and Skills in Alternative Assessment</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al-Nouh, Nowreyah A.; Taqi, Hanan A.; Abdul-Kareem, Muneera M. 2014-01-01 The study investigated female EFL primary school teachers' attitudes as well as teachers' knowledge and skills in alternative assessment. Data was collected via a questionnaire from 335 EFL primary school teachers randomly selected from six educational zones. An interview with principals and head teachers and a focus group interview with EFL… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_17");'>17</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li class="active">19</li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_20" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="381"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=developmental+AND+biology&pg=4&id=EJ645970','ERIC'); return false;" href="https://eric.ed.gov/?q=developmental+AND+biology&pg=4&id=EJ645970">Primary Literature as a Basis for a High-School Biology Curriculum.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yarden, Anat; Brill, Gilat; Falk, Hedda 2001-01-01 Adopts primary literature as a means of developing scientific literacy among high-school biology majors. Reports on the development and implementation of a primary literature-based curriculum in developmental biology. Discusses the process of adapting original research articles to the high-school level, as well as a conversational model developed… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=primary+AND+data+AND+disadvantage&id=EJ964859','ERIC'); return false;" href="https://eric.ed.gov/?q=primary+AND+data+AND+disadvantage&id=EJ964859">A Mixed-Methods Analysis of Achievement Disparities in Guatemalan Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Meade, Ben 2012-01-01 Although most Guatemalan rural students currently have access to primary school, there are large differences in the levels of learning that take place among different populations and in different contexts. This paper uses multiple data and methods to examine the interrelated factors underlying achievement disparities in Guatemalan primary schools.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27207746','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27207746">Long-term evidence for the effect of pay-for-performance in primary care on mortality in the UK: a population study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ryan, Andrew M; Krinsky, Sam; Kontopantelis, Evangelos; Doran, Tim 2016-07-16 Introduced in 2004, the UK's Quality and Outcomes Framework (QOF) is the world's largest primary care pay-for-performance programme. We tested whether the QOF was associated with reduced population mortality. We used population-level mortality statistics between 1994 and 2010 for the UK and other high-income countries that were not exposed to pay-for-performance. The primary outcome was age-adjusted and sex-adjusted mortality per 100,000 people for a composite outcome of chronic disorders that were targeted by the QOF. Secondary outcomes were age-adjusted and sex-adjusted mortality for ischaemic heart disease, cancer, and a composite of all non-targeted conditions. For each study outcome, we created a so-called synthetic UK as a weighted combination of comparison countries. We then estimated difference-in-differences models to test whether mortality fell more in the UK than in the synthetic UK after the QOF. Introduction of the QOF was not significantly associated with changes in population mortality for the composite outcome (-3.68 per 100,000 population [95% CI -8.16 to 0.80]; p=0.107), ischaemic heart disease (-2.21 per 100,000 [-6.86 to 2.44]; p=0.357), cancer (0.28 per 100,000 [-0.99 to 1.55]; p=0.679), or all non-targeted conditions (11.60 per 100,000 [-3.91 to 27.11]; p=0.143). Although we noted small mortality reductions for a composite outcome of targeted disorders, the QOF was not associated with significant changes in mortality. Our findings have implications for the probable effects of similar programmes on population health outcomes. The relation between incentives and mortality needs to be assessed in specific disease domains. None. Copyright © 2016 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=change+AND+social&pg=3&id=EJ1104338','ERIC'); return false;" href="https://eric.ed.gov/?q=change+AND+social&pg=3&id=EJ1104338">Possibility Thinking and Social Change in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Craft, Anna Rachel; Chappell, Kerry Anne 2016-01-01 This paper reviews the nature of possibility thinking (PT) (transformation from what is to what might be, in everyday contexts for children and teachers) and reports on how PT manifested in two English primary schools engaged in social change. It identifies shared characteristics across the schools as well as unique ways in which PT manifested.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Donaldson&id=EJ1155414','ERIC'); return false;" href="https://eric.ed.gov/?q=Donaldson&id=EJ1155414">Improving the Teaching of Science and Technology in Primary Schools--A Cluster Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chambers, Paul 2017-01-01 The position of science and technology in Scottish primary schools is broadly similar to most other primary schools throughout Great Britain. There are certain schools and individuals that perform at a very high level but many schools are hampered by a lack of resources, a lack of confidence in teaching the topics and some significant gaps in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=caries&pg=2&id=EJ1010012','ERIC'); return false;" href="https://eric.ed.gov/?q=caries&pg=2&id=EJ1010012">Optimizing School-Based Health-Promotion Programmes: Lessons from a Qualitative Study of Fluoridated Milk Schemes in the UK</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Foster, Geraldine R. K.; Tickle, Martin 2013-01-01 Background and objective: Some districts in the United Kingdom (UK), where the level of child dental caries is high and water fluoridation has not been possible, implement school-based fluoridated milk (FM) schemes. However, process variables, such as consent to drink FM and loss of children as they mature, impede the effectiveness of these… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=target+AND+marketing&pg=6&id=EJ1020019','ERIC'); return false;" href="https://eric.ed.gov/?q=target+AND+marketing&pg=6&id=EJ1020019">Implementation of Mandatory Nutritional Guidelines in South Australian Primary School Canteens: A Qualitative Study</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Abery, Elizabeth; Drummond, Claire 2014-01-01 Primary schools are identified as being in a primary position to offer nutrition education. Moreover, primary schools can offer an environment which is conducive to the promotion of healthy eating while influencing eating behaviours of children to benefit their health, well-being and academic development and performance. School canteens are one… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Conscientious+AND+personality&pg=3&id=EJ802080','ERIC'); return false;" href="https://eric.ed.gov/?q=Conscientious+AND+personality&pg=3&id=EJ802080">Career Development in Primary School Children</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Nazli, Serap 2007-01-01 Purpose: This paper has three objectives. The first is to determine the level of primary school students' career development, the second is to test Super's childhood years career development model, and the third is to determine the level of Turkish children's career development. Design/methodology/approach: Employing qualitative research models,… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED576217.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED576217.pdf">Digital Divide in Post-Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Marcus-Quinn, Ann; McGarr, Oliver 2013-01-01 This research study developed curricular specific open educational resources (OERs) for the teaching of poetry at Junior Certificate level in Irish post-primary schools. It aimed to capture the collaborative design and development process used in the development of the digital resources and describe and evaluate the implementation of the resources… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=research+AND+contextual&pg=7&id=EJ958795','ERIC'); return false;" href="https://eric.ed.gov/?q=research+AND+contextual&pg=7&id=EJ958795">Primary School English Teachers' Research Engagement</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gao, Xuesong; Chow, Alice Wai Kwan 2012-01-01 Research engagement is an important means for teachers to develop their professional competence. This paper reports on an enquiry into the research engagement of a group of primary school English language teachers in Guangdong province on the Chinese mainland. Drawing on questionnaire data and teachers' interview narratives, the paper examines how… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27856338','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27856338">Sedentary behaviour across the primary-secondary school transition: A systematic review.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Pearson, Natalie; Haycraft, Emma; P Johnston, Julie; Atkin, Andrew J 2017-01-01 The transition from primary/middle school to secondary/high school is likely to be a key period in children's development, characterised by significant changes in their social and physical environment. However, little is known about the changes in sedentary behaviour that accompany this transition. This review aimed to identify, critically appraise and summarise the evidence on changes in sedentary behaviour across the primary - secondary school transition. Published English language studies were located from computerised and manual searches in 2015. Inclusion criteria specified a longitudinal design, baseline assessment when children were in primary/middle school with at least one follow-up during secondary/high school and a measure of sedentary behaviour at both (or all) points of assessment. Based on data from 11 articles (19 independent samples), tracking coefficients were typically in the range of 0.3 to 0.5 and relatively consistent across the different sedentary behaviours examined and durations of follow-up. Both screen-based sedentary behaviour and overall sedentary time increased during the school transition. Overall there was an increase of approximately 10-20min per day per year in accelerometer-assessed sedentary time. Consistent with the broader age-related changes in behaviour observed during this period, sedentary behaviour increases during the transition from primary/middle to secondary/high school. Investigating features of the social and physical environment that might exacerbate or attenuate this trend would be a valuable next step. Copyright © 2016 The Authors. Published by Elsevier Inc. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27048551','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27048551">School health services and its practice among public and private primary schools in Western Nigeria.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kuponiyi, Olugbenga Temitope; Amoran, Olorunfemi Emmanuel; Kuponiyi, Opeyemi Temitola 2016-04-06 Globally the number of children reaching school age is estimated to be 1.2 billion children (18% of the world's population) and rising. This study was therefore designed to determine the school health services available and its practices in primary schools in Ogun state, Western Nigeria. The study was a comparative cross-sectional survey of private and public primary schools in Ogun state using a multi-stage sampling technique. Participants were interviewed using a structured, interviewer administered questionnaire and a checklist. Data collected was analyzed using the SPSS version 15.0. A total of 360 head teachers served as respondents for the study with the overall mean age of 45.7 ± 9.9 years. More than three quarters of the respondents in both groups could not correctly define the school health programme. There were no health personnel or a trained first aider in 86 (47.8%) public and 110 (61.1%) private schools but a nurse/midwife was present in 57 (31.7%) and 27 (15.0%) public and private schools. (χ(2) = 17.122, P = 0.002). In about 95% of the schools, the teacher carried out routine inspection of the pupils while periodic medical examination for staff and pupils was carried out in only 13 (7.2%) public and 31 (17.2%) private schools (χ(2) = 8.398, P = 0.004). A sick bay/clinic was present in 26 (14.4%) and 67 (37.2%) public and private schools respectively (χ(2) = 24.371, P = 0.001). The practice of school health programme was dependent on the age (χ(2) = 12.53, P = 0.006) and the ethnicity of the respondents (χ(2) = 6.330, P = 0.042). Using multivariate analysis only one variable (type of school) was found to be a predictor of school health programme. (OR 4.55, CI 1.918-10.79). The study concludes that the practice of the various components of school health services was poor but better in private primary schools in Nigeria. Routine inspection by teachers was the commonest form of health appraisal. This may suggest that more health personnel need to </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22470947','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22470947">[Study on mental workload of teachers in primary schools].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Xiao, Yuan-mei; Wang, Zhi-ming; Wang, Mian-zhen; Lan, Ya-jia; Fan, Guang-qin; Feng, Chang 2011-12-01 To investigate the distribution characteristics and influencing factors of mental workload of teachers in primary schools. National Aeronautics and Space Administration-Task Load Index (NASA-TLX) was used to assess the mental workload levels for 397 teachers of primary schools in a city. The mental workload (64.34+10.56) of female teachers was significantly higher than that (61.73+ 9.77) of male teachers (P<0.05). The mental workload (65.66+10.42) of "-35" years old group was the highest. When age of teachers was younger than 35 years old, there was a positive correlation between the mental workload and age (r=0.146, P<0.05). When age of teachers was older than 35 years old, there was a negative correlation between the mental workload and age (r=-0.190, P<0.05). The teachers with higher education level felt higher mental workload (unstandardized coefficients B=1.524, standardized coefficients /=0.111, P<0.05). There was a positive correlation between the mental workload and working hours per day (unstandardized coefficients B =4.659, standardized coefficients/3 =0.223, P<0.001). Mental workload of the teachers in primary schools is closely related to age, educational level and work hours per day. Work hours per day is an important risk factor for mental workload. Reducing work hours per day (8 hours) is an effective measure of alleviating the mental workload of teachers in primary schools. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=prosocial+AND+skills&id=ED570994','ERIC'); return false;" href="https://eric.ed.gov/?q=prosocial+AND+skills&id=ED570994">Out of School Activities during Primary School and KS2 Attainment. Centre for Longitudinal Studies Working Paper 2016/1</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Chanfreau, Jenny; Tanner, Emily; Callanan, Meg; Laing, Karen; Skipp, Amy; Todd, Liz 2016-01-01 The aims of this working paper were to investigate whether taking part in out of school activities during primary school is linked with end of primary school attainment and social, emotional and behavioural outcomes, for all children and specifically for children from economically disadvantaged backgrounds. The analysis is based on the Millennium… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/16487211','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/16487211">Career choices for obstetrics and gynaecology: national surveys of graduates of 1974-2002 from UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Turner, G; Lambert, T W; Goldacre, M J; Barlow, D 2006-03-01 To report the trends in career choices for obstetrics and gynaecology among UK medical graduates. Postal questionnaire surveys of qualifiers from all UK medical schools in nine qualification years since 1974. United Kingdom. All graduates from UK medical schools in 1974, 1977, 1980, 1983, 1993, 1996, 1999, 2000 and 2002. Postal questionnaire surveys. Career choices for obstetrics and gynaecology and factors influencing career choices for obstetrics and gynaecology. Seventy-four percent (24,623/33,417) and 73% (20,709/28,468) of doctors responded at 1 and 3 years after qualification. Choices for obstetrics and gynaecology fell sharply during the 1990s from 4.2% of 1996 qualifiers to 2.2% of 1999 qualifiers, and rose slightly to 2.8% of 2002 qualifiers. Only 0.8% of male graduates of 2002 chose obstetrics and gynaecology compared with 4.1% of women. Forty-six percent of those who chose obstetrics and gynaecology 1 year after qualification were working in it 10 years after qualifying. Experience of the subject as a student, and the influence of a particular teacher or department, affected long-term career choices more for obstetrics and gynaecology than for other careers. The unwillingness of young doctors to enter obstetrics and gynaecology may be attributable to concerns about workforce planning and career progression problems, rather than any lack of enthusiasm for the specialty. The number of men choosing obstetrics and gynaecology is now very small; the reasons and the future role of men in the specialty need to be debated. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014SPPhy.145..425G','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014SPPhy.145..425G">Dynamic Modelling with "MLE-Energy Dynamic" for Primary School</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Giliberti, Enrico; Corni, Federico During the recent years simulation and modelling are growing instances in science education. In primary school, however, the main use of software is the simulation, due to the lack of modelling software tools specially designed to fit/accomplish the needs of primary education. In particular primary school teachers need to use simulation in a framework that is both consistent and simple enough to be understandable by children [<CitationRef CitationID="CR2">2]. One of the possible area to approach modelling is about the construction of the concept of energy, in particular for what concerns the relations among substance, potential, power [<CitationRef CitationID="CR3">3]. Following the previous initial research results with this approach [<CitationRef CitationID="CR2">2], and with the static version of the software MLE Energy [<CitationRef CitationID="CR1">1], we suggest the design and the experimentation of a dynamic modelling software—MLE dynamic-capable to represent dynamically the relations occurring when two substance-like quantities exchange energy, modifying their potential. By means of this software the user can graphically choose the dependent and independent variables and leave the other parameters fixed. The software has been initially evaluated, during a course of science education with a group of primary school teachers-to-be, to test the ability of the software to improve teachers' way of thinking in terms of substance-like quantities and their effects (graphical representation of the extensive, intensive variables and their mutual relations); moreover, the software has been tested with a group of primary school teachers, asking their opinion about the software didactical relevance in the class work. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hardman&pg=5&id=EJ827161','ERIC'); return false;" href="https://eric.ed.gov/?q=hardman&pg=5&id=EJ827161">Changing Pedagogical Practice in Kenyan Primary Schools: The Impact of School-Based Training</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hardman, Frank; Abd-Kadir, Jan; Agg, Catherine; Migwi, James; Ndambuku, Jacinta; Smith, Fay 2009-01-01 This study reports on an investigation into the impact of a national, school-based teacher development programme on learning and teaching in Kenyan primary schools. Building on a national baseline study (n=102), 144 video-recorded lessons, covering the teaching of English, maths and science at Standards 3 and 6, were analysed to investigate… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23793282','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23793282">The frequency of dyscalculia among primary school children.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Jovanović, Gordana; Jovanović, Zoran; Banković-Gajić, Jelena; Nikolić, Anđelka; Svetozarević, Srđana; Ignjatović-Ristić, Dragana 2013-06-01 Formal education, daily living activities and jobs require knowledge and application skills of counting and simple mathematical operations. Problems with mathematics start in primary school and persist till adulthood. This is known as dyscalculia and its prevalence in the school population ranges from 3 to 6.5%. The study included 1424 third-grade students (aged 9-10) of all primary schools in the City of Kragujevac, Serbia. Tests in mathematics were given in order to determine their mathematical achievement. 1078 students (538 boys and 540 girls) completed all five tests. The frequency of dyscalculia in the sample was 9.9%. The difference between boys and girls according to the total score on the test was statistically significant (p<0.005). The difference between students according to their school achievement (excellent, very good, good, sufficient and insufficient) was statistically significant for all tests (p<0.0005). The influence of place of residence/school was significant for all tests (p<0.0005). Independent prognostic variables associated with dyscalculia are marks in mathematics and Serbian language. Frequency of dyscalculia of 9.9% in the sample is higher than in the other similar studies. Further research should identify possible causes of such frequency of dyscalculia in order to improve students` mathematical abilities. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018AIPC.1923c0037P','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018AIPC.1923c0037P">Improving the primary school science learning unit about force and motion through lesson study</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Phaikhumnam, Wuttichai; Yuenyong, Chokchai 2018-01-01 The study aimed to develop primary school science lesson plan based on inquiry cycle (5Es) through lesson study. The study focused on the development of 4 primary school science lesson plans of force and motion for Grade 3 students in KKU Demonstration Primary School (Suksasart), first semester of 2015 academic year. The methodology is mixed method. The Inthaprasitha (2010) lesson study cycle was implemented in group of KKU Demonstration Primary School. Instruments of reflection of lesson plan developing included participant observation, meeting and reflection report, lesson plan and other document. The instruments of examining students' learning include classroom observation and achievement test. Data was categorized from these instruments to find the issues of changing and improving the good lesson plan of Thai primary school science learning. The findings revealed that teachers could develop the lesson plans through lesson study. The issues of changing and improving were disused by considering on engaging students related to societal issues, students' prior knowledge, scientific concepts for primary school students, and what they learned from their changing. It indicated that the Lesson Study allowed primary school science teachers to share ideas and develop ideas to improve the lesson. The study may have implications for Thai science teacher education through Lesson Study. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26740604','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26740604">Unrecognised bipolar disorder among UK primary care patients prescribed antidepressants: an observational study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Hughes, Tom; Cardno, Alastair; West, Robert; Marino-Francis, Federica; Featherstone, Imogen; Rolling, Keeley; Locker, Alice; McLintock, Kate; House, Allan 2016-02-01 Bipolar disorder is not uncommon, is associated with high disability and risk of suicide, often presents with depression, and can go unrecognised. To determine the prevalence of unrecognised bipolar disorder among those prescribed antidepressants for depressive or anxiety disorder in UK primary care; whether those with unrecognised bipolar disorder have more severe depression than those who do not; and the accuracy of a screening questionnaire for bipolar disorder, the Mood Disorder Questionnaire (MDQ), in this setting. Observational primary care study of patients on the lists of 21 general practices in West Yorkshire aged 16-40 years and prescribed antidepressant medication. Participants were recruited using primary care databases, interviewed using a diagnostic interview, and completed the screening questionnaire and rating scales of symptoms and quality of life. The prevalence of unrecognised bipolar disorder was 7.3%. Adjusting for differences between the sample and a national database gives a prevalence of 10.0%. Those with unrecognised bipolar disorder were younger and had greater lifetime depression. The predictive value of the MDQ was poor. Among people aged 16-40 years prescribed antidepressants in primary care for depression or anxiety, there is a substantial proportion with unrecognised bipolar disorder. When seeing patients with depression or anxiety disorder, particularly when they are young or not doing well, clinicians should review the life history for evidence of unrecognised bipolar disorder. Some clinicians might find the MDQ to be a useful supplement to non-standardised questioning. © British Journal of General Practice 2016. </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_18");'>18</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li class="active">20</li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_21" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="401"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1098113.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1098113.pdf">Science That Matters: Exploring Science Learning and Teaching in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fitzgerald, Angela; Smith, Kathy 2016-01-01 To help support primary school students to better understand why science matters, teachers must first be supported to teach science in ways that matter. In moving to this point, this paper identifies the dilemmas and tensions primary school teachers face in the teaching of science. The balance is then readdressed through a research-based… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1148859.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1148859.pdf">A Study on Basic Process Skills of Turkish Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Aydogdu, Bulent 2017-01-01 Purpose: The purpose of this study was to find out primary school students' basic process skills (BPSs) in terms of select variables. In addition, this study aims to investigate the relationship between BPSs and academic achievement. Research Methods: The study had a survey design and was conducted with 1272 primary school students. The study data… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=men+AND+stereotypes&pg=6&id=EJ1114387','ERIC'); return false;" href="https://eric.ed.gov/?q=men+AND+stereotypes&pg=6&id=EJ1114387">Doing Men's Work?: Discipline, Power and the Primary School in Taiwan</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Li, Hsiao-jung 2016-01-01 This article examines the masculinization of discipline and its interplay with power in the primary school through an exploration of teachers' gender and disciplinary work and roles by drawing on data from an ethnographic study conducted at a primary school in Taiwan. The research findings suggest that discipline was men's work due to women… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=sun&pg=6&id=EJ900148','ERIC'); return false;" href="https://eric.ed.gov/?q=sun&pg=6&id=EJ900148">Primary School Students' Ideas Concerning the Apparent Movement of the Moon</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Starakis, John; Halkia, Krystallia 2010-01-01 In the present study, primary school students' ideas concerning the apparent movement of the Moon are investigated. The research was carried out in five primary schools of Athens (Greece) with a sample of forty (40), fifth and sixth grade students. Semistructured interviews were used to gather scientific data and students had the opportunity to… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28381419','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28381419">Environmental and nutrition impact of achieving new School Food Plan recommendations in the primary school meals sector in England.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wickramasinghe, Kremlin; Rayner, Mike; Goldacre, Michael; Townsend, Nick; Scarborough, Peter 2017-04-05 The aim of this modelling study was to estimate the expected changes in the nutritional quality and greenhouse gas emissions (GHGEs) of primary school meals due to the adoption of new mandatory food-based standards for school meals. Nationally representative random sample of 136 primary schools in England was selected for the Primary School Food Survey (PSFS) with 50% response rate. A sample of 6690 primary students from PSFS who consumed school meals. Primary School Food Plan (SFP) nutritional impact was assessed using both macronutrient and micronutrient quality. The environmental impact was measured by GHGEs. The scenario tested was one in which every meal served in schools met more than half of the food-based standards mentioned in the SFP (SFP scenario). We used findings from a systematic review to assign GHGE values for each food item in the data set. The GHGE value and nutritional quality of SFP scenario meals was compared with the average primary school meal in the total PSFS data set (pre-SFP scenario). Prior to introduction of the SFP (pre-SFP scenario), the primary school meals had mandatory nutrient-based guidelines. The percentage of meals that met the protein standard increased in the SFP scenario and the proportion of meals that met the standards for important micronutrients (eg, iron, calcium, vitamin A and C) also increased. However, the SFP scenario did not improve the salt, saturated fat and free sugar levels. The mean GHGE value of meals which met the SFP standards was 0.79 (95% CI 0.77 to 0.81) kgCO 2 e compared with a mean value of 0.72 (0.71 to 0.74) kgCO 2 e for all meals. Adopting the SFP would increase the total emissions associated with primary school meals by 22 000 000 kgCO 2 e per year. The universal adoption of the new food-based standards, without reformulation would result in an increase in the GHGEs of school meals and improve some aspects of the nutritional quality, but it would not improve the average salt, sugar and </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Creativity+AND+old+AND+age&pg=2&id=EJ1015127','ERIC'); return false;" href="https://eric.ed.gov/?q=Creativity+AND+old+AND+age&pg=2&id=EJ1015127">Writing in Context: Reluctant Writers and Their Writing at Home and at School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Gardner, Paul 2013-01-01 This study investigated the engagement with writing of reluctant writers in the contexts of home and school. A structured and semi-structured survey method was used to capture responses from 106 reluctant writers in 9 primary schools (age range 6--9 year olds) in the UK. Findings show that although these students were deemed to be reluctant… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20663756','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20663756">Prepared for practice? Law teaching and assessment in UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Preston-Shoot, Michael; McKimm, Judy 2010-11-01 A revised core curriculum for medical ethics and law in UK medical schools has been published. The General Medical Council requires medical graduates to understand law and ethics and behave in accordance with ethical and legal principles. A parallel policy agenda emphasises accountability, the development of professionalism and patient safety. Given the renewed focus on teaching and learning law alongside medical ethics and the development of professional identity, this survey aimed to identify how medical schools are responding to the preparation of medical students for practice in the future. Questions were asked about the location, content and methods of teaching and assessment of law in undergraduate medical education. Examples of course documentation were requested to illustrate the approaches being taken. A 76% response rate was achieved. Most responding schools integrate law teaching with medical ethics, emphasising both the acquisition of knowledge and its application in a clinical context. Teaching, learning and assessment of law in clinical attachments is much less formalised than that in non-clinical education. Coverage of recommended topic areas varies, raising questions about the degree to which students can embed their knowledge and skills in actual practice. More positively, teaching does not rely on single individuals and clear descriptions were offered for problem-based and small group case-based learning. Further research is required to explore whether there are optimum ways of ensuring that legal knowledge, and skills in its use, form part of the development of professionalism among doctors in training. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED413154.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED413154.pdf">One Teacher Primary Schools: England, Scotland and Wales, 1996-97.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Muse, Ivan; Hite, Steve; Powley, Ellen During the 1996-97 school year, 63 one-teacher primary schools were identified in Great Britain and 54 of these were surveyed. Three of the schools surveyed were in England, 47 in Scotland, and 4 in Wales. The majority of teachers in these schools were female, married, and 40-49 years old; had over 20 years teaching experience, with 5-15 years in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/27011995','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/27011995">[Internal Exposure Levels of PAHs of Primary School Students in Guangzhou].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Su, Hui; Zhao, Bo; Zhang, Su-kun; Liu, Shan; Ren, Ming-zhong; Li, Jie; Shi, Xiao-xia 2015-12-01 In order to investigate the internal exposure levels of polycyclic aromatic hydrocarbons (PAHs) in primary school students of Guangzhou, the research collected urine of 78 and 86 primary school students from two primary schools in the summer of 2014, one school located in the ordinary residential area and the other in the industrial area. The contents of 10 kinds of OH-PAHs were tested by the rapid liquid chromatography coupled to triple quadruple tandem mass spectrometry. The results showed that the concentrations of total OH-PAHs in primary school students in the residential zone ranged from 0.83 µmol · mol⁻¹ to 80.63 µmol · mol⁻¹, while those in industrial area ranged from 1.06 µmol · mol⁻¹ to 72.47 µmol · mol⁻¹. The geometric average concentrations were 6.18 µmol · mol⁻¹ and 6.47 µmol · mol⁻¹, respectively, and there was no statistical significance between them (P > 0.05). Comparison of the exposure levels of different components of PAHs in the two areas found that all the OH-PAHs had no significant difference except for the levels of 1- OHP (P < 0.05). We should also pay attention to the higher exposure levels of PAHs in both areas when compared with other researches. In addition, the OH-PAHs in primary school students in the ordinary residential area had a good correlation between 0. 511 and 0.928 (P < 0.01), whereas there was no correlation between 1-OHP and 2-OHN, 1-OHN in the primary school students in the industrial area and other OH-PAHs had relatively weak correlation ranging from 0.338 to 0.855 (P < 0.01). This difference might indicate different pollution sources of PAHs in different functional areas, which was relatively single in the residential area, while the industrial area was polluted by multiple sources of industrial enterprises and logistics transportation emissions. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Types+AND+de+AND+performance&pg=2&id=EJ1035936','ERIC'); return false;" href="https://eric.ed.gov/?q=Types+AND+de+AND+performance&pg=2&id=EJ1035936">The Influence of Closing Poor Performing Primary Schools on the Educational Attainment of Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> De Witte, Kristof; Van Klaveren, Chris 2014-01-01 This paper examines whether the closure of poor performing primary schools improved students' educational attainment. It is believed that school closure affects children's educational outcomes positively because children switch to better primary schools. At the same time, school closure creates a social disturbance such that educational outcomes… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1111062.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1111062.pdf">The Examination of the Views of Primary School Teachers and Pre-Service Primary Teachers on European Union Citizenship from the Point of Different Variables</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Üner, Sadik Selman; Yesil, Rüstü 2016-01-01 The aim of this study is to determine the view of primary school teachers and pre-service primary teachers on European Union citizenship. This study is a descriptive and quantitative research in survey methodology. The data of the research was collected from 207 primary school teachers teaching in 22 primary school in the city center of Kirsehir… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23144479','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23144479">Cone beam computed tomography in dental education: a survey of US, UK, and Australian dental schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Parashar, Vijay; Whaites, Eric; Monsour, Paul; Chaudhry, Jahanzeb; Geist, James R 2012-11-01 Cone beam computed tomography (CBCT) is an excellent three-dimensional (3D) imaging modality. Traditional dental education has focused on teaching conventional (2D) imaging. The aims of this survey-based study were therefore to evaluate the incorporation of CBCT teaching in both the predoctoral/undergraduate (D.D.S./D.M.D./B.D.S.) and postgraduate/residency specialty training curricula in dental schools in the United States, the United Kingdom, and Australia. A nine-question survey form was electronically mailed to fifty-seven schools in the United States, sixteen schools in the United Kingdom, and seven schools in Australia. Fifty U.S. dental schools (89 percent), ten U.K. dental schools (62.5 percent), and one Australian dental school (14 percent) presently have CBCT equipment. The majority of responding schools do not include instruction in higher level use of this technology for undergraduate/predoctoral students, raising questions as to whether these students are adequately trained on qualification. Larger numbers of schools reported providing this training to residents in specialty programs. A similar trend was noticed in U.S., British, and Australian dental education. If general dentists are to be permitted to purchase and use CBCT equipment, inclusion of CBCT in dental education is an absolute requirement to prepare future dental practitioners to apply 3D imaging appropriately for diagnosis and treatment planning. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24445017','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24445017">Primary school teacher's knowledge and attitudes toward children with epilepsy.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Abulhamail, Albaraa S; Al-Sulami, Fahad E; Alnouri, Mouneeb A; Mahrous, Najeeb M; Joharji, Dima G; Albogami, Maha M; Jan, Mohammed M 2014-04-01 Primary school teacher's knowledge and attitudes toward epilepsy can have significant impact on the performance and psycho-social development of the child with epilepsy. Our objectives were to study teacher's knowledge and attitudes and identify areas in which further teacher training and education are required. A stratified random sample survey involving a group of primary school teachers in Jeddah, Saudi Arabia included private/public schools designated for male and female students. A structured 37-item questionnaire was used to examine their demographics, knowledge, attitudes, and experience with epilepsy. Six hundred and twenty primary school teachers working in public (58%) or private (42%) schools were included with ages ranging between 21 and 59 years (mean 36). Most teachers (79%) were of Saudi Arabian nationality and 66% had a college or university degree. Their years of experience ranged from 1 to 35 (mean 13.5). Only 17% of the teachers felt very well informed about epilepsy. Teachers with higher education were more likely to have good knowledge (p=0.009). Teachers of Saudi nationality were also more likely to report good knowledge, independent of their educational level (p=0.013). Overall, teachers with good knowledge were less likely to have negative attitudes including minding to have an epileptic child in their class (p=0.028) or thinking that they should be placed in a special classroom (p=0.029). Primary school teacher's knowledge about epilepsy needs improvements. Their attitudes correlated highly with their knowledge. Educational campaigns about epilepsy are needed to develop a well informed and tolerant community. Copyright © 2014 British Epilepsy Association. Published by Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/12536573','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/12536573">[Appraisal of occupational stress and strain in primary and secondary school teachers].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Wang, Z; Lan, Y; Li, J; Wang, M 2001-09-01 This study was conducted to assess occupational stress and strain in primary and secondary school teachers. A test of occupational stress and strain was carried out by using Occupational Stress Inventory Revised Edition (OSI-R) in 1460 primary and secondary school teachers (teacher group) and 319 mental workers in non-educational area (non-teacher group as control). The results showed the level of occupational stress in role overload and physical environment in the teacher group was significantly higher than that in the non-teacher group (P < 0.05). In teacher group the level of occupational stress and strain increased with age; the occupational stress and strain in male teachers were significantly higher than those in female teachers (P < 0.01); the occupational stress and strain in secondary school teachers were significantly higher than those in primary school teachers. These results indicate: to protect and promote primary and secondary school teacher's health, particularly male teachers' health, to mitigate their work pressure and to raise the quality of education are important tasks in the area of occupational health. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1008595.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1008595.pdf">Exploring Primary Children's Views and Experiences of the School Ground: The Case of a Greek School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Christidou, Vasilia; Tsevreni, Irida; Epitropou, Maria; Kittas, Constantinos 2013-01-01 The present study explores the use of a conventional school ground of a primary school and its potential as a space for creative play and environmental learning. Children's play behavior and views of the school ground are explored, as well as their vision for its improvement. The research constitutes part of a wider school ground project and was… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=critical+AND+chain&id=EJ1160305','ERIC'); return false;" href="https://eric.ed.gov/?q=critical+AND+chain&id=EJ1160305">Primary School Leadership in England: Performativity and Matters of Professionalism</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Keddie, Amanda 2017-01-01 This article presents interview data from a study involving nine primary school leaders. Five are leaders of local authority schools while four are leaders of schools within a large academy chain. The article examines their perspectives about the current regimes of performativity in the English education context and, in particular, the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Studies+AND+power+AND+Anna&pg=2&id=EJ1131083','ERIC'); return false;" href="https://eric.ed.gov/?q=Studies+AND+power+AND+Anna&pg=2&id=EJ1131083">Regulative Discourses of Primary Schooling in Greece: Memories of Punishment</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Asimaki, Anna; Koustourakis, Gerasimos; Vergidis, Dimitris 2016-01-01 The mechanisms of discipline and power within the institution of the school constitute, in part, the relationship between society and childhood. This article traces the relationship between official regulative discourses of control and punishment practices over students in primary school. It focuses on the memories of schooling of first-year… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28711522','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28711522">Engaging with primary schools: Supporting the delivery of the new curriculum in evolution and inheritance.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kover, Paula X; Hogge, Emily S 2017-10-01 The official school regulator in England (OFSTED) recently reported that the delivery of science lessons has been significantly diminished in many primary schools. There is concern that the lack of good quality science in school can reduce the recruitment of young scientists, and the level of science literacy among the general public. We believe university scientists and undergraduate students can have a significant impact in the delivery of science in primary schools. However, a relatively small proportion of scientists engage with young children to improve curricular primary school science education. Here, we argue that long term engagement with primary schools can produce significant impact for the scientist's research, schools, and society. As an example, we describe our experience developing teaching materials for the topic of "Evolution and inheritance"; highlighting possible pitfalls and perceived benefits, in hope of encouraging and facilitating other scientists to engage with primary schools. Copyright © 2017 Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1146505.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1146505.pdf">Development of Program to Enhance Team Building Leadership Skills of Primary School Administrators</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sairam, Boonchauy; Sirisuthi, Chaiyuth; Wisetrinthong, Kanjana 2017-01-01 Team building leadership skills are important to understandings of how the primary school administrators might work towards creating more effective teamwork in the school. This research aimed 1) to study the components of team building leadership skills needed for primary school administrators, 2) to examine the current states and desirable… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=ibs&pg=4&id=EJ999748','ERIC'); return false;" href="https://eric.ed.gov/?q=ibs&pg=4&id=EJ999748">The IB Diploma and UK University Degree Qualifications</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Frank-Gemmill, Gerda 2013-01-01 In recent years the International Baccalaureate (IB) Diploma has become widely accepted as a university-entry qualification in the UK, but there has been little quantitative research into the achievements of IB students at degree level. This study investigates IB students from one selective independent school who entered UK universities between… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_19");'>19</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li class="active">21</li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_22" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="421"> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29707243','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29707243">Economic evaluation of the Good School Toolkit: an intervention for reducing violence in primary schools in Uganda.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Greco, Giulia; Knight, Louise; Ssekadde, Willington; Namy, Sophie; Naker, Dipak; Devries, Karen 2018-01-01 This paper presents the cost and cost-effectiveness of the Good School Toolkit (GST), a programme aimed at reducing physical violence perpetrated by school staff to students in Uganda. The effectiveness of the Toolkit was tested with a cluster randomised controlled trial in 42 primary schools in Luwero District, Uganda. A full economic costing evaluation and cost-effectiveness analysis were conducted alongside the trial. Both financial and economic costs were collected retrospectively from the provider's perspective to estimate total and unit costs. The total cost of setting up and running the Toolkit over the 18-month trial period is estimated at US$397 233, excluding process monitor (M&E) activities. The cost to run the intervention is US$7429 per school annually, or US$15 per primary school pupil annually, in the trial intervention schools. It is estimated that the intervention has averted 1620 cases of past-week physical violence during the 18-month implementation period. The total cost per case of violence averted is US$244, and the annual implementation cost is US$96 per case averted during the trial. The GST is a cost-effective intervention for reducing violence against pupils in primary schools in Uganda. It compares favourably against other violence reduction interventions in the region. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29712689','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29712689">A systematic analysis of UK cancer research funding by gender of primary investigator.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Zhou, Charlie D; Head, Michael G; Marshall, Dominic C; Gilbert, Barnabas J; El-Harasis, Majd A; Raine, Rosalind; O'Connor, Henrietta; Atun, Rifat; Maruthappu, Mahiben 2018-04-30 To categorically describe cancer research funding in the UK by gender of primary investigator (PIs). Systematic analysis of all open-access data. Data about public and philanthropic cancer research funding awarded to UK institutions between 2000 and 2013 were obtained from several sources. Fold differences were used to compare total investment, award number, mean and median award value between male and female PIs. Mann-Whitney U tests were performed to determine statistically significant associations between PI gender and median grant value. Of the studies included in our analysis, 2890 (69%) grants with a total value of £1.82 billion (78%) were awarded to male PIs compared with 1296 (31%) grants with a total value of £512 million (22%) awarded to female PIs. Male PIs received 1.3 times the median award value of their female counterparts (P<0.001). These apparent absolute and relative differences largely persisted regardless of subanalyses. We demonstrate substantial differences in cancer research investment awarded by gender. Female PIs clearly and consistently receive less funding than their male counterparts in terms of total investment, the number of funded awards, mean funding awarded and median funding awarded. © Article author(s) (or their employer(s) unless otherwise stated in the text of the article) 2018. All rights reserved. No commercial use is permitted unless otherwise expressly granted. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Vietnam+AND+environment&pg=3&id=ED519010','ERIC'); return false;" href="https://eric.ed.gov/?q=Vietnam+AND+environment&pg=3&id=ED519010">Effective Primary Schools in Geographically Isolated Areas of Vietnam</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Ikeda, Miyako 2010-01-01 This study identifies the major characteristics of "effective" primary schools in isolated areas in Vietnam. It suggests areas in which the implementation of beneficial changes can occur. Pupils in isolated areas of Vietnam are, in many respects, educationally disadvantaged. Usually, these pupils are in schools that have fewer… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=CP&pg=3&id=EJ1075574','ERIC'); return false;" href="https://eric.ed.gov/?q=CP&pg=3&id=EJ1075574">Development of Learning to Learn Skills in Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Vainikainen, Mari-Pauliina; Wüstenberg, Sascha; Kupiainen, Sirkku; Hotulainen, Risto; Hautamäki, Jarkko 2015-01-01 In Finland, schools' effectiveness in fostering the development of transversal skills is evaluated through large-scale learning to learn (LTL) assessments. This article presents how LTL skills--general cognitive competences and learning-related motivational beliefs--develop during primary school and how they predict pupils' CPS skills at the end… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23509988','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23509988">Primary school children's communication experiences with Twitter: a case study from Turkey.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Gunuc, Selim; Misirli, Ozge; Odabasi, H Ferhan 2013-06-01 This case study examines the utilization of Twitter as a communication channel among primary school children. This study tries to answer the following questions: "What are the cases for primary school children's use of Twitter for communication?" and "What are primary school children's experiences of utilizing Twitter for communication?" Participants were 7th grade students (17 female, 34 male; age 13 years) studying in a private primary school in Turkey within the 2011-12 academic year. A questionnaire, semi-structured interview, document analysis, and open ended questions were used as data collection tools. The children were invited and encouraged to use Twitter for communication. Whilst participants had some minor difficulties getting accustomed to Twitter, they managed to use Twitter for communication, a conclusion drawn from the children's responses and tweets within the study. However, the majority of children did not consider Twitter as a communication tool, and were observed to quit using Twitter once the study had ended. They found Twitter unproductive and restrictive for communication. Furthermore, Twitter's low popularity among adolescents was also a problem. This study suggests that social networking tools favored by children should be integrated into educational settings in order to maximize instructional benefits for primary school children and adolescents. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2018JPhCS.953a2150H','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2018JPhCS.953a2150H">Characteristics of competence and civic education materials curriculum in primary school in Indonesia</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> Harmanto; Listyaningsih; Wijaya, R. 2018-01-01 Civic education is a compulsory subject within the structure of the primary school curriculum, junior high, and high schools in Indonesia. This study aimed to analyze the characteristic of the subject matter and competence of civic education in primary schools in Indonesia. The approach used in this study is a qualitative research. The results showed that the subjects of civic education at Indonesia serves as education, legal, political and educational value. Civic education as an education program in primary schools as a primary vehicle and have the essence of a democratic education carried out in order to achieve competency in the civic aspects of Intelligence, civic responsibility, and civic participation. Core competencies in civic education in primary school psychological-pedagogical competence of learners to integrate fully and coherently with the planting, development, and strengthening moral values of Pancasila; values and norms of the Constitution of the Republic of Indonesia 1945; values and the spirit of unity in diversity; as well as the insight and commitment of the Republic of Indonesia. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scottish+AND+rural&pg=2&id=EJ811508','ERIC'); return false;" href="https://eric.ed.gov/?q=scottish+AND+rural&pg=2&id=EJ811508">Effects of Continuing Professional Development on Group Work Practices in Scottish Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Thurston, A.; Christie, D.; Howe, C. J.; Tolmie, A.; Topping, K. J. 2008-01-01 The present study investigated the effects of a continuing professional development (CPD) initiative that provided collaborative group work skills training for primary school teachers. The study collected data from 24 primary school classrooms in different schools in a variety of urban and rural settings. The sample was composed of 332 pupils,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=queensland&pg=6&id=EJ1100750','ERIC'); return false;" href="https://eric.ed.gov/?q=queensland&pg=6&id=EJ1100750">Tipping Points: Teachers' Reported Reasons for Referring Primary School Children for Excessive Anxiety</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hinchliffe, Kaitlin J.; Campbell, Marilyn A. 2016-01-01 The current study explored the reasons that primary school teachers reported were tipping points for them in deciding whether or not and when to refer a child to the school student support team for excessive anxiety. Twenty teachers in two Queensland primary schools were interviewed. Content analysis of interview transcripts revealed six themes… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20401159','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20401159">Math Anxiety and Math Ability in Early Primary School Years.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus 2009-06-01 Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa-contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=communicative+AND+transfer&id=EJ1104332','ERIC'); return false;" href="https://eric.ed.gov/?q=communicative+AND+transfer&id=EJ1104332">Speaking and Listening in the Primary Curriculum: Some Themes and Their Impact</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Westgate, David; Hughes, Maureen 2016-01-01 In a previous phase of a project based in a group of UK primary schools, speaking and listening was found to be an effective focus for improved learning across the curriculum and for teachers' professional development. At the project's second stage and in the light of recently changed Department for Education guidelines, these findings have been… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=new+AND+generation+AND+church&pg=2&id=EJ508248','ERIC'); return false;" href="https://eric.ed.gov/?q=new+AND+generation+AND+church&pg=2&id=EJ508248">School Governors and the Religious Ethos of C of E Voluntary Aided Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Francis, Leslie J.; Stone, Ernest A. 1995-01-01 Charts attitudes of the first generation of governors appointed to the Church of England voluntary aided primary schools in the Chichester (England) diocese, following the new Instruments of Government implemented in 1985. The foundation governors remain highly committed to maintaining a distinctive church-related ethos in these schools. (60… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1089767.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1089767.pdf">The Implementation of Character Education Model Based on Empowerment Theatre for Primary School Students</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Anggraini, Purwati; Kusniarti, Tuti 2016-01-01 This study aimed at constructing character education model implemented in primary school. The research method was qualitative with five samples in total, comprising primary schools in Malang city/regency and one school as a pilot model. The pilot model was instructed by theatre coach teacher, parents, and school society. The result showed that… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Autonomy+AND+fear&pg=2&id=EJ881209','ERIC'); return false;" href="https://eric.ed.gov/?q=Autonomy+AND+fear&pg=2&id=EJ881209">Pedagogy--How Is It Influenced in Primary Schools? A Comparative Study of Literature about Pedagogical Influences in Primary Schools in England and Poland, with a Focus on English Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Allison, Ewa Barbara 2010-01-01 This article is a critical review of recent literature comparing pedagogical influences in primary schools in England and Poland. It identifies curriculum, assessment, leadership, teacher perceptions and personal fears as immense influences on pedagogy and considers how these factors influence pedagogy. Comparison of England's prescriptive… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=power+AND+influence+AND+prosocial+AND+behavior&id=EJ1026709','ERIC'); return false;" href="https://eric.ed.gov/?q=power+AND+influence+AND+prosocial+AND+behavior&id=EJ1026709">Children's Behavioral Adjustment in Pre-Primary Schools in Tanzania: A Multilevel Approach</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Shavega, Theresia J.; Brugman, Daniel; van Tuijl, Cathy 2014-01-01 Research Findings: The present study concerns children's behavioral adjustment in the context of pre-primary schools in Tanzania. Twenty teachers and 320 children from 20 pre-primary schools participated in the study. Teacher-child relationships, children's behavioral adjustment, and teachers' cultural beliefs were reported by teachers; classroom… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=bullied&pg=4&id=EJ1038795','ERIC'); return false;" href="https://eric.ed.gov/?q=bullied&pg=4&id=EJ1038795">Do Emotional and Behavioural Difficulties in Primary School Predict Adolescent Victimisation Trajectories?</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lester, Leanne; Cross, Donna 2014-01-01 Chronic victimisation in adolescence is a traumatic experience with potential negative long-term health consequences. Given that victimisation has been shown to increase over the transition from primary to secondary school, longitudinal data from 1810 students transitioning from primary to secondary school were used to identify victimisation… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1055310.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1055310.pdf">Science and Technology Teachers' Views of Primary School Science and Technology Curriculum</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yildiz-Duban, Nil 2013-01-01 This phenomenographic study attempts to explicit science and technology teachers' views of primary school science and technology curriculum. Participants of the study were selected through opportunistic sampling and consisted of 30 science and technology teachers teaching in primary schools in Afyonkarahisar, Turkey. Data were collected through an… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=job+AND+satisfaction+AND+employment&pg=2&id=EJ800420','ERIC'); return false;" href="https://eric.ed.gov/?q=job+AND+satisfaction+AND+employment&pg=2&id=EJ800420">Job Satisfaction of Catholic Primary School Staff: A Study of Biographical Differences</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> De Nobile, John J.; McCormick, John 2008-01-01 Purpose: This study's purpose is to examine the relationships between the biographical characteristics gender, age, years of experience and employment position, and job satisfaction of staff members in Catholic primary schools. Design/methodology/approach: Survey data were collected from 356 staff members from Catholic primary schools. Research… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=traditional+AND+school+AND+new+AND+school&pg=3&id=ED572678','ERIC'); return false;" href="https://eric.ed.gov/?q=traditional+AND+school+AND+new+AND+school&pg=3&id=ED572678">First Things First! Creating the New American Primary School</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Takanishi, Ruby 2016-01-01 Challenging policymakers, educators, reformers, and citizens to replace piecemeal reforms with fundamental redesign, "First Things First!" calls for a different way of organizing the American primary school. Ruby Takanishi outlines a new framework for integrating early education with primary education (pre-K-5), including both short- and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Effective+AND+ineffective+AND+management&pg=3&id=EJ888176','ERIC'); return false;" href="https://eric.ed.gov/?q=Effective+AND+ineffective+AND+management&pg=3&id=EJ888176">The Effective Management of Primary Schools in Ekiti State, Nigeria: An Analytical Assessment</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Adeyemi, T. O. 2009-01-01 This study investigated the management of education in primary schools in Ekiti State, Nigeria. As a correlational research, the study population comprised all the 694 primary schools in the State. Out of this, a sample of 320 schools was selected through the stratified random sampling technique. Two instruments were used to collect data for the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=narration+AND+film&pg=7&id=EJ408678','ERIC'); return false;" href="https://eric.ed.gov/?q=narration+AND+film&pg=7&id=EJ408678">Narrative Skills and Genre Knowledge: Ways of Telling in the Primary School Grades.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hicks, Deborah 1990-01-01 Primary school children, after viewing a silent film, were asked to narrate a segment of the film and recount its events both as a news story and as an embellished story. The results indicate that primary school children have only nascent ability to apply genre knowledge to school language tasks. (55 references) (Author/JL) </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_20");'>20</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li class="active">22</li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_23" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="441"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=humanity&pg=3&id=EJ1139735','ERIC'); return false;" href="https://eric.ed.gov/?q=humanity&pg=3&id=EJ1139735">The Humanities in English Primary Schools: Struggling to Survive</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Barnes, Jonathan; Scoffham, Stephen 2017-01-01 This article surveys the state of the humanities in English primary schools drawing on evidence from serving head teachers, current literature and policy documents. The findings suggest that whilst the humanities are highly valued in schools, there are serious challenges which threaten the "broad and balanced" curriculum. It is suggested… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=music+AND+work&id=EJ1173050','ERIC'); return false;" href="https://eric.ed.gov/?q=music+AND+work&id=EJ1173050">Teaching Primary School Music: Coping with Changing Work Conditions</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> de Vries, Peter Andrew 2018-01-01 The changing roles of two primary (elementary) school music teachers are explored in this article, and how these changed roles have impacted on music programmes in their respective schools. Change readiness provides the theoretical framework for investigating the way both teachers responded to their changing roles. The first teacher's role changed… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=millwater&id=EJ499740','ERIC'); return false;" href="https://eric.ed.gov/?q=millwater&id=EJ499740">Resource Provision in Primary Schools--An Australian Perspective.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yarrow, Allan; Millwater, Jan 1994-01-01 This Australian perspective on the resource provision in primary schools offers a framework for conceptualizing resources; explores the notion of equality; and provides suggestions for making resourcing more equitable. (AEF) </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1140755.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1140755.pdf">The Opinions of Primary School Teachers' Candidates towards Material Preparation and Usage</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Genc, Zeynep 2016-01-01 Instruction materials help students to acquire more memorable information. Instruction materials have an important effect on providing more permanent and simple way of learning in every step of education. Instruction materials are the most frequently used by primary school teachers. Primary school teachers should support their lectures with… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=IT+AND+Governance+AND+business&pg=3&id=EJ1150480','ERIC'); return false;" href="https://eric.ed.gov/?q=IT+AND+Governance+AND+business&pg=3&id=EJ1150480">Primary Schools and Network Governance: A Policy Analysis of Reception Baseline Assessment</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Roberts-Holmes, Guy; Bradbury, Alice 2017-01-01 Primary school reception baseline assessment was designed to produce a single "baseline" data figure on the basis of which young children's progress across primary school could be measured and accounted for. This paper suggests that within the context of punitive performativity, head teachers might be considered "irresponsible"… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ997815.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ997815.pdf">Primary School Students' Attitudes towards Computer Based Testing and Assessment in Turkey</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Yurdabakan, Irfan; Uzunkavak, Cicek 2012-01-01 This study investigated the attitudes of primary school students towards computer based testing and assessment in terms of different variables. The sample for this research is primary school students attending a computer based testing and assessment application via CITO-OIS. The "Scale on Attitudes towards Computer Based Testing and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25348014','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25348014">Recess physical activity and school-related social factors in Finnish primary and lower secondary schools: cross-sectional associations.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Haapala, Henna L; Hirvensalo, Mirja H; Laine, Kaarlo; Laakso, Lauri; Hakonen, Harto; Kankaanpää, Anna; Lintunen, Taru; Tammelin, Tuija H 2014-10-28 Participation in physical activities provides students with opportunities for social interaction and social skills development. The purpose of this study was to investigate the associations of students' recess physical activity with school-related social factors. Data were collected in 19 schools countrywide in autumn 2010, and 1463 students from grades 4 and 5 (primary school) and from grades 7 and 8 (lower secondary school) completed an anonymous questionnaire. Multiple linear regression analysis was used to investigate whether self-reported physical activity at recess was associated with peer relationships at school, relatedness to school and school climate. Analyses were adjusted for self-reported overall physical activity and conducted for primary and lower secondary schools. Multi-group analysis was used to test sex differences among the associations. In primary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.17, p = 0.007 and girls: b = 0.21, p <0.001), relatedness to school (boys: b = 0.18, p = 0.002 and girls: b = 0.24, p <0.001) and school climate (girls: b = 0.17, p = 0.001), after adjusting for overall physical activity. In lower secondary school, physical activity at recess was positively associated with peer relationships at school (boys: b = 0.09, p = 0.006 and girls: b = 0.12, p = 0.010) but not with other school-related social factors. No sex differences were observed in these associations. Our results suggest that students' participation in physical activities during school recess is positively associated with students' school-related social factors. In the future, it would be worthwhile to study how physical activity at recess should be organised in order to support the development of school-related social factors. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=hardman&pg=5&id=EJ691036','ERIC'); return false;" href="https://eric.ed.gov/?q=hardman&pg=5&id=EJ691036">The Discourse of Classroom Interaction in Kenyan Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Pontefract, Caroline; Hardman, Frank 2005-01-01 This paper addresses the role of classroom discourse in supporting children's learning in Kenyan primary schools. The discourse strategies of 27 teachers teaching English, mathematics and science across the primary phase were intensively studied using discourse analysis and semi-structured interviews. A survey questionnaire (n = 359) was also used… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=honduras&pg=2&id=EJ1126085','ERIC'); return false;" href="https://eric.ed.gov/?q=honduras&pg=2&id=EJ1126085">An Analysis of Primary School Dropout Patterns in Honduras</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sekiya, Takeshi; Ashida, Akemi 2017-01-01 This study hypothesized that repeating a grade is one reason why Honduran primary students drop out of school but not the main reason. Using longitudinal data, we analyzed student enrollment patterns up until students left school. The results revealed that many students dropped out suddenly without having previously repeated a grade, although many… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Artistic&pg=2&id=EJ955608','ERIC'); return false;" href="https://eric.ed.gov/?q=Artistic&pg=2&id=EJ955608">Creativity in Artistic Education: Introducing Artists into Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> De Backer, Free; Lombaerts, Koen; De Mette, Tom; Buffel, Tine; Elias, Willem 2012-01-01 Despite a more prominent role of arts education in the school curriculum, artistic creativity does not occur to a great extent in primary school practice. More opportunities for teachers to strengthen their know-how in the field of artistic creativity can therefore be considered important. Arts education projects focus on pupils' development of… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Research+AND+schools+AND+primary&pg=7&id=EJ1103280','ERIC'); return false;" href="https://eric.ed.gov/?q=Research+AND+schools+AND+primary&pg=7&id=EJ1103280">The Transition from Primary to Secondary School: Teachers' Perspectives</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hopwood, Belinda; Hay, Ian; Dyment, Janet 2016-01-01 The transition from primary school to secondary school has long been recognised as one of the most challenging times in a young adolescent students' education, particularly in regard to their academic achievement. Research evidence from the last 30 years has identified a consistent pattern in students' academic achievement across transition,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=science+AND+websites&pg=6&id=EJ661885','ERIC'); return false;" href="https://eric.ed.gov/?q=science+AND+websites&pg=6&id=EJ661885">The Use of Information and Communications Technology To Support the Teaching of Science in Primary Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Skinner, Nigel C.; Preece, Peter F. W. 2003-01-01 Describes the AstraZeneca-Exeter Science through Telematics (AZEST) project and reports that the Internet has much potential as a communication channel for the provision and discussion of INSET materials for primary science in the UK. Evaluates websites dedicated to primary science at the local level, concept mapping for stimulating discussion,… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22316919','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22316919">Usability requirements for buildings: a case study on primary schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Duca, Gabriella 2012-01-01 This paper concerns an applied research aimed at applying the concept of usability, as derived form the standard ISO 9241/11, in the filed of building design, namely primary schools. Starting from the concept that space characteristics play a very relevant role in learning performances, the study presented here developed an original methodology for the assessment of effectiveness, efficiency and satisfaction of buildings hosting primary schools, in order to create a school environment better supporting users in their tasks. Research core is the framework of usability requirements and their related markers, indicators and technical specification that has been formulated in order to check compliance of urban area, building, rooms and architectural details with users needs. Therefore, a detailed task analysis of pupils and teacher tasks has been carried out and two questionnaires addressed to a significant users panel have been formulated for satisfaction survey. Lastly, a matrix for an overall reading of gathered data has been set-up and criteria for usability assessment based on that data has been defined. The whole study has been developed within the case study of a primary school in the Naples city centre, whose contents and results are discussed. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED389399.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED389399.pdf">The Primary Program: Report from the Task Force on Improving Kentucky Schools.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Prichard Committee for Academic Excellence, Lexington, KY. Because the primary years are the point where specific changes are required in teaching practice and school organization, a task force examined Kentucky's primary program through school visits, interviews, expert testimony, and research. The last three years have shown marked improvement in student performance in the basics (reading, writing, and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2853710','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=2853710">Math Anxiety and Math Ability in Early Primary School Years</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Krinzinger, Helga; Kaufmann, Liane; Willmes, Klaus 2010-01-01 Mathematical learning disabilities (MLDs) are often associated with math anxiety, yet until now, very little is known about the causal relations between calculation ability and math anxiety during early primary school years. The main aim of this study was to longitudinally investigate the relationship between calculation ability, self-reported evaluation of mathematics, and math anxiety in 140 primary school children between the end of first grade and the middle of third grade. Structural equation modeling revealed a strong influence of calculation ability and math anxiety on the evaluation of mathematics but no effect of math anxiety on calculation ability or vice versa—contrasting with the frequent clinical reports of math anxiety even in very young MLD children. To summarize, our study is a first step toward a better understanding of the link between math anxiety and math performance in early primary school years performance during typical and atypical courses of development. PMID:20401159 </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/19076742','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/19076742">The commercial food landscape: outdoor food advertising around primary schools in Australia.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Kelly, Bridget; Cretikos, Michelle; Rogers, Kris; King, Lesley 2008-12-01 Food marketing is linked to childhood obesity through its influence on children's food preferences, purchase requests and food consumption. We aimed to describe the volume and nature of outdoor food advertisements and factors associated with outdoor food advertising in the area surrounding Australian primary schools. Forty primary schools in Sydney and Wollongong were selected using random sampling within population density and socio-economic strata. The area within a 500 m radius of each school was scanned and advertisements coded according to pre-defined criteria, including: food or non-food product advertisement, distance from the school, size and location. Food advertisements were further categorised as core foods, non-core foods and miscellaneous drinks (tea and coffee). The number of advertisements identified was 9,151, of which 2,286 (25%) were for food. The number of non-core food advertisements was 1,834, this accounted for 80% of food advertisements. Soft drinks and alcoholic beverages were the food products most commonly advertised around primary schools (24% and 22% of food advertisements, respectively). Non-core food products were twice as likely to be advertised close to a primary school (95 non-core food advertisements per km(2) within 250 m vs. 46 advertisements per km(2) within 250-500 m). The density of non-core food advertisements within 500 m of primary schools, and the potential for repeated exposure of children to soft drink and alcoholic beverage advertisements in particular, highlights the need for outdoor food marketing policy intervention. Outdoor advertising is an important food marketing tool that should be considered in future debates on regulation of food marketing to children. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25601063','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25601063">Soft governance, restratification and the 2004 general medical services contract: the case of UK primary care organisations and general practice teams.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Grant, Suzanne; Ring, Adele; Gabbay, Mark; Guthrie, Bruce; McLean, Gary; Mair, Frances S; Watt, Graham; Heaney, David; O'Donnell, Catherine 2015-01-01 In the UK National Health Service, primary care organisation (PCO) managers have traditionally relied on the soft leadership of general practitioners based on professional self-regulation rather than direct managerial control. The 2004 general medical services contract (nGMS) represented a significant break from this arrangement by introducing new performance management mechanisms for PCO managers to measure and improve general practice work. This article examines the impact of nGMS on the governance of UK general practice by PCO managers through a qualitative analysis of data from an empirical study in four UK PCOs and eight general practices, drawing on Hood's four-part governance framework. Two hybrids emerged: (i) PCO managers emphasised a hybrid of oversight, competition (comptrol) and peer-based mutuality by granting increased support, guidance and autonomy to compliant practices; and (ii) practices emphasised a broad acceptance of increased PCO oversight of clinical work that incorporated a restratified elite of general practice clinical peers at both PCO and practice levels. Given the increased international focus on the quality, safety and efficiency in primary care, a key issue for PCOs and practices will be to achieve an effective, contextually appropriate balance between the counterposing governance mechanisms of peer-led mutuality and externally led comptrol. © 2015 The Authors. Sociology of Health & Illness © 2015 Foundation for the Sociology of Health & Illness/John Wiley & Sons Ltd. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28164937','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28164937">Classroom Listening Conditions in Indian Primary Schools: A Survey of Four Schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Sundaravadhanan, Gayathri; Selvarajan, Heramba G; McPherson, Bradley 2017-01-01 Background noise affects the listening environment inside classrooms, especially for younger children. High background noise level adversely affects not only student speech perception but also teacher vocal hygiene. The current study aimed to give an overview of the classroom listening conditions in selected government primary schools in India. Noise measurements were taken in 23 classrooms of four government primary schools in southern India, using a type 2 sound level meter. In each classroom measurements were taken in occupied and unoccupied conditions. Teacher voice level was measured in the same classrooms. In addition, the classroom acoustical conditions were observed and the reverberation time for each classroom was calculated. The mean occupied noise level was 62.1 dBA and 65.6 dBC, and the mean unoccupied level was 62.2 dBA and 65 dBC. The mean unamplified teacher speech-to-noise ratio was 10.6 dBA. Both the occupied and unoccupied noise levels exceeded national and international recommended levels and the teacher speech-to-noise ratio was also found to be inadequate in most classrooms. The estimated reverberation time in all classrooms was greater than 2.6 seconds, which is almost double the duration of accepted standards. In addition, observation of classrooms revealed insufficient acoustical treatment to effectively reduce internal and external noise and minimize reverberation. The results of this study point out the need to improve the listening environment for children in government primary schools in India. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Development+AND+initiative+AND+children&pg=5&id=EJ958986','ERIC'); return false;" href="https://eric.ed.gov/?q=Development+AND+initiative+AND+children&pg=5&id=EJ958986">Engaging with Schools and Increasing Primary School Students' Interest in Science: An Intersectoral Collaboration</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Willsher, Kerre; Penman, Joy 2011-01-01 This paper discusses an initiative called "Scientists in Schools" which was implemented with a group of seventy (n=70) Year 4 and Year 7 students studying in a local school in regional South Australia with the primary objective of raising awareness and interest in the study of sciences. Mezirow's critical reflection was used by the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5914895','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=5914895">Economic evaluation of the Good School Toolkit: an intervention for reducing violence in primary schools in Uganda</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Knight, Louise; Ssekadde, Willington; Namy, Sophie; Naker, Dipak; Devries, Karen 2018-01-01 Introduction This paper presents the cost and cost-effectiveness of the Good School Toolkit (GST), a programme aimed at reducing physical violence perpetrated by school staff to students in Uganda. Methods The effectiveness of the Toolkit was tested with a cluster randomised controlled trial in 42 primary schools in Luwero District, Uganda. A full economic costing evaluation and cost-effectiveness analysis were conducted alongside the trial. Both financial and economic costs were collected retrospectively from the provider’s perspective to estimate total and unit costs. Results The total cost of setting up and running the Toolkit over the 18-month trial period is estimated at US$397 233, excluding process monitor (M&E) activities. The cost to run the intervention is US$7429 per school annually, or US$15 per primary school pupil annually, in the trial intervention schools. It is estimated that the intervention has averted 1620 cases of past-week physical violence during the 18-month implementation period. The total cost per case of violence averted is US$244, and the annual implementation cost is US$96 per case averted during the trial. Conclusions The GST is a cost-effective intervention for reducing violence against pupils in primary schools in Uganda. It compares favourably against other violence reduction interventions in the region. PMID:29707243 </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li class="active">23</li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_24" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="461"> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED385025.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED385025.pdf">An Inside Look at School Reform: What We Have Learned about Assessing Student Learning in a Nongraded Primary School.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Hall, Tracey E.; Baker, Scott This paper provides background information on school reform and describes efforts to implement an assessment system for students with disabilities in 12 nongraded primary classrooms. Background information briefly covers the school restructuring movement, the history of nongraded primary education, alternative assessment strategies which focus on… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26510429','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26510429">Eligibility for clinical trials in primary Sjögren's syndrome: lessons from the UK Primary Sjögren's Syndrome Registry.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Oni, Clare; Mitchell, Sheryl; James, Katherine; Ng, Wan-Fai; Griffiths, Bridget; Hindmarsh, Victoria; Price, Elizabeth; Pease, Colin T; Emery, Paul; Lanyon, Peter; Jones, Adrian; Bombardieri, Michele; Sutcliffe, Nurhan; Pitzalis, Costantino; Hunter, John; Gupta, Monica; McLaren, John; Cooper, Annie; Regan, Marian; Giles, Ian; Isenberg, David; Saravanan, Vadivelu; Coady, David; Dasgupta, Bhaskar; McHugh, Neil; Young-Min, Steven; Moots, Robert; Gendi, Nagui; Akil, Mohammed; Barone, Francesca; Fisher, Ben; Rauz, Saaeha; Richards, Andrea; Bowman, Simon J 2016-03-01 To identify numbers of participants in the UK Primary Sjögren's Syndrome Registry (UKPSSR) who would fulfil eligibility criteria for previous/current or potential clinical trials in primary SS (pSS) in order to optimize recruitment. We did a retrospective analysis of UKPSSR cohort data of 688 participants who had pSS with evaluable data. In relation to previous/current trials, 75.2% fulfilled eligibility for the Belimumab in Subjects with Primary Sjögren's Syndrome study (Belimumab), 41.4% fulfilled eligibility for the Trial of Remicade in primary Sjögren's syndrome study (Infliximab), 35.4% for the Efficacy of Tocilizumab in Primary Sjögren's Syndrome study (Tocilizumab), 31.6% for the Tolerance and Efficacy of Rituximab in Sjögren's Disease study (Rituximab), 26.9% for the Trial of anti-B-cell therapy in pSS study (Rituximab) and 26.6% for the Efficacy and Safety of Abatacept in Patients With Primary Sjögren's Syndrome study (Abatacept). If recent measures of outcome, such as the EULAR Sjögren's Syndrome Patient Reported Index (ESSPRI) score ⩾5 (measure of patient symptoms) and the EULAR Sjögren's Syndrome Disease Activity Index (ESSDAI) score ⩾5 (measure of systemic disease activity) are incorporated into a study design, with requirements for an unstimulated salivary flow >0 and anti-Ro positivity, then the pool of eligible participants is reduced to 14.3%. The UKPSSR identified a number of options for trial design, including selection on ESSDAI ⩾5, ESSPRI ⩾5 and serological and other parameters. © The Author 2015. Published by Oxford University Press on behalf of the British Society for Rheumatology. All rights reserved. For Permissions, please email: journals.permissions@oup.com. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=scottish+AND+rural&pg=4&id=EJ303315','ERIC'); return false;" href="https://eric.ed.gov/?q=scottish+AND+rural&pg=4&id=EJ303315">Teacher's Perceptions of Class Control in the Upper Primary School.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Roberts, Alasdair 1984-01-01 Reports that 73% of 66 elementary school (primary) teachers interviewed in the Aberdeen, Scotland, area operated using moderate policies of class control, rather than the permissive policies commonly found in small rural schools or the more traditional restrictive policies. (SB) </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1143029.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1143029.pdf">Cluster Supervision Practices in Primary School of Jimma Zone</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Afework, E. A.; Frew, A. T.; Abeya, G. G. 2017-01-01 The main objective of this study was to assess the supervisory practice of cluster resource centre (CRC) supervisors in Jimma Zone primary schools. To achieve this purpose, the descriptive survey design was employed. Data were collected from 238 randomly selected teachers, and 60 school principals with a response rate of 98.6%. Moreover, 12 CRC… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/23587089','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/23587089">School food policy at Dutch primary schools: room for improvement? Cross-sectional findings from the INPACT study.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> van Ansem, Wilke Jc; Schrijvers, Carola Tm; Rodenburg, Gerda; Schuit, Albertine J; van de Mheen, Dike 2013-04-12 Schools can play an important role in the prevention of obesity, e.g. by providing an environment that stimulates healthy eating habits and by developing a food policy to provide such an environment. The effectiveness of a school food policy is affected by the content of the policy, its implementation and its support by parents, teachers and principals. The aim of this study is to detect opportunities to improve the school food policy and/or implementation at Dutch primary schools. Therefore, this study explores the school food policy and investigates schools' (teachers and principals) and parents' opinion on the school food policy. Data on the schools' perspective of the food policy was collected from principals and teachers by means of semi-structured interviews. In total 74 principals and 72 teachers from 83 Dutch primary schools were interviewed. Data on parental perceptions about the school food policy were based on a cross-sectional survey among 1,429 parents from the same schools. Most principals (87.1%) reported that their school had a written food policy; however in most cases the rules were not clearly defined. Most of the principals (87.8%) believed that their school paid sufficient attention to nutrition and health. Teachers and principals felt that parents were primarily responsible to encourage healthy eating habits among children, while 49.8% of the parents believed that it is also a responsibility of the school to foster healthy eating habits among children. Most parents reported that they appreciated the school food policy and comply with the food rules. Parents' opinion on the enforcement of the school food policy varied: 28.1% believed that the school should enforce the policy more strongly, 32.1% was satisfied, and 39.8% had no opinion on this topic. Dutch primary schools could play a more important role in fostering healthy eating habits among children. The school food policy could be improved by clearly formulating food rules, simplifying </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25056270','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25056270">A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Cleland, Jennifer A; Johnston, Peter W; Anthony, Micheal; Khan, Nadir; Scott, Neil W 2014-07-23 Workforce planning is a central issue for service provision and has consequences for medical education. Much work has been examined the career intentions, career preferences and career destinations of UK medical graduates but there is little published about medical students career intentions. How soon do medical students formulate careers intentions? How much do these intentions and preferences change during medical school? If they do change, what are the determining factors? Our aim was to compare medical students' career preferences upon entry into and exit from undergraduate medical degree programmes. This was a cross-sectional questionnaire survey. Two cohorts [2009-10, 2010-11] of first and final year medical students at the four Scottish graduating medical schools took part in career preference questionnaire surveys. Questions were asked about demographic factors, career preferences and influencing factors. The response rate was 80.9% [2682/3285]. Significant differences were found across the four schools, most obviously in terms of student origin [Scotland, rest of UK or overseas], age group, and specialty preferences in Year 1 and Year 5. Year 1 and Year 5 students' specialty preferences also differed within each school and, while there were some common patterns, each medical school had a different profile of students' career preferences on exit. When the analysis was adjusted for demographic and job-related preferences, specialty preferences differed by gender, and wish for work-life balance and intellectual satisfaction. This is the first multi-centre study exploring students' career preferences and preference influences upon entry into and exit from undergraduate medical degree programmes. We found various factors influenced career preference, confirming prior findings. What this study adds is that, while acknowledging student intake differs by medical school, medical school itself seems to influence career preference. Comparisons across medical school </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4131477','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=4131477">A survey of factors influencing career preference in new-entrant and exiting medical students from four UK medical schools</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2014-01-01 Background Workforce planning is a central issue for service provision and has consequences for medical education. Much work has been examined the career intentions, career preferences and career destinations of UK medical graduates but there is little published about medical students career intentions. How soon do medical students formulate careers intentions? How much do these intentions and preferences change during medical school? If they do change, what are the determining factors? Our aim was to compare medical students’ career preferences upon entry into and exit from undergraduate medical degree programmes. Methods This was a cross-sectional questionnaire survey. Two cohorts [2009–10, 2010–11] of first and final year medical students at the four Scottish graduating medical schools took part in career preference questionnaire surveys. Questions were asked about demographic factors, career preferences and influencing factors. Results The response rate was 80.9% [2682/3285]. Significant differences were found across the four schools, most obviously in terms of student origin [Scotland, rest of UK or overseas], age group, and specialty preferences in Year 1 and Year 5. Year 1 and Year 5 students’ specialty preferences also differed within each school and, while there were some common patterns, each medical school had a different profile of students’ career preferences on exit. When the analysis was adjusted for demographic and job-related preferences, specialty preferences differed by gender, and wish for work-life balance and intellectual satisfaction. Conclusions This is the first multi-centre study exploring students’ career preferences and preference influences upon entry into and exit from undergraduate medical degree programmes. We found various factors influenced career preference, confirming prior findings. What this study adds is that, while acknowledging student intake differs by medical school, medical school itself seems to influence </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED498851.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED498851.pdf">New Horizons for Primary Schools in Jamaica: Inputs, Outcomes and Impact. Revised</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Lockheed, Marlaine; Harris, Abigail; Gammill, Paul; Barrow, Karima; Jayasundera, Tamara 2006-01-01 The New Horizons for Primary Schools (NHP) was implemented in 72 government schools in Jamaica, from 1998-2005. The program provided support to schools on the basis of needs identified through the preparation of a School Development Plan (also called a School Improvement Plan). This independent evaluation report first compares the schools in the… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24138350','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24138350">Does a socio-ecological school model promote resilience in primary schools?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lee, Patricia C; Stewart, Donald E 2013-11-01 This research investigates the extent to which the holistic, multistrategy "health-promoting school" (HPS) model using a resilience intervention can lead to improved resilience among students. A quasi-experimental design using a study cohort selected from 20 primary schools in Queensland, Australia was employed. Ten intervention schools using HPS protocols, with training support, were compared with 10 control schools in student resilience scores and protective factors. Baseline data explored the interactive effect of protective factors on overall resilience scores. Postintervention analysis compared changes in protective factors and resilience, after implementing the HPS project. Baseline data analysis indicated no significant differences in the mean scores of protective factors and resilience scores between intervention and control groups (except for school connection). After 18 months of implementation, a resurvey showed that the intervention group had significantly higher scores than the control group on students' family connection, community connection, peer support, and their overall resilience. Results showed that students in the HPS group had significantly higher scores on resilience than did students in the control group. A comprehensive, whole-school approach to building resilience that integrates students, staff, and community can strengthen important protective factors and build student resilience. © 2013, American School Health Association. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=report+AND+sustainability&pg=2&id=EJ1074970','ERIC'); return false;" href="https://eric.ed.gov/?q=report+AND+sustainability&pg=2&id=EJ1074970">Sustainability Education: Researching Practice in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Green, Monica; Somerville, Margaret 2015-01-01 Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3081745','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3081745">Measuring social networks in British primary schools through scientific engagement</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> Conlan, A. J. K.; Eames, K. T. D.; Gage, J. A.; von Kirchbach, J. C.; Ross, J. V.; Saenz, R. A.; Gog, J. R. 2011-01-01 Primary schools constitute a key risk group for the transmission of infectious diseases, concentrating great numbers of immunologically naive individuals at high densities. Despite this, very little is known about the social patterns of mixing within a school, which are likely to contribute to disease transmission. In this study, we present a novel approach where scientific engagement was used as a tool to access school populations and measure social networks between young (4–11 years) children. By embedding our research project within enrichment activities to older secondary school (13–15) children, we could exploit the existing links between schools to achieve a high response rate for our study population (around 90% in most schools). Social contacts of primary school children were measured through self-reporting based on a questionnaire design, and analysed using the techniques of social network analysis. We find evidence of marked social structure and gender assortativity within and between classrooms in the same school. These patterns have been previously reported in smaller studies, but to our knowledge no study has attempted to exhaustively sample entire school populations. Our innovative approach facilitates access to a vitally important (but difficult to sample) epidemiological sub-group. It provides a model whereby scientific communication can be used to enhance, rather than merely complement, the outcomes of research. PMID:21047859 </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1075891.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1075891.pdf">Primary School EFL Teachers' Attitudes towards Creativity and Their Perceptions of Practice</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Al-Nouh, Nowreyah A.; Abdul-Kareem, Muneera M.; Taqi, Hanan A. 2014-01-01 Teachers perform an important job by encouraging creativity in their lessons and among their pupils. Thus, the present study aims to examine primary school EFL teachers' attitudes towards creative thinking and their perceptions of what goes on in the classroom. Participants were 434 female primary school EFL teachers, chosen randomly, teaching all… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Symbiotic&pg=5&id=EJ764189','ERIC'); return false;" href="https://eric.ed.gov/?q=Symbiotic&pg=5&id=EJ764189">Rationality and Emotion in Primary School Leadership: An Exploration of Key Themes</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Crawford, Megan 2007-01-01 This article discusses the symbiotic relationship between emotion and rationality in leadership in primary schools. It uses the literature of both emotion and leadership to ask whether school leadership has learnt some of the lessons from the recent interest in emotion and leadership. Drawing on recent research into the lives of primary school… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28770095','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28770095">Demography and disorders of German Shepherd Dogs under primary veterinary care in the UK.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> O'Neill, Dan G; Coulson, Noel R; Church, David B; Brodbelt, Dave C 2017-01-01 The German Shepherd Dog (GSD) has been widely used for a variety of working roles. However, concerns for the health and welfare of the GSD have been widely aired and there is evidence that breed numbers are now in decline in the UK. Accurate demographic and disorder data could assist with breeding and clinical prioritisation. The VetCompass TM Programme collects clinical data on dogs under primary veterinary care in the UK. This study included all VetCompass TM dogs under veterinary care during 2013. Demographic, mortality and clinical diagnosis data on GSDs were extracted and reported. GSDs dropped from 3.5% of the annual birth cohort in 2005 to 2.2% in 2013. The median longevity of GSDs was 10.3 years (IQR 8.0-12.1, range 0.2-17.0). The most common causes of death were musculoskeletal disorder (16.3%) and inability to stand (14.9%). The most prevalent disorders recorded were otitis externa ( n = 131, 7.89, 95% CI: 6.64-9.29), osteoarthritis (92, 5.54%, 95% CI: 4.49-6.75), diarrhoea (87, 5.24%, 95% CI: 4.22-6.42), overweight/obesity (86, 5.18%, 95% CI: 4.16-6.36) and aggression (79, 4.76%, 95% CI: 3.79-5.90). This study identified that GSDs have been reducing in numbers in the UK in recent years. The most frequent disorders in GSDs were otitis externa, osteoarthritis, diarrhoea, overweight/obesity and aggression, whilst the most common causes of death were musculoskeletal disorders and inability to stand. Aggression was more prevalent in males than in females. These results may assist veterinarians to offer evidence-based advice at a breed level and help to identify priorities for GSD health that can improve the breed's health and welfare. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Library+AND+collection+AND+evaluation&pg=2&id=EJ988327','ERIC'); return false;" href="https://eric.ed.gov/?q=Library+AND+collection+AND+evaluation&pg=2&id=EJ988327">Portuguese School Libraries Evaluation Model: An Analysis of Primary Schools' Results for the "Reading and Literacy" Domain</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Martins, Jorge Tiago; Martins, Rosa Maria 2012-01-01 This paper reports the implementation results of the Portuguese School Libraries Evaluation Model, more specifically the results of primary schools self-evaluation of their libraries' reading promotion and information literacy development activities. School libraries that rated their performance as either "Excellent" or "Poor"… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1170203.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1170203.pdf">The Use of Humor by Primary School Administrators and Its Organizational Effect on Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Sahin, Ahmet 2017-01-01 The purpose of this study is to determine the aim of primary school administrators' use of humor and the organizational effects of their use of humor according to the opinions of the school administrators and teachers. The study was modelled as a multiple holistic case study. The study group consists of 9 administrators and 12 teachers working in… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=food+AND+sovereignty&pg=2&id=ED319548','ERIC'); return false;" href="https://eric.ed.gov/?q=food+AND+sovereignty&pg=2&id=ED319548">Native American Curriculum: Primary, Intermediate, Junior High, High School.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Fox, Sandra J. These four books provide curricular materials for the study of North Dakota Indians at primary through high school levels. Issued on the occasion of the North Dakota centennial, they provide information about Indians that can be integrated into the school curriculum. The books at all levels begin with study of the centennial logo, pictured on the… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED420470.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED420470.pdf">Managing Change in Small Scottish Primary Schools. SCRE Research Report Series.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Wilson, Valerie; McPake, Joanna This report describes Scottish research on ways in which headteachers in small primary schools managed mandated changes. The research focused on implementation of four recent major initiatives: 5-14 Curriculum Guidelines, School Development Planning, Staff Development and Appraisal, and Devolved School Management. Research methods included a… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=servant+AND+leadership&pg=3&id=EJ904160','ERIC'); return false;" href="https://eric.ed.gov/?q=servant+AND+leadership&pg=3&id=EJ904160">The Effects of Servant Leadership on Teachers' Organizational Commitment in Primary Schools in Turkey</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cerit, Yusuf 2010-01-01 This study examines the effects of servant leadership behaviours of primary school principals on teachers' school commitment. The research data were collected from 563 teachers working in primary schools in Duzce. Servant leadership behaviours of principals were measured with a servent organizational leadership assessment scale, and the teachers'… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=student+AND+travel+AND+motivations&id=EJ1109089','ERIC'); return false;" href="https://eric.ed.gov/?q=student+AND+travel+AND+motivations&id=EJ1109089">Motivational Trajectories for Early Language Learning across the Primary-Secondary School Transition</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Graham, Suzanne; Courtney, Louise; Tonkyn, Alan; Marinis, Theodoros 2016-01-01 The transition from primary to secondary school is an area of concern across a range of curriculum subjects and this is no less so for foreign language learning. Indeed problems with transition have been identified in England as an important barrier to the introduction of language learning to the primary school curriculum, with implications for… </li> </ol> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li class="active">24</li> <li><a href="#" onclick='return showDiv("page_25");'>25</a></li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> </div> <div id="page_25" class="hiddenDiv"> <div class="row"> <div class="col-sm-12"> <div class="pull-right"> <ul class="pagination"> <li><a href="#" onclick='return showDiv("page_1");'>«</a></li> <li><a href="#" onclick='return showDiv("page_21");'>21</a></li> <li><a href="#" onclick='return showDiv("page_22");'>22</a></li> <li><a href="#" onclick='return showDiv("page_23");'>23</a></li> <li><a href="#" onclick='return showDiv("page_24");'>24</a></li> <li class="active">25</li> <li><a href="#" onclick='return showDiv("page_25");'>»</a></li> </ul> </div> </div> </div> <div class="row"> <div class="col-sm-12"> <ol class="result-class" start="481"> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=spss&pg=4&id=EJ1143416','ERIC'); return false;" href="https://eric.ed.gov/?q=spss&pg=4&id=EJ1143416">Parental Influence on Academic Achievement among the Primary School Students in Trinidad</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Johnson, Emmanuel Janagan; Descartes, Christine H. 2017-01-01 The present study examined the level of parental influence on academic achievement in primary school students who prepare for the National-level test at standard five (grade 6), Secondary Entrance Examinations in Trinidad. A sample of 128 students studying standard five from primary schools was randomly selected. The data were analysed using SPSS.… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1103166.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1103166.pdf">Pre-Service Science and Primary School Teachers' Identification of Scientific Process Skills</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Birinci Konur, Kader; Yildirim, Nagihan 2016-01-01 The purpose of this study was to conduct a comparative analysis of pre-service primary school and science teachers' identification of scientific process skills. The study employed the survey method, and the sample included 95 pre-service science teachers and 95 pre-service primary school teachers from the Faculty of Education at Recep Tayyip… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/ED541207.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/ED541207.pdf">Ready for Life: Education for Personal and Social Development in Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Her Majesty's Inspectorate of Education, 2007 2007-01-01 In this report HM Inspectorate of Education sets out to present an evaluation of how well primary schools promote education for pupils' personal and social development (PSD). As indicated in "Improving Scottish Education" (ISE) (HMIE 2006), primary schools deliver well overall and there is much to be said that is very positive about PSD.… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3637056','PMC'); return false;" href="https://www.pubmedcentral.nih.gov/articlerender.fcgi?tool=pmcentrez&artid=3637056">School food policy at Dutch primary schools: room for improvement? Cross-sectional findings from the INPACT study</a> <a target="_blank" href="http://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pmc">PubMed Central</a> 2013-01-01 Background Schools can play an important role in the prevention of obesity, e.g. by providing an environment that stimulates healthy eating habits and by developing a food policy to provide such an environment. The effectiveness of a school food policy is affected by the content of the policy, its implementation and its support by parents, teachers and principals. The aim of this study is to detect opportunities to improve the school food policy and/or implementation at Dutch primary schools. Therefore, this study explores the school food policy and investigates schools’ (teachers and principals) and parents’ opinion on the school food policy. Methods Data on the schools’ perspective of the food policy was collected from principals and teachers by means of semi-structured interviews. In total 74 principals and 72 teachers from 83 Dutch primary schools were interviewed. Data on parental perceptions about the school food policy were based on a cross-sectional survey among 1,429 parents from the same schools. Results Most principals (87.1%) reported that their school had a written food policy; however in most cases the rules were not clearly defined. Most of the principals (87.8%) believed that their school paid sufficient attention to nutrition and health. Teachers and principals felt that parents were primarily responsible to encourage healthy eating habits among children, while 49.8% of the parents believed that it is also a responsibility of the school to foster healthy eating habits among children. Most parents reported that they appreciated the school food policy and comply with the food rules. Parents’ opinion on the enforcement of the school food policy varied: 28.1% believed that the school should enforce the policy more strongly, 32.1% was satisfied, and 39.8% had no opinion on this topic. Conclusion Dutch primary schools could play a more important role in fostering healthy eating habits among children. The school food policy could be improved by </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/25750005','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/25750005">Exploring primary school headteachers' perspectives on the barriers and facilitators of preventing childhood obesity.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Howard-Drake, E J; Halliday, V 2016-03-01 Headteachers of primary schools in England are a crucial partner for childhood obesity prevention. Understanding how this works in practice is limited by their views being underrepresented or missing from the evidence base. The aim of this study was to explore primary school headteachers' perspectives on childhood obesity and the perceived barriers and facilitators of prevention. A qualitative study with a purposive sample of 14 primary school headteachers from the Yorkshire and Humber region of England was conducted. Semi-structured interviews were audio-taped, transcribed and analysed using an inductive thematic approach. An extensive range of barriers and facilitators emerged within four key themes; understanding childhood obesity, primary school setting, the role of parents and external partners. A lack of knowledge, awareness and skills to deal with the sensitivity and complexity of childhood obesity across all school stakeholders presents the most significant barrier to effective action. Headteachers recognize primary schools are a crucial setting for childhood obesity prevention; however their school's often do not have the capability, capacity and confidence to make a meaningful and sustainable impact. To increase headteachers' ability and desire to prevent childhood obesity, schools require specialist and tailored training, resources and support from external partners such as public health teams and school nursing services. © The Author 2015. Published by Oxford University Press on behalf of Faculty of Public Health. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/22141327','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/22141327">More academics in regular schools? The effect of regular versus special school placement on academic skills in Dutch primary school students with Down syndrome.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> de Graaf, G; van Hove, G; Haveman, M 2013-01-01 Studies from the UK have shown that children with Down syndrome acquire more academic skills in regular education. Does this likewise hold true for the Dutch situation, even after the effect of selective placement has been taken into account? In 2006, an extensive questionnaire was sent to 160 parents of (specially and regularly placed) children with Down syndrome (born 1993-2000) in primary education in the Netherlands with a response rate of 76%. Questions were related to the child's school history, academic and non-academic skills, intelligence quotient, parental educational level, the extent to which parents worked on academics with their child at home, and the amount of academic instructional time at school. Academic skills were predicted with the other variables as independents. For the children in regular schools much more time proved to be spent on academics. Academic performance appeared to be predicted reasonably well on the basis of age, non-academic skills, parental educational level and the extent to which parents worked at home on academics. However, more variance could be predicted when the total amount of years that the child spent in regular education was added, especially regarding reading and to a lesser extent regarding writing and math. In addition, we could prove that this finding could not be accounted for by endogenity. Regularly placed children with Down syndrome learn more academics. However, this is not a straight consequence of inclusive placement and age alone, but is also determined by factors such as cognitive functioning, non-academic skills, parental educational level and the extent to which parents worked at home on academics. Nevertheless, it could be proven that the more advanced academic skills of the regularly placed children are not only due to selective placement. The positive effect of regular school on academics appeared to be most pronounced for reading skills. © 2011 The Authors. Journal of Intellectual Disability </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=henry+AND+mintzberg&id=EJ352310','ERIC'); return false;" href="https://eric.ed.gov/?q=henry+AND+mintzberg&id=EJ352310">The Role of the Primary School Head.</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Davies, Lester 1987-01-01 This study uses Henry Mintzberg's structural observation method to examine British primary school head teachers' work patterns and determine the nature of their role. Head teachers' days were characterized by brevity, variety, and fragmentation similar to those discussed in findings of other empirical managerial studies. Leadership roles stressed… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/28802081','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/28802081">Creativity and physical fitness in primary school-aged children.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Latorre Román, Pedro Ángel; Pinillos, Felipe García; Pantoja Vallejo, Antonio; Berrios Aguayo, Beatriz 2017-11-01 The aim of this study was to analyze the relationship between creativity and physical fitness in elementary school children. Data were collected from 308 primary school students in southern Spain, ranging in age from 8 to 12 years (mean, 9.72 ± 1.25 years). They completed a fitness test battery, and the Prueba de Imaginación Creativa para Niños (PIC-N; Creative Imagination Test for Children) to analyze creativity. Significant differences were found between the sexes. Boys had better physical fitness but there were no sex differences in creativity. On clusters analysis, the highly creative groups had better physical fitness. Creativity was correlated with physical fitness. Aerobic capacity was a predictor of creativity. There is an association between creativity and physical fitness in primary school children that may have important implications for academic achievement. © 2017 Japan Pediatric Society. </li> <li> <a target="_blank" onclick="trackOutboundLink('http://adsabs.harvard.edu/abs/2014PhyEd..49..261.','NASAADS'); return false;" href="http://adsabs.harvard.edu/abs/2014PhyEd..49..261.">News UK public libraries offer walk-in access to research Atoms for Peace? The Atomic Weapons Establishment and UK universities Students present their research to academics: CERN@school Science in a suitcase: Marvin and Milo visit Ethiopia Inspiring telescopes A day for everyone teaching physics 2014 Forthcoming Events</a> <a target="_blank" href="http://adsabs.harvard.edu/abstract_service.html">NASA Astrophysics Data System (ADS)</a> 2014-05-01 UK public libraries offer walk-in access to research Atoms for Peace? The Atomic Weapons Establishment and UK universities Students present their research to academics: CERN@school Science in a suitcase: Marvin and Milo visit Ethiopia Inspiring telescopes A day for everyone teaching physics 2014 Forthcoming Events </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/10067078','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/10067078">[Role of school lunch in primary school education: a trial analysis of school teachers' views using an open-ended questionnaire].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Inayama, T; Kashiwazaki, H; Sakamoto, M 1998-12-01 We tried to analyze synthetically teachers' view points associated with health education and roles of school lunch in primary education. For this purpose, a survey using an open-ended questionnaire consisting of eight items relating to health education in the school curriculum was carried out in 100 teachers of ten public primary schools. Subjects were asked to describe their view regarding the following eight items: 1) health and physical guidance education, 2) school lunch guidance education, 3) pupils' attitude toward their own health and nutrition, 4) health education, 5) role of school lunch in education, 6) future subjects of health education, 7) class room lesson related to school lunch, 8) guidance in case of pupil with unbalanced dieting and food avoidance. Subjects described their own opinions on an open-ended questionnaire response sheet. Keywords in individual descriptions were selected, rearranged and classified into categories according to their own meanings, and each of the selected keywords were used as the dummy variable. To assess individual opinions synthetically, a principal component analysis was then applied to the variables collected through the teachers' descriptions, and four factors were extracted. The results were as follows. 1) Four factors obtained from the repeated principal component analysis were summarized as; roles of health education and school lunch program (the first principal component), cooperation with nurse-teachers and those in charge of lunch service (the second principal component), time allocation for health education in home-room activity and lunch time (the third principal component) and contents of health education and school lunch guidance and their future plan (the fourth principal component). 2) Teachers regarded the role of school lunch in primary education as providing daily supply of nutrients, teaching of table manners and building up friendships with classmates, health education and food and nutrition </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/26627380','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/26627380">[Health education in primary school: Alicante city (Spain) teachers' opinions].</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Davó-Blanes, M Carmen; García de la Hera, Manuela; La Parra, Daniel 2016-01-01 This study explores the opinions of primary school teachers about health activities carried out in schools in Alicante city (Spain). An exploratory study was conducted through qualitative content analysis. Three focus groups were conducted with 25 primary school teachers (14 women and 11 men) working in 14 public and 7 private schools in the city of Alicante. Participants were asked about the health activities carried on in their schools. Teachers distinguished between health education activities promoted by the school and those included in external programmes promoted by public and private institutions. External programmes were considered as impositions, lacking continuity and chosen according to passing fads. Although teachers demonstrated a more positive attitude towards activities arising from their own initiative, they identified health education as a secondary task. Teachers considered that improving their own health education training and promoting the involvement of parents, health professionals and public institutions were the most appropriate ways to promote health education in the school. Teachers showed a more positive opinion and greater commitment towards health activities that complement and facilitate their teaching tasks. Their didactic programme and opinion should be taken into account to maximise the efficiency of the health promotion and education activities promoted by external organisations. Copyright © 2015 SESPAS. Published by Elsevier Espana. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/29631705','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/29631705">"That's His Choice Not Mine!" Parents' Perspectives on Providing a Packed Lunch for Their Children in Primary School.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Ensaff, H; Bunting, E; O'Mahony, S 2018-04-01 To examine factors influencing parents' selection of packed lunches over a school lunch, their choices in food preparation, and the role of children within these. A qualitative approach using semistructured focus group and individual interviews. Four primary schools in a UK local authority. Twenty parents providing a packed lunch for their children (aged 5-11 years). An inductive thematic approach was used to identify categories and themes. The researchers maintained rigor in the data analysis through internal discussion and review until consensus was reached. Children emerged as active decision makers exerting substantial power particularly in the initial decision to have a packed lunch, and then in influencing the lunch's contents. The packed lunch could be a source of anxiety for some parents; however, ultimately parents' attitudes and perceptions revolved around the key requirement that the lunch was eaten. Providing a packed lunch was a means of achieving this. This study highlights children's growing authority over everyday food decisions. Further research is needed to explore children's perceptions of their role in food provision. The study's findings have implications for school food, nutrition education, and school-based interventions. Frameworks that look to improve children's nutrition in this area should reflect children's growing status as food decision makers and consider how this can be employed to support and sustain positive changes. Copyright © 2018 Society for Nutrition Education and Behavior. Published by Elsevier Inc. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24985789','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24985789">The effect of increased primary schooling on adult women's HIV status in Malawi and Uganda: Universal Primary Education as a natural experiment.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Behrman, Julia Andrea 2015-02-01 This paper explores the causal relationship between primary schooling and adult HIV status in Malawi and Uganda, two East African countries with some of the highest HIV infection rates in the world. Using data from the 2010 Malawi Demographic Health Survey and the 2011 Uganda AIDS Indicator Survey, the paper takes advantage of a natural experiment, the implementation of Universal Primary Education policies in the mid 1990s. An instrumented regression discontinuity approach is used to model the relationship between increased primary schooling and adult women's HIV status. Results indicate that a one-year increase in schooling decreases the probability of an adult woman testing positive for HIV by 0.06 (p < 0.01) in Malawi and by 0.03 (p < 0.05) in Uganda. These results are robust to a variety of model specifications. In a series of supplementary analyses a number of potential pathways through which such effects may occur are explored. Findings indicate increased primary schooling positively affects women's literacy and spousal schooling attainment in Malawi and age of marriage and current household wealth in Uganda. However primary schooling has no effect on recent (adult) sexual behavior. Copyright © 2014 The Author. Published by Elsevier Ltd.. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=health+AND+wealth&pg=6&id=EJ1018584','ERIC'); return false;" href="https://eric.ed.gov/?q=health+AND+wealth&pg=6&id=EJ1018584">An Examination of Primary School Attendance and Completion among Secondary School Age Adolescents in Post-Conflict Sierra Leone</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Moyi, Peter 2013-01-01 Sierra Leone was ravaged by a civil war between 1991 and 2002. Since the end of the war, it has witnessed an unprecedented increase in school enrollments. Although school enrollment has increased, the number of school age children who are out of school remains high. The focus of international agencies is on children of primary school age, yet a… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1071162.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1071162.pdf">Classroom Management: A Study on the Training Needs of Primary School Teachers</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> El Warfali, Faida Imhemid Salem; Yusoff, Nik Mohd Rahimi Nik 2014-01-01 This study aimed to identify the training needs of the in-service primary school teachers in the city of Benghazi, Libya. Data collection involved the administration of a set of questionnaire to 420 teachers and interviews with ten of them. The study found that the most important training needs of the primary school teachers in terms of classroom… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=difference+AND+principle&pg=7&id=EJ923772','ERIC'); return false;" href="https://eric.ed.gov/?q=difference+AND+principle&pg=7&id=EJ923772">Principals' and Teachers' Perceptions of Quality Management in Hong Kong Primary Schools</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Cheng, Alison Lai Fong; Yau, Hon Keung 2011-01-01 Purpose: The purpose of this paper is to examine the perceptions of a sample of Hong Kong principals and teachers of the extent to which quality management (QM) has been effectively implemented in primary schools. The features of QM improvement implemented in Hong Kong primary schools include: values and duties, systems and teams(ST) resources and… </li> <li> <a target="_blank" onclick="trackOutboundLink('http://files.eric.ed.gov/fulltext/EJ1126039.pdf','ERIC'); return false;" href="http://files.eric.ed.gov/fulltext/EJ1126039.pdf">Proposing a Primary School Principalship Model through Positive and Negative Metaphoric Perspective</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Erden, Ali 2016-01-01 Primary school ages are very important for the students. It is the time for most students to start their formal education period. The aim of the current research is to explore the perceptions of the teachers, 4th year initial teacher training students from education faculties, parents, vice principals and primary school principals as the key… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/20685170','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/20685170">New undergraduate curricula in the UK and Australia.</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> Lumsden, M A; Symonds, I M 2010-12-01 There are many challenges facing undergraduate education in the smaller specialities such as obstetrics and gynaecology (O&G). These are similar throughout the world, although the emphasis may vary according to geography and the approach of those involved in medical education in general. The number of medical students has increased because of the greater number of doctors required, the gender balance and also because it provides revenue for the universities. This means that strategies must be developed to include more teaching units in both primary and secondary care as well as those at a distance from the main teaching provider. Australia and the UK both have this problem but, obviously, the distances involved in Australia are much greater. One of the drivers for the change in undergraduate medical education in the UK was factual overload and the need to teach basic competencies to the students. National curricula that take this into account are being developed and that in the UK has been taken up by a majority of the medical schools. The opportunities offered by O&G to provide basic skills and competencies difficult to find elsewhere in the curriculum are unparalleled. These include issues such as communication in situations where great sensitivity is required and also the impact of cultural beliefs and ethnicity on clinical practice. However, factual knowledge of medical science is also essential and ways of achieving a balance are discussed. Crown Copyright © 2010. Published by Elsevier Ltd. All rights reserved. </li> <li> <a target="_blank" onclick="trackOutboundLink('https://eric.ed.gov/?q=Research+AND+schools+AND+primary&pg=6&id=EJ1085511','ERIC'); return false;" href="https://eric.ed.gov/?q=Research+AND+schools+AND+primary&pg=6&id=EJ1085511">Transition of Students with Autistic Spectrum Disorders from Primary to Post-Primary School: A Framework for Success</a> <a target="_blank" href="http://www.eric.ed.gov/ERICWebPortal/search/extended.jsp?_pageLabel=advanced">ERIC Educational Resources Information Center</a> Deacy, Evelyn; Jennings, Fiona; O'Halloran, Ailbhe 2015-01-01 The purpose of this research was to investigate best practice in relation to the planning, process and strategies that support the transition of students with ASD from primary to post-primary school. A questionnaire survey was sent to graduates of a postgraduate Certificate/Diploma in SEN (ASD) in Ireland who were working in primary and… </li> <li> <a target="_blank" onclick="trackOutboundLink('https://www.ncbi.nlm.nih.gov/pubmed/24645802','PUBMED'); return false;" href="https://www.ncbi.nlm.nih.gov/pubmed/24645802">Changes in physical activity during the transition from primary to secondary school in Belgian children: what is the role of the school environment?</a> <a target="_blank" href="https://www.ncbi.nlm.nih.gov/entrez/query.fcgi?DB=pubmed">PubMed</a> De Meester, Femke; Van Dyck, Delfien; De Bourdeaudhuij, Ilse; Deforche, Benedicte; Cardon, Greet 2014-03-19 Key life periods have been associated with changes in physical activity (PA). This study investigated (1) how PA changes when primary school children transfer to secondary school, (2) if school environmental characteristics differ between primary and secondary schools and (3) if changes in school environmental characteristics can predict changes in PA in Belgian schoolchildren. Moderating effects of gender and the baseline level of PA were investigated for the first and third research question. In total, 736 children (10-13 years) of the last year of primary school participated in the first phase of this longitudinal study. Two years later, 502 of these children (68.2%) agreed to participate in the second phase. Accelerometers, pedometers and the Flemish Physical Activity Questionnaire were used to measure PA. School environmental characteristics were reported by the school principals. Cross-classified regression models were conducted to analyze the data. Self-reported active transport to school and accelerometer weekday moderate to vigorous PA (MVPA) increased after the transition to secondary school while self-reported extracurricular PA and total PA decreased. Pedometer weekday step counts decreased, but this decrease was only apparent among those who achieved the PA guidelines in primary school.Secondary schools scored higher on the school environmental characteristics: provision of sports and PA during lunch break, active schoolyards and playgrounds and health education policy but lower on sports and PA after-school than primary schools. Changes in the school environmental characteristics: active commuting to school, active schoolyards and playgrounds and health education policy resulted in changes in self-reported extracurricular PA, total PA , pedometer/accelerometer determined step counts and accelerometer determined MVPA. Moderating effects were found for baseline PA and gender. 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Sample records for uk primary schools